Computer application technology-oriented talents training mode thesis

1. Introduction

One of the focuses of the Chinese colleges and universities in recent years has been to formulate a guiding program on the transformation and development of local undergraduate colleges and universities, and to guide a group of undergraduate colleges and universities to transform into applied technology-oriented colleges and universities [1]. In this situation, it is an inevitable trend for local undergraduate colleges and universities to carry out teaching reforms for computer science and technology majors, software engineering majors, network engineering majors and other computer majors (hereinafter referred to as computer majors), and to cultivate the students to become computer-applied technology-oriented talents adapted to the needs of the society. Relative to traditional majors, computer science is a constantly developing discipline, which has two main advantages: (1) Because of the close integration of computers with production and life, the rapid updating of technology, and the great impact on society, computer science majors are easy to communicate with enterprises, and are easy for the integration of industry and education and school-enterprise cooperation. (2) Teachers majoring in computer science usually have project training when they are studying for master's degree or doctoral degree, and they have strong engineering ability, so it is easy for computer science majors to cultivate "dual-teacher" teachers who are suitable for applied technology-oriented universities. Based on these two advantages, computer science majors in local undergraduate colleges and universities are more likely to be transformed to applied technology than traditional majors. In this regard, how to formulate the talent training program for computer majors, and how to build a real practical platform for students to improve their applied technology ability is a key to the transformation of computer majors into applied technology.

2. Reform program for the transformation of training mode towards applied technology

Investigating the reasons for the difficulties in employment of computer science students in the past, the main reason is not because of the large number of students or the poor quality of the students but because of the unreasonable structure of the knowledge they mastered. This irrationality is manifested in the following: in the local undergraduate colleges and universities to develop talent training programs, talent training goals are not clear and clear; in teaching, the lack of characteristic knowledge explanation and depth of practical teaching; in the student learning, the lack of appropriate technology platform for practical exercise [2]. In view of the above problems, it is a good solution to formulate an applied talent cultivation program with clear objectives and build a practical platform for students to apply technology, and the school-enterprise cooperation in the form of "order practical training", in which the teaching modes of strengthening disciplinary competitions and increasing practical activities based on project practical training are undoubtedly a useful supplement to this solution. In the process, strengthening academic competitions and increasing practical activities based on project practical training are undoubtedly a useful supplement to this solution. The transformation reform program based on this approach, on the macro level, solves the problem of the quality of talent cultivation, makes it meet the industrial requirements, and eases the contradiction between graduates and enterprises that are not adapted to each other; on the micro level, through the project case study, it exercises the students' ability to solve practical problems, and implicitly cultivates intermediate and advanced technical talents for the enterprises, which provides a good reference for the relevant teaching.2.1 Reform ObjectivesAiming at the above reform program, the following reform objectives are formulated The following reform objectives are formulated for the above reform plan: 1. To build a computer application technology talent training mode by taking the "Blue Bridge Program" organized by the Talent Exchange Center of the Ministry of Industry and Information Technology as the guidance, combining with the talent cultivation orientation of the computer profession, and focusing on the development of the students' professional and vocational ability, to build a computer application technology talent training mode. 2. Talent cultivation mode.2. To cultivate computer application technology talents as the goal, formulate computer application technology talent cultivation program.3. To carry out in-depth school-enterprise alliance, so that more enterprises and companies to participate in university education.4. To build a computer application practice platform, such as allowing students to participate in the enterprise technology competitions, or to promote students' works to the real world.

2.2 Reform content

With the "competence-centered curriculum development [3]" teaching model as a blueprint, the development of scientific and reasonable, with the internal logic of the talent cultivation program, under the guidance of the professional teaching program, the scientific design of the course teaching objectives, teaching links, teaching methods, methods, evaluation systems and quality standards. Under the guidance of the specialized teaching plan, we scientifically design the teaching objectives, teaching links, teaching methods, methods, evaluation system and quality standards of courses. As a result, the teaching mode of cultivating applied undergraduate talents is formed, which is oriented to the needs of the society and attaches great importance to the students' ability of applying technology. In this process, the "qualification certificate" to promote the depth and development of teaching, while deepening the school-enterprise alliance, so that more enterprises and companies to participate in university education, and gradually build a distinctive, employment-oriented computer professional knowledge system, as shown in Figure 1.

