Professional skills training of construction engineering technology?

With the rapid development of China's national economy and the continuous improvement of people's living standards, the scale of construction industry has expanded rapidly and has become a pillar industry to promote the development of national economy. The number of employees ranks among the best in all industries, and the demand for talents at all levels is strong.

The construction industry is also an ancient industry and a typical labor-intensive industry. Most employees are of low quality, mainly engaged in low-tech jobs, and there is a shortage of talents who know both technology and management. In order to improve the production efficiency and management level of enterprises, it is urgent to cultivate a large number of technical and management talents to enrich the production line.

The educational goal of higher vocational and technical education is to cultivate senior technical and management talents facing the front line of production, management and service, and its graduates are required to have strong technical application ability and high professional quality. Vocational skill training is an important means to improve students' professional quality, and vocational skill appraisal is the best way to reflect students' professional skill level fairly and objectively. According to the requirements of the Vocational Education Law, higher vocational education should strengthen vocational skills training and carry out vocational skills appraisal.

Second, the purpose and subject of skill appraisal

Higher vocational education is a competency-based and employment-oriented higher education, and its school-running characteristics should emphasize the cultivation of vocational skills. The distinct employment orientation requires higher vocational graduates to have good adaptability to a certain post or professional post group. Because of the flexible forms and diverse requirements of skills training, the teachers should be "double-qualified" teachers with high professional skills, and they should have supporting training bases and training equipment. So all schools find it difficult in the actual teaching process. When compiling and implementing teaching plans, they lay particular stress on theoretical teaching, intentionally or unintentionally reducing practical teaching hours or even canceling practical teaching plans, which leads to the decline of students' professional skills and affects teaching quality.

In order to better promote the development of higher vocational education and improve the skill training level of higher vocational education, the state has implemented a unified vocational skill appraisal standard, which objectively reflects students' professional work ability and level and shows their adaptability to posts. Popularizing skill appraisal, implementing dual-certificate (diploma plus vocational skill certificate) education, and adopting unified assessment methods and unified skill level measurement standards can greatly promote the reform of practical teaching, strengthen the construction of training bases, improve teachers' professional skills, improve practical teaching effects, and highlight the characteristics of higher vocational education (see figure 1).

The major of construction engineering technology faces many jobs, different types of work and wide coverage, and each job should have different professional skills. However, a detailed analysis of its industry characteristics and classification shows that the front-line technology and management work can be divided into three categories: the first category is site construction management personnel, such as site builders, team leaders, foremen, site supervisors, construction team leaders and project managers; The second category is technical management personnel at all levels, such as technicians, technical supervisors, field engineers, project chief engineers, etc. The third category is logistics technical support personnel, such as librarians, archivists, experimenters, budget clerks, material clerks, security officers, etc.

Due to the complexity of work in the construction industry, most posts often need to face different work objects and have working contacts with many departments or personnel. The knowledge and skills requirements of different positions are often overlapping and overlapping, which requires operators to have strong technical ability and high comprehensive professional quality. In order to improve the comprehensive vocational quality of higher vocational students and strengthen vocational skills training, the vocational skills of construction engineering technology specialty are subdivided into three categories: basic skills, professional operation skills and comprehensive application skills. Each type of skill can be broken down into several skills or basic ability requirements. Under the organization of the school, students can purposefully choose one or more professional skills to participate in training and appraisal according to their own characteristics and employment direction after graduation.

Third, skills training methods

According to the different nature and requirements of various skills and the corresponding learning methods of theoretical courses, skills training methods can be divided into three types: basic skills training, various individual professional skills training and professional comprehensive skills training, and various skills can be studied and trained in a targeted manner.

