The Study Of Total Quality Management Of Practical Teaching In Higher Vocational College

Practical teaching is a “life line” of the development of vocational colleges. It aimsto improve students’ practical abilities, comprehensive qualities and employ abilities. Itplays an irreplaceable role in education. With the changes of teaching from eliteeducation to mass education, the competition between students become fiercer than everbefore. What’s more, the management of practical teaching in the traditional vocationalcolleges could not adapt to the current develop situation anymore, in order to guaranteethe quality of teaching, vocational colleges are preparing to adopt the practical teachingmanagement mode. TQM is regarded as popular research field in western teachingmanagement, taking in positive effect in improving education management level, theefficiency of running school, and enhance schools’competitiveness. Although the theoriesand technicals of TQM have been brought in, by some colleges in our country, the totalnumber isn’t high. Not alone some colleges’ researches, which could emerge in TQM.In order to achieve the research goal, this essay mainly takes the literature researchmethods, the interviewing methods and the case analysis methods. To know the conditionof colleges’practical teaching TQM via searching related literature of colleges’practicalteaching management and TQM. As well as, to propose strategies for vocationalcolleges’practical teaching TQM in our country, after investigation conditions, andthoroughly analyze deficits on the basis of TQM, meanwhile, use the othercountries’experience for reference.Analyzing vocational colleges’practical teaching TQM is the basis of this research.The basic framework of the seven aspects of vocational colleges’practical teaching TQM,including quality systems, guidelines, manuals, controls, ensures, examines, evaluations,etc; The basic features of vocational colleges’practical teaching TQM, including all-wavemanagement, the whole process of management, the entire personnel participation in themanagement. The pioneers and founders of TQM theories and models are: Deming, Juran,Crosby, etc. In this study, Deming’s PDCA cycle model as a theoretical basis.In the present, vocational colleges’practical teaching management made someattempts in goal setting of practical teaching, processing management, monitoring andevaluating the results, treating the result of practical teaching. From TQM under reviewvocational colleges’practical teaching management, you will find the current major issuesare in the lack of entire personnel participation in practical teaching management,practical teaching management orientation narrowing, the process of practical teachingmanagement scattering. To know the influencing factors in these questions, we will findsome issues in it:1.Management main body of school or outside have issues in theirstructure;2.Deficiencies in the contents and methods of practical teaching management,goals setting, students practical teaching work, assessment methods of practical teachingmanagement and the construct of teams.3. The manner of treating results also havedeficiencies in summarizing works, directing job evaluation and appraising the use ofinformation.Experience of TQM in abroad higher education can provide reference for vocationalcolleges’ practical teaching management, through widely analysis the practice of TQM inAmerica, Germany, Britain and any other countries, you will find three characteristics in common, that is, pay attention to the entire management, continuous improvement andthe whole management.The structure of vocational colleges’TQM can use circulation mode, and collegescan take different strategies in planning phase, execution phase, evaluating phase andaction processing phase. In the planning phase, they should focus on:1.Perfect vocationalcolleges’practical teaching.2.Be more publicity to improve the importance of practicalteaching.3.Improve the practical teaching and personal cultivating plans.4.Establish theeffectiveness of practical teaching management rules between colleges and companies. Inthe execution phase, to enlarge the scale of vocational colleges’practical teachingmonitors, and to diversify the evaluating contents of practical teaching. As well as, tostrengthen the guidance and management of students’after-school practical activities. Inthe assessment phase, to rationalize the assessment methods of practical teaching, toimprove the assessment methods of teaching faculty and to achieve the quality ofgraduate employment. In the treatment phase, to achieve timely and effectively feedback,through IT to strengthen the support for practical teaching management, and tocontinually enhance the strategies of monitor.