1. Achievements made during the 2023 competition
Under the guidance of the competition plan, the participating teaching teams in 2023 demonstrated the fruitful results of teaching reform and innovation in various schools in five dimensions: teaching content, teaching design, teaching implementation, teaching evaluation, and teaching reflection.
1.In terms of teaching content, it can construct a scientific and reasonable curriculum framework, which is in line with the cognitive characteristics of students.
2.In terms of teaching design, the teaching mode can be innovated, and the methods and methods are appropriate and appropriate;
3.In the implementation of teaching, it highlights teaching students according to their aptitude and reflects the student-centered concept;
4.In terms of teaching evaluation, an evaluation system with vocational education characteristics can be established, and advanced technology can be used to collect, sort, analyze and use data;
5.In terms of teaching reflection, we should pay attention to the learning experience and effect of students, the improvement of digital literacy of teachers and students, and the effective integration of science and education.
2. Problems in the process of participating in 2023
However, through the expert review of the preliminary materials and final display of the participating teams, it is not difficult to find that there are still some common problems in the implementation of national standards, the implementation of competition requirements, and the avoidance of the risk of violations.
(i) Problems arising in the implementation of policy documents
Through the online preliminary evaluation and on-site finals, it was found that there are still schools that have not timely complied with the "Guiding Opinions of the Ministry of Education on the Formulation and Implementation of the Professional Talent Training Program in Vocational Colleges", "Notice on Organizing the Formulation and Implementation of the Professional Talent Training Program in Vocational Colleges", "Catalogue of Vocational Education Majors (2021)", "Introduction to Vocational Education Majors (Revised in 2022)" (hereinafter referred to as the "Professional Introduction"), the National Curriculum Standards for Public Basic Courses issued by the Ministry of Education in 2020 and 2021, Documents such as the Implementation Plan for the Reform and Innovation of Ideological and Political Theory Courses in Schools in the New Era and the Overall Plan for Deepening the Reform of Educational Evaluation in the New Era require the revision of the professional talent training plan, the adjustment of the curriculum, the revision of curriculum standards, the implementation of national curriculum standards, and the implementation of educational evaluation reform.
1.There are still situations where the revision of the professional talent training program is not timely or not in place
Through the review of the "Professional Talent Training Plan" submitted by the participating teams, it was found that there are still the following problems:
First, the revision is not timely. The 2022 professional talent training program has not been revised according to the connotation requirements of the new "Professional Profile", the curriculum system has not been adjusted for secondary vocational schools, and there are still schools whose professional talent training program is too different from the requirements of Letter No. 61.
Second, the implementation of relevant documents and standards is not timely. For example, national defense education and labor education have not been implemented, the foundation of computer application has not been changed to information technology, and the course of higher vocational thinking has not been changed to ideology, morality, and the rule of law.
Third, there is a misalignment in the positioning of training goals. It does not meet the requirements of the school-running level of secondary vocational, higher vocational college and vocational undergraduate.
Fourth, the teaching schedule is unreasonable. All courses are not reflected, the course classification is inconsistent with the textual description, or the connection between the courses is inappropriate, or there is an error in the calculation of credit hours.
Fifth, there are deficiencies in the conditions for implementing safeguards. For example, the structure of the teaching staff does not meet the requirements of the student-teacher ratio of secondary and higher vocational schools; The teaching facilities obviously do not meet the construction standards of professional training conditions and on-the-job internship standards; Learning evaluation does not reflect the relevant connotations of process evaluation, outcome evaluation, value-added evaluation and comprehensive evaluation.
2.There are still cases where the implementation of curriculum standards is not in place or the development is not standardized
Through the review of the "Curriculum Standards" submitted by the participating teams, the following problems were found:
First, there is still a lack of implementation of the national curriculum standards for the corresponding courses issued by the Ministry of Education in 2020 and 2021. Some have submitted national curriculum standards directly, while others have developed "implementation" curriculum standards, but have not submitted "implementation plans".
