What factors of modern apprenticeships are closely related to craftsmanship

Modern apprenticeship?

"Apprenticeship" is a form of vocational skills transfer in the actual work process with the master's teaching as the main form of teaching, commonly known as "hand to hand" teaching. It is generally believed that the institutionalized apprenticeship system appeared in the Middle Ages, "apprenticeship" began around the 13th century. Prior to that, apprenticeship as a mode of transferring skills had been practiced in both China and the West.

The Industrial Revolution dealt a death blow to apprenticeship. Machines partially replaced human labor, the original apprenticeship system to train the talent to meet the machine of industrial production on the demand for talent, the rise of vocational schools to replace the original apprenticeship system. After World War II, as the labor skills and quality requirements of workers are getting higher and higher, and at the same time, countries are also learning from the successful experience of Germany's "dual system" in the training of talents, and have implemented the "apprenticeship system" and the "apprenticeship system". "and reform and innovation of the apprenticeship system. At present, countries generally take the apprenticeship system as one of the talent training modes in the field of vocational education. The apprenticeship system at this stage has undergone significant changes in terms of training objectives, curriculum system and learning modes. For example, in the United Kingdom, the modern apprenticeship system divides the training objectives into three levels, namely, apprenticeship, advanced apprenticeship and higher apprenticeship; in the construction of the curriculum system, it establishes a diversified curriculum system and national vocational qualification courses; in the learning mode, it implements the learning mode of alternating work and study. The nature of the apprenticeship system is still of a national nature, and the state regulates all aspects of the apprenticeship system.

The meaning and significance of apprenticeships have changed significantly from their infancy to modern apprenticeships.?

"Higher education" gives new meaning to modern apprenticeships.

Modern apprenticeship is a kind of vocational education that integrates the traditional apprenticeship system with the factors of school education, and it is a new form of deepening the cooperation between schools and enterprises in vocational education, and it is a kind of progressive relationship between the top-ranking internship, the order cultivation and the modern apprenticeship system.

As one of the types of higher education, the nature and characteristics of higher vocational education is "cross-border education", which is based on the deep understanding of the functional position of higher vocational education and the connotation of talent training goals. The connotation development of higher vocational colleges and universities is mainly reflected in the two attributes of "higher education" and "vocational". Apprenticeship system organizes teaching content centered on vocational practice, which fully highlights the "vocationality" of higher vocational education and better realizes the external value of education. However, higher vocational education should not be "vocational education". In recent years, higher vocational colleges and universities have over-emphasized the social demand in school running practice, over-emphasized the demand for vocational positions, and neglected the demand for students' self-development and self-improvement; more attention has been paid to the external value of education, and the intrinsic value of education has been neglected, which has resulted in the deformed development of vocational education to a certain extent. Therefore, while realizing the "vocationality" of higher vocational education, we must pay attention to the "higher nature" of higher vocational education, which should highlight the "vocationality" of higher vocational education and realize the external value of education without losing its "vocationality". At the same time, we must pay attention to the "higher nature" of higher vocational education, and should realize the external value of education by highlighting the "vocational nature" of higher vocational education, so as to realize the internal value of education. Therefore, the modern apprenticeship system must be given a new connotation, the core idea is to return to the essence of education, people-oriented, attaching importance to the comprehensive development and sustainable development of human beings, taking into account the needs of society and the needs of human self-development, which is the intrinsic value of vocational education.

Modern apprenticeship, as a deepening of the talent cultivation model of work-learning integration, has a rich vocational education ideology embedded in its inherent logical system and operational process, which has a profound educational value. The construction and development of this education model, which alternates "work" and "learning" and integrates work and learning, is the new connotation given to the modern apprenticeship system by the essential characteristics of higher vocational education under the new situation.

Analysis of elements supporting modern apprenticeship system?

The conscious agreement of students, schools, and -construction of school-enterprise cooperation. The modern apprenticeship system is a recombination of the traditional apprenticeship system and school education system, and its main feature is the alternation of student and apprentice status. It is manifested in the following ways: First, recruitment is enrollment, and the problem of students' employee status is solved first. Secondly, school and enterprise *** with the responsibility of training, school and enterprise *** with the development of training programs, *** with the implementation of personnel training, each division of responsibility, each responsible, each specializing in the strengths of the division of labor, so as to *** with the completion of the cultivation of students (employees). Schools and are two different educational environments and educational resources, the implementation of modern apprenticeship system, the need to explore the new mode of school-enterprise cooperation, break through the bottlenecks in the system and mechanism, so that the school-enterprise cooperation to the deep development.