1. Basic skills training

Classroom experimental training is the main means to cultivate basic skills and some professional operation skills, including course experiment, professional practice, computer research training, foreign language research and so on. Experimental skills are mainly cultivated by experimental classes. By adding experimental classes, opening laboratories and strengthening the examination of experimental results, students' interest is cultivated and their experimental ability is improved. The basic application ability of computer is obtained through the basic course of computer culture. By increasing computer time, computer practice is equivalent to theoretical teaching time, and students' practical operation ability is improved. Generally speaking, a week's cognitive practice can be arranged, combined with multimedia teaching methods and on-site visits, to form an understanding of the preliminary outline of construction engineering technology specialty and expand students' professional vision. In addition, students' basic skills such as practical writing and English level can be improved through exercises, practical writing training and oral training. In the first academic year, we will arrange textual research on practical skills such as drawing and computer operation.

2. Individual vocational skills training Individual vocational skills are diverse in form and rich in content. For professional software application ability, the combination of teaching and computer programming training is adopted to carry out computer-based application software training; The experimental training of materials personnel is combined with the experiment of building materials course. After the course, after a certain period of intensive training, we passed the national skill appraisal and obtained the corresponding skill appraisal certificate. After learning the skills of architectural surveying, after learning the course of architectural surveying, we first carry out periodic surveying practice, then focus on architectural surveying training and skill appraisal research, and obtain the national skill appraisal certificate through the skill appraisal examination; Professional course design (large-scale homework) is a practical teaching link that comprehensively uses the knowledge of this course after the study of professional basic courses and professional courses is over. Including basic courses, structural courses (reinforced concrete structure, steel structure, etc. ), structural courses (building architecture) and professional engineering courses (building construction technology, high-rise buildings, etc. ), involving a wide range of knowledge, requires students to independently consult technical data, mainly by manual calculation, combined with computer drawing technology to complete training tasks; Construction production practice is an important practical teaching link of construction engineering technology specialty, which can generally be arranged for three to four weeks. Through field practice, master the knowledge of construction technology, construction management, project budget, bidding and construction supervision, master practical operation skills, cultivate management ability, and achieve the preliminary training of integrating theory with practice. In the second academic year, arrange foreign language grades and surveyors for textual research.

3. Comprehensive application ability Training comprehensive application ability is the last stage of vocational college students' skill learning at school, and it is the comprehensive application of theoretical knowledge, basic skills and professional operation skills. Comprehensive application skills can be obtained through graduation practice, internship, graduation thesis and comprehensive experiment, in which graduation practice, internship and graduation thesis are arranged alternately in the last semester. Under the guidance of on-site engineering technicians and teachers, graduation practice goes deep into the construction or management process of building engineering, directly participates in dealing with practical engineering problems, collects data for graduation thesis (design) and makes preparations; Graduation thesis (design) should be based on the topic selection combined with engineering practice, comprehensive knowledge and skills, and independently complete thesis writing or design documents; On-the-job internship is a transitional stage for students to become technical managers from school students, and it is the starting point to adapt to a certain position. Through solving practical engineering problems, the comprehensive application ability is improved. Comprehensive experiments can be combined with the needs of field work or scientific research projects, interspersed in graduation practice, internship or graduation thesis. The comprehensive test can be an engineering research test or a detection test in actual engineering. Through comprehensive experiments, students can master the correct methods of scientific research experiments, develop a rigorous work attitude and accumulate certain engineering practice experience. After the corresponding skills training, the third school year will arrange the textual research of the builder, material engineer and budget engineer.

Four. Concluding remarks

The cultivation and training of vocational skills are the characteristics and difficulties of higher vocational education. Because it involves the reform of teaching methods, the renewal of teaching content, the construction of training base, the cultivation of "double-qualified" teachers and the improvement of assessment methods, many difficulties may be encountered in the implementation process. However, strengthening practical teaching and cultivating students' professional skills are the only way to reform vocational education. By strengthening the cultivation of professional skills, enhancing students' practical ability, and taking the national unified standard skill appraisal as the assessment means, we can cultivate high-level technical application talents to meet the needs of society.

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