Second, the curriculum standards prepared by the school have incomplete entry elements, and some curriculum standards use the curriculum standard structure in the research and development stage.
Third, it is inconsistent with the course objectives, content requirements, semesters, and class hours (credits) of this course in the professional talent training program. Fourth, the relevant requirements such as professional introduction (main courses), national professional teaching standards, professional training conditions construction standards, and on-the-job internship standards have not been implemented.
3.There are situations in the management of teaching materials, such as imperfect mechanism, incomplete content, and non-rigorous procedures
Through the evaluation of the "Textbook Selection Instructions" submitted by the participating teams, it was found that the existing participating teams did not follow the requirements for explanations. The specific performance is as follows:
First, the composition and responsibilities of the school's textbook selection committee were not provided.
Second, the procedures and requirements for the selection of textbooks of the school do not conform to the relevant national regulations and requirements such as the Measures for the Management of Textbooks of Vocational Colleges.
Third, the selection process of the school's textbooks is not specific.
Fourth, there is a lack of evidence of the publicity of the results of the selection of textbooks in the school.
Fifth, there is a lack of documentary evidence for the selection of teaching materials provided to the administrative departments of education. Sixth, there is a lack of evidence of the actual use of teaching materials, and the report on the verification of teaching materials submitted to the administrative department of education is corroborated.
(2) Violations of the rules of the participating teams
The 2023 competition plan continues to clearly stipulate anonymity, the number of students in the class and the recording of the class, etc., and there are still some participating teams that leak information, teach not the whole class, or edit.
1.Documentation and *** revealing information
The competition plan clearly states that "the entry materials (including the file name and its attributes) and the display and defense of the final site shall not disclose the name of the region, the school and personal information, and the qualification will be cancelled once found".
First, some works have been anonymized with regional and school information, but it is not thorough, and there are omissions in some places;
Second, the anonymity is not accurate enough or the scope of anonymity is expanded, and some entries do not have anonymity for the official seals of the region and the school;
Third, there are still a very small number of participating teams that have not done any way of anonymizing the documents and materials of the competition, and the relevant schools and teams have not carried out corresponding inspections.
2.Teaching** Participation of the whole class in China and Africa
The plan requires that "classroom teaching should be in the actual teaching place, and all students in the class should participate (the implementation of class teaching needs to be explained)", and two recordings of classroom teaching with the participation of all students should be completed within the specified time", and there is still a shortage of students in the competition.
First, the class size is not specified in the lesson plan or implementation report;
Second, the number of participating students is obviously not the whole class, and the class teaching is not clearly implemented in the lesson plan;
The third is that the first camera covers the panoramic view of the classroom, but it is impossible to count the number of students participating in the competition.
3.Teaching**There is a post-editing situation
The plan clearly states that "the classroom record** must be continuously recorded with 3 cameras, and the lens is fixed", "all camera shots** must ensure that the audio track is continuous, and no additional editing and dubbing are required", but the submitted teaching** still has post-editing or unfixed shots.
First, there are multiple camera switches in the ** picture;
The second is that there is a jump change in the picture in **;
The third is that the **tone** is not synchronized, and the mouth shape is not matched in many places;
Fourth, the audio track signal is not continuous, and the sound disappears;
Fifth, the 3-camera **tone** is out of sync.
(3) The participation does not meet the specific requirements
1.The entries do not meet the requirements of the competition
The plan requires that "the modules, units, topics, projects or tasks of the competition should be continuous and complete teaching content in the relevant courses", "the name of the content should be the specific and clear module, unit, task name or name combination in the curriculum standards", "the teaching team implements classroom teaching in accordance with the teaching design", "there are at least 2 ** professional courses in the second group to present the teacher's practical demonstration and teaching guidance" and "the teaching implementation report is introduced", but there are still situations where the teaching content of the competition does not meet the requirements.