2. Reconstruction of curriculum system, reorganization of curriculum content - reconstruction of learning carrier. The modern apprenticeship system is to cultivate highly skilled personnel, the course into the off-campus "base" and "base" part-time teachers to undertake the course teaching should be a regular teaching arrangements, but this is the current higher vocational colleges and universities are faced with the problem, but also higher vocational education to achieve the "higher nature" of the "higher education". "Higher" and "vocational" organic integration of the bottleneck. The root cause is that the professional curriculum system and teaching content has not been completely free from the traditional discipline system, teachers in the teaching design is still the systematic knowledge as the logic of the main line of teaching content, job tasks can not be organically integrated into the course content, which emphasizes the "higher", but weakened the "vocational". This emphasizes the "higher nature" but weakens the "vocational nature". In addition, according to the job task selection course teaching content, based on the job workflow organization teaching, the lack of ability to cultivate as the logical main line of systematic learning and training, which obviously also emphasizes the "vocational" but weakened the "higher sex". This can't satisfy the goal of training highly skilled people.

To realize the cultivation of highly skilled talents, each specialty must determine the specifications of talent cultivation and professional cultivation objectives through sufficient market research, formulate professional cultivation programs, reconstruct the curriculum system and determine the curriculum standards, follow the law of students' cognition and the law of vocational growth, and truly form a cultivation system integrating students' humanistic qualities, professional knowledge, vocational skills, vocational attitudes and vocational literacy, which includes on-campus practical training and vocational training.

3. This system includes a systematic professional practice teaching system through on-campus practical training, off-campus practical training and top internship.

3. The alternation of "work" and "learning" - change the teaching organization and management mode. The current school teaching organization mode and management system seriously impede the alternation of work and study. Due to the extension of teaching space from the school to the school, the diversification of the main body of participation in the operation of teaching management, the requirements to achieve a reasonable articulation of work and study, in all aspects of teaching management to fully embodied in the other party-centered and all for the better development of the students' educational philosophy. Specifically, it is necessary to choose the teaching organization mode according to the *** nature of students' development and individual needs in the process of cultivation, implement the "flexible" teaching management mode with the participation of school and enterprise *** together, and implement the curriculum management with school and enterprise *** together, evaluate the effect of the implementation of the curriculum and assess the performance of cultivating high-skilled talents with school and enterprise, and provide management support for the modern apprenticeship system to cultivate high-skilled talents. Cultivation of highly skilled personnel to provide management support.

4. Collaboration and complementarity of specialized and part-time teaching teams - the goal of gathering teaching teams. The essential characteristics of higher vocational education determine the specificity of the teaching team of higher vocational education. The construction of specialized and combined teaching team is the primary task of higher vocational institutions to enhance their core competitiveness, and the level of construction of specialized and combined teaching team is also the key element to improve the quality of training of highly skilled personnel.?

Full-time professional teachers must strive to improve their dual-teacher quality. The modern apprenticeship system of alternating "work" and "study" has brought about a qualitative change in the teaching mode of higher vocational colleges and universities. Higher vocational teachers should not only have solid subject-specific professional knowledge, but also be familiar with the knowledge of the work process of the main occupational fields corresponding to their specialties, and possess strong vocational practice ability in their own fields of specialization. strong professional practice ability in the field.?

5. Targeted and developmental learning assessment - the value orientation of sustainable development. Under the institutional framework of the modern apprenticeship system, students will have their unique advantages in terms of their ability to comprehend industrial culture, industry culture and culture, their understanding of professional norms, their grasp of professional demeanor, and their stimulation of innovative and entrepreneurial awareness. The establishment of a learning evaluation mechanism centered on goal assessment and developmental evaluation is conducive to promoting students' growth and success. There are three reasons: first, the implementation of process assessment, according to the design of the training program, combined with the "work" and "learning" specific course teaching objectives, regular assessment of students' learning status, timely feedback, communication, to ensure that the quality of the learning process is effectively controlled. Effective control. Secondly, it creates the exhibition of students' learning and creative achievements and various activities of evaluation, such as through the evaluation of excellent apprentices, excellent skills, excellent designers, etc., and organizes all kinds of skill competitions to display students' learning and creative works and advanced deeds, so as to give play to the role model incentive for students' growth and motivation. Third, the implementation of developmental learning evaluation for students' growth and future development, highlighting the evaluation of students' humanistic qualities, communication skills, vocational qualities, cultural self-awareness, etc., and focusing on the evaluation of students' knowledge structure, ability structure and learning quality for sustainable development. These evaluations should be through the school and enterprise, and be fully reflected in the various learning and practice in the implementation process of modern apprenticeship system