Study On Practical Problems And Countermeasures Of Vocational Logistics Management Teachers

With the rapid development of the market economy,the logistics industry has gradually transformed from the former peripheral industries into a large core industry that guides production and promotes consumption.The continuous extension of logistics industry chain requires not only increasing the number of employees,but also high-quality employees.Subsequently,many colleges and universities have opened logistics management major,and gradually formed a multi-level talent training system.The key of education lies in teachers,and professional education is no exception.Teachers of logistics management major should not only have a solid theoretical foundation,but also have strong practical ability.Vocational colleges in our country,however,teachers mainly comes from university graduates,their basic from school to school(i.e.,in the university to the high vocational colleges),neither direct experience in vocational education,and the lack of a line of production experience.In vocational colleges not mainly from the production line to hire professional teachers,can only send the existing professional teachers to enterprises to participate in a line of production,understand the industry demand,production experience,and in a timely manner into the vocational education classroom.Therefore,the state has successively issued a series of policies on teacher enterprise practice,which is of great guiding significance to standardize teacher enterprise practice.Under the background of teacher enterprise practice,this paper discusses the practical problems of logistics management teachers in higher vocational colleges.First through the methods of questionnaire,interview survey the higher vocational logistics management professional teachers' enterprise practice,and then according to the survey status from the government,enterprises,vocational colleges and teachers and so on four aspects,analyzes the existing problems and causes of corporate practice,teachers and puts forward the corresponding Suggestions to improve teachers' enterprise practice.The research shows that there are no supporting measures to follow up the implementation of the teacher enterprise practice system,especially that the local government has not really played a role in coordinating schools and enterprises,enterprises and industries.Few enterprises arrange special practical posts for enterprise practice teachers,and there are no full-time departments to organize and coordinate teacher enterprise practice.Vocational colleges lack of jobs to logistics enterprise group of professional requirement analysis and the analysis of the enterprise of talent skill requirements,has not been set up based on the logistics jobs group system of teachers' enterprise practice,has yet to establish the teacher incentive mechanism of corporate practice;Teachers of specialized courses in vocational colleges are not well prepared,and teaching work is often overloaded,so it is difficult to devote time to enterprise practice.In view of these problems,relevant strategies are put forward: the government needs to speed up the improvement of supporting measures for teachers' enterprise practice follow-up,and coordinate the relationship between the industry and enterprises and vocational colleges as a whole.The logistics industry should strive to build a regional cooperation platform for logistics enterprises,and build a win-win system for schools and enterprises in the logistics field,so as to provide sufficient positions and opportunities for teachers and enterprises to practice.Vocational colleges should not only pay attention to teachers' practical ability,but also actively organize professional teachers to formulate teachers' enterprise practice plans and build a reasonable teacher enterprise practice system.Teachers themselves should correct the attitude of enterprise practice,incorporate enterprise practice into their own professional development system,enhance practical ability,and improve the quality of professional education.