On curriculum development and teaching reform oriented by working process.

On curriculum development and teaching reform oriented by working process.

The Ministry of Education's Action Plan for Reform and Innovation of Secondary Vocational Education (20 10-20 12) puts forward: strengthen school-enterprise cooperation, innovate diversified school-enterprise integration mode, reform the training mode of skilled talents, generally implement the combination of work and study, carry out students' internship, work-study alternation and order training in a down-to-earth manner, and cultivate skilled talents jointly by both schools and enterprises. At present, the talent training scheme of electric locomotive operation and maintenance specialty is constructed according to the discipline system, and the existing teaching materials are also written according to this theoretical system, which leads to the phenomenon that theory and practical skills are out of touch. In order to further deepen the reform of education and teaching and promote educational innovation, based on the reality of school teaching reform and specialty construction, the reform of personnel training program for electric locomotive operation and maintenance specialty is carried out around the teaching reform and specialty construction oriented by working process. According to the needs of employment and students' development, aiming at employment, giving consideration to promotion, analyzing positions and professional activities, summing up professional abilities and typical tasks, starting from teaching rules, developing professional core courses and professional platform courses, and jointly constructing professional talent training programs with cultural platform courses to realize the organic integration of knowledge, positions and abilities.

First, the work process-oriented curriculum development and teaching reform

Work process refers to the complete work process, that is, how the work task is completed. Work process-oriented curriculum is a curriculum system based on and built around the work process in professional activities. Therefore, it can be said that in order to develop curriculum oriented by working process, it is necessary to systematically analyze the working process; In order to systematically analyze the working process, we must fully understand the elements of the working process, that is, the working object, working tools, working methods, and the requirements of society, enterprises, customers, educatees, laws or professional standards. Through the analysis of the above elements, we can decipher the workflow knowledge implied in the actual professional work.

(a) the implementation of school-enterprise cooperation, order training mode. Our school has been in-depth cooperation with Beijing Railway Bureau, Shenhua Group and other enterprises. According to the idea of "four-stage progressive ability training based on school-enterprise cooperation and order training", the reform of professional talent training mode and professional curriculum system has been promoted, and a professional talent training mode with employment as the guidance, order education as the link and work-study alternation as the way has been established.

Take order education as the link, close school-enterprise cooperation, and comprehensively promote specialty construction, curriculum reform and training base construction. Through school-enterprise cooperation, we can seamlessly meet the needs of employers to develop professional curriculum resources, implement enterprise practice and build a platform for professional ability development, improve students' comprehensive quality and professional ability as a whole, and cultivate professional skilled talents with high comprehensive quality.

Combined with the professional qualification certification system, students must obtain two professional qualification certificates: electric locomotive learning driver's license and electric locomotive electrician's license before graduation.

(B) according to job requirements, build a curriculum system. The guiding ideology of establishing the curriculum system based on post requirements is to pay more attention to the development of the curriculum system based on post ability, so that the skills implemented in the curriculum system are closer to the post standards of enterprises and employers.

According to the ability requirements of corresponding professional posts (groups), the curriculum system of electric locomotive operation and maintenance specialty should adopt the curriculum structure of professional core curriculum and professional (skill) curriculum. The content of the course should be closely related to the actual operation and maintenance of electric locomotives, highlighting the application and practicality, and paying attention to the combination with the relevant professional qualification assessment requirements. The teaching of professional skills courses should adopt flexible and diverse teaching methods according to the training objectives, teaching contents and students' learning characteristics. The syllabus of some professional core courses with strong foundation, high normative requirements and wide professional coverage is formulated by the state.

Practical training should strengthen students' practical ability and vocational skills and improve their comprehensive vocational ability. Training includes on-campus training, off-campus training and on-the-job training. Training practice should be clear about the requirements of training practice environment such as on-campus training practice room, off-campus training practice base and its necessary equipment, so as to ensure that students' internship positions are basically consistent with their majors.

Second, improve the training mode, cultivate high-quality talents and establish

Improve the long-term mechanism, improve the management system and assessment methods, ensure the quality and long-term guarantee of school-enterprise cooperation and work-study alternation, meet the urgent demand for electric locomotive operation and maintenance talents under the rapid development of railway technology and equipment, and improve students' practical ability. On-campus practice should be organically connected and integrated with off-campus practice. Through the full-function, simulated training system training in the school and on-the-job practice in the real professional environment of the enterprise, students can be familiar with the operation process and skills of relevant posts in the real professional situation, complete various forms of systematic training and post-qualification examination before taking up their posts, and finally form the comprehensive ability of "zero distance" employment.

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