2.3 Reform Methods

1. Setting up a "multi-directional, combined" core curriculum system design [4] for the computer science and technology majors, network engineering majors, software engineering majors, a serious analysis and extensive social surveys to determine the professional direction of the occupation of the core competencies around the occupational core curriculum set the curriculum system, which is based on the core curriculum of the occupation of the core competencies of the core competencies of the core competencies of the core competencies of the core competencies of the core competencies of the professional direction of the professional direction. Occupational core courses to set up the curriculum system, which has the following 2 characteristics: (1) "multi-directional": before the first semester of the sophomore year, the students are trained in advance in the professional core courses, language courses, public **** skills courses, and set up the courses according to the professional direction after the second semester of the sophomore year, with an emphasis on cultivating the skills of the direction of the following: the database direction, the Software engineering direction, embedded systems development, website construction direction, multimedia technology direction, etc., multi-directional for students to provide a wide range of learning and employment options, and for students to build some specific vocational simulation skills platform, so that students can better and as soon as possible to adapt to the requirements of the enterprise positions. In local colleges and universities, the directions that can be focused on training are: Java application technology, multimedia applications, embedded applications, network engineering, which can provide a good platform for students' employment. (2) "Combination": to specific skills as a goal, for example, in 18 hours, 32 hours of teaching, skills decomposition and experimental teaching, easy for students to accept, and leave a reasonable project assignments, flexible combination of skills small assignments so that students complete a number of integrated large projects, exercise the students' comprehensive hands-on skills, the advantages of doing so are: students both the Java application technology, multimedia applications, embedded applications, network engineering, these can be a platform for the employment of students. The advantage of doing so is: students have mastered a certain breadth of knowledge, but also have a certain `special skills, through the reform of the course content, the dispersed independent courses to form a number of specific directions for the construction of the course group, to facilitate the learning of students and the construction of the teaching team. 2. the formation of school-enterprise cooperation teaching teaching teaching mode, and at the same time, improve the young teachers' engineering practice ability to the course teaching program is divided into three parts, the first part is the basic course, the first part is the basic course, the first part is the basic course. Part 1 is the basic course; Part 2 is the professional direction limited elective course, which has obvious professional characteristics, is opened for each professional direction, closely follows the cultivation goal of the professional direction, and lays the foundation for the post course and project course in the 3rd stage; Part 3 is the post course, also called the enterprise cooperation course, which is the replacement course of the school-enterprise cooperation enterprise on the basis of the professional course. Personnel from the enterprise or company are responsible for the development and implementation of the teaching plan of the curriculum system, the reinforcement of technical courses as well as the comprehensive practical training of software project development. Through the window between schools and enterprises, local institutions can have extensive exchanges with many enterprises, improve the engineering practice ability of young teachers, and play a positive role in the cultivation of "dual-teacher" teachers.3. Improve the employment competitiveness of students by professional certification. We have adopted the "dual-certification" training mode and included the counseling and training of students to obtain "vocational qualification certificates" in the training plan. At present, vocational education and academic education are becoming more and more closely integrated, especially the relevant certifications in the computer industry. While undergraduate students obtain vocational qualification certificates, they are encouraged to actively prepare for qualification (level) exams such as network engineers, embedded engineering engineers, software engineers, etc. For individual disciplines, if students have obtained vocational qualification certificates, they are encouraged to prepare for the exams of network engineers. For individual disciplines, students can be exempted from this course if they have obtained nationally recognized certificates related to this course. This not only motivates students' interest in learning, but also improves their competitiveness in employment when they get their certificates.

3 Conclusion

The article on the transformation of local institutions in the computer application of technical talents in the raising of teaching mode to carry out useful exploration, in the process of exploration, research and design of the transformation of the reform program, and put forward the reform objectives, the content of the reform and the specific practices. In the process of implementation, the gradual formation of the computer specialty characteristics of the "order practical training", docking with enterprises, improve the competitiveness of the students' employment and independent problem-solving ability, but also improve the overall quality of the student's professionalism, for the relevant teaching reform provides a reference.

References:

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［2］ Shi Junyong,Zhang Xiaoyu. Curriculum teaching reform for application-oriented talent cultivation mode [J]. Computer Education,2015,(2):39-43.

［3］ Liu Haiyan. Several Typical Practice Teaching Models for Applied Undergraduate Colleges and Universities [J]. Research on Polytechnic Higher Education,2005,24(6):82-83.

［4］ Xu Zhiguo, Deng Anyuan, Liu Chao. Research Report on Talent Cultivation Mode of Computer Specialties in Local Colleges and Universities [J]. Journal of Jiujiang College (Natural Science Edition),2010,91(4):94-97,119.