First, the content requirements in the lesson plan and the curriculum standards do not match the class teaching schedule.
Second, the name of the entry content is inconsistent with the name of the module, unit or task in the curriculum standard, and it is not a combination of corresponding names.
Third, the teaching content in the teaching plan is not clear and the activity arrangement is too general; The content of the teaching ** is obviously inconsistent with the links, contents, activities, and time allocation of the teaching plan, and there is arbitrariness in teaching.
Fourth, the ** submitted by the second group of majors, mistakenly regarded the student's operation and the teacher's tour guidance as the teacher's teaching, or the teacher's standardized teaching time was too short, or the teacher's practical operation did not focus on the operational skills that the student should master (not recognized by experts).
Fifth, the content of the teaching implementation report is too different from the content of the teaching implementation report document, and there is a situation of "re-condensation" in the later stage.
2.Teaching** does not meet the requirements of the competition
In the plan, it is required to "independently select the display content in the lesson plan (except for the relevant content that has been presented in the preliminary competition)", "the submitted ** from the beginning of the filming staff to the shutdown of the filming staff", "the 3 cameras must be recorded synchronously to ensure the accurate synchronization of the sound", "all students in the class participate (the implementation of class teaching needs to be explained)", "the teaching display ** file is named after 'teaching plan serial number + teaching plan page number + teaching link name' (where the teaching plan page number is subject to the page number displayed at the top of the teaching plan pdf file)", competition** There are still cases where the requirements of the competition are not met.
First, the teaching display in the final is part of the preliminary round, which violates the requirements of the content;
Second, the 3-camera ** submitted by some teams did not achieve synchronous recording;
Third, it is obvious that non-class students participate in the competition;
Fourth, the page number in the naming of individual ** files is not the page number displayed in the pdf reader toolbar, or the name of the teaching link is not standardized or specific.
3.The lesson plan does not meet the requirements of the competition
The competition plan requires that "in principle, the teaching time of each lesson plan shall not exceed 2 class hours, and the training and teaching content with special requirements of venue equipment can be arranged for 3 4 class hours in a row", and the participating teams of a group of individual professional courses submitted all 4 class hours of teaching plans, and carefully analyzed their teaching, which is neither a special week internship training, post practice, nor a training and teaching content with special requirements for venue equipment, and the continuous scheduling of classes does not conform to the basic laws of teaching.
4.Other circumstances that do not meet the entry requirements
In the plan, it is required that the document materials "prohibit ** or ** for decoration purposes", the charts inserted in the teaching implementation report "should be pertinent and effective, the chart size is appropriate, and the text is clearly visible", and the curriculum standard "attaches the schedule of the teaching plan of the participating classes (indicating the teaching date and class hours)", and there are still some teaching teams that have not fully implemented these competition requirements and do not meet the requirements.
**10,000 Fans Incentive Plan2. Suggestions from the participating teaching teams in 2024The competition is the starting point to guide the participating teaching teams to concentrate on teaching itself, pay attention to collaborative teaching and research, and solve teaching problems;
The competition is also a thrust to promote educational administrative departments and vocational colleges to standardize teaching management, strengthen teacher training, and improve the effectiveness of education.
Therefore, the participating teaching teams should deeply understand the leading role of the competition, implement the latest requirements of the party and the state on vocational education, actively participate in professional construction and curriculum reform, use modern information technology to change the teaching of teachers and students, and continue to improve the quality of talent training.
1.Work the education model, showing the remarkable results of school-enterprise cooperation in the integration of industry and education
Implement the "Opinions on Deepening the Construction and Reform of the Modern Vocational Education System", by presiding over or deeply participating in the municipal industry-education consortium and the industry-education integration community, and implementing the industry-based education, industry-based education, industry-based education, and industry-based education, forming a good situation in which various subjects are deeply involved in the professional planning of vocational schools, the determination of talent training specifications, curriculum development, and the construction of teachers, discussing training plans, forming teaching teams, building teaching resources, and jointly implementing academic assessment and evaluation, and promoting teaching reform. improve the quality of personnel training; Build an open regional practice center for the integration of industry and education, benchmark the frontier of industrial development, carry out student internship training, product pilot test, process improvement, technology research and development, etc., through the school-enterprise practice center, and promote the in-depth reform of education methods, school-running models, management systems, and guarantee mechanisms.
