Analysis On The Problems Of Agriculture,Forestry,Animal Husbandry And Fishery In Tibet M Secondary Vocational And Technical Schools

As an important part of China’s education system,vocational education shoulders the heavy responsibility of training professional and technical talents,and is the main output channel for the talents needed for the vigorous development of the national economic industry.With the rapid development of the country’s economy and society,the society’s demand for secondary professional and technical personnel has gradually increased,especially relying on the continuous adjustment of the economic and industrial structure,which has set new requirements and challenges for the development of secondary vocational education.As the backbone of China’s vocational education system,secondary vocational education plays a special role as a “bridge” between social production and life and professional skills,which makes secondary vocational skills reflect important values in economic and social development and people’s production and life.This article takes the agriculture,forestry,animal husbandry and fishery specialty of Tibet M secondary vocational and technical school as a case,through the combination of field research method and interview method,interviews the relevant leaders,front-line teachers and student representatives of agriculture,forestry,animal husbandry and fishery,and summarizes the current There are some problems in the development process and education of this kind of school: First,it is difficult to enroll students in schools,and the number of students is small;secondly,the quality of students is uneven,which leads to more teachers’ teaching difficulties.Third,the lack of practical teaching materials Ignore the local characteristics;the fourth is the lack of development of school-based textbooks,and the lack of attention;the fifth is that students have less practice channels and weak employment competitiveness.By combining the development of agriculture,forestry,animal husbandry and fishery in Tibet,the output value of local cities,regional cultural differences,enrollment policies,the quality of students,the use of teaching materials,and the demand for internship practice in the actual learning process.Etc.,multi-angle,deep level,analyze the main and objective reasons for the problem.Through the key analysis of the case problems,we can get the enlightenment from multiple parties to change the enrollment status,trace the source to solve the teaching difficulties and broaden the channels to increase the practice choices.These revelations have been carried out from different aspects,and some feasible ideas have been put forward in depth.It is hoped that the development status of agriculture,forestry,animal husbandry and fishery in M vocational and technical education schools in Tibet will be truly improved.At the same time,in these revelations,it also involves the government,education-related departments,enterprises,economic cooperation organizations,non-profit organizations,and individuals.Only through the joint support of many parties can Tibet M secondary vocational and technical education schools grow agriculture,forestry,animal husbandry and fishery.The development of professional programs is better.Finally,I sincerely hope that the revelation in the case can be applied in innovation,in-depth promotion,and contribute to the development of secondary vocational and technical education in Tibet.