2.Work genre educationIt reflects the integration of public basic courses and vocational scenarios
To create the characteristics of vocational education, it is inseparable from the creation of vocational situations and tasks in the teaching content of public basic courses, to realize the integration, cohesion and cooperation of public basic courses and professional courses, so that students can learn and use subject knowledge to analyze and solve problems related to the professional situation and social life of the major, advocate the development of task-driven and problem-oriented teaching, organically integrate the education of professional ethics, labor spirit, model worker spirit and craftsman spirit, cultivate students' professional spirit, improve professional quality, and improve students' professional recognition.
3.Work the construction of connotationto present the school's key capacity building achievements and effectiveness
The new ecological construction of vocational education is inseparable from rich digital teaching resources, and it is necessary to present the achievements and applications of the school in the professional teaching resource library, high-quality courses, virtual systems, new digital teaching materials, etc.;
It is necessary to reflect the achievements of the construction of the "double-teacher" teacher team, present the ideological and political quality and professional ethics of teachers, present the collaborative education of school-enterprise dual teachers, and work in schools and technicians, high-skilled talents, management personnel, and skilled craftsmen;
It is necessary to reflect the school-enterprise joint development of typical production practice projects, which come from the real production process of the enterprise, integrate the latest technology and standards in the industry, and fully reflect the ability of new technologies, new processes, new specifications and the in-depth use of digital technology to solve production problems.
4.Efforts should be made to integrate science and educationto show an innovative training model for technical and skilled talents
The report of the 20th National Congress of the Communist Party of China pointed out that "education, science and technology, and talents are the basic and strategic support for building a modern socialist country in an all-round way", science and technology are the primary productive forces, talents are the first resources, and innovation is the first driving force.
It is necessary to promote the integration of science and education, actively explore the reform of the training model of innovative technical and skilled talents, emphasize the cultivation of students' sense of innovation in secondary vocational education, and emphasize the cultivation of students' innovation ability in higher vocational education, and present innovative programs and achievements to help enterprises develop new products, process reengineering, process innovation, and efficiency improvement through teaching, and continuously cultivate a good situation of high-quality technical and skilled talents, great craftsmen, and skilled craftsmen.
5.Work on the application of technologyto lead the digital transformation and innovative development of vocational education
The competition plan proposes to "encourage teaching teams to use the national vocational education smart education platform and its access platform to carry out practical teaching" and build a new ecology of "Internet +" vocational education.
The first is to make good use of the shared resources of the national smart education public service platform;
the second is to show the achievements of the digital transformation of the school's smart classrooms and training environment;
the third is to make reasonable use of digital resources, subject software, professional modern tools, etc. to promote deep learning;
the fourth is to rely on the online course platform to carry out online and offline blended teaching;
Fifth, the digital transformation and upgrading of the industry is connected, and new methods, new technologies, new processes and new standards are introduced;
Sixth, use effective evaluation tools and software to strengthen process evaluation, improve outcome evaluation, and explore value-added evaluation.
With the implementation of the spirit of the 20th National Congress of the Communist Party of China and the full implementation of the key tasks of the construction of the modern vocational education system, the 2024 Teaching Ability Competition will further present the new results of the supply-side structural reform of vocational education, the new achievements of the integration of industry and education, and the construction of school-enterprise cooperation mechanism, the new ability of teachers to improve the ability of moral cultivation and promote the all-round development of students, and the new model of student-centered, promoting in-depth learning and achieving high-quality curriculum teaching.
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