Research On The Improvement Of Classroom Teaching Quality In Higher Vocational Colleges Based On QFD Theory

In recent years,the scale of the development of higher vocational colleges in our country has grown rapidly and the achievements in development have been recognized.However,some problems have emerged in the process of rapid development of higher vocational education,the most important of which is the quality of education,that is,the quality of training is difficult to meet the needs of the community.Therefore,improving the quality of students trained to meet market demand Schools face pressing issues.The quality of classroom teaching directly affects the quality of students.Therefore,focusing on the classroom teaching provided by teachers of higher vocational colleges,taking students' needs as a guide,adopting effective measures to improve the quality of students cultivated in higher vocational colleges is a key path for the development of higher vocational colleges..In this context,this article attempts to introduce quality function deployment theory(QFD)into improving the quality of classroom teaching in higher vocational colleges.By analyzing the problems in the classroom teaching quality in higher vocational colleges,it is necessary to explore the necessity and feasibility of the application of classroom teaching quality improvement.Moreover,based on the questionnaire survey,based on the theory of quality function deployment,a model for improving classroom teaching quality in vocational colleges was constructed.This research uses literature research methods and questionnaire survey methods to analyze the dimensions and specific indicators of vocational students' learning needs,and follow the principle of “students demand-quality assurance”to build a “quality planning house”.Then it constructs the model of classroom teaching quality improvement in higher vocational schools,and puts forwardsuggestions and measures for improving the quality of classroom teaching in higher vocational colleges.Specifically,this study is divided into the following four sections.The first part,introduction.Including the reasons for the topic,the theoretical and practical significance of the study,the status of research at home and abroad,the theoretical basis for the research and the definition of related concepts,research methods and innovations in this article.The second part analyzes the problems existing in classroom teaching in higher vocational colleges.Classroom teaching mainly includes teacher's teaching and student's learning.This part mainly analyzes the problems of teachers in the aspect of "teaching" and students' problems in "learning",which lays the foundation for the next paper.The third part is the design of the QFD-based classroom teaching quality improvement model in higher vocational colleges.This part is based on the literature review,to explore the necessity and feasibility of QFD applied to improve the quality of classroom teaching in higher vocational colleges.And on the basis of analyzing QFD's core tool quality house,a classroom for teaching quality improvement in higher vocational colleges was designed.In the fourth part,QFD-based Zibo Vocational College classroom teaching quality improvement analysis.This section selects some students from Zibo Vocational College as the research object,obtains the information the students need for the classroom teaching provided by the teacher through questionnaire survey,uses the basic tool quality of QFD theory to analyze and categorize the information,and finally constructs and improves the higher vocational education.The Model of Classroom Teaching Quality in Colleges and UniversitiesIn the fifth part,the countermeasures and suggestions for the improvement of classroom teaching quality in higher vocational colleges.This part is based on the relevant information and data in the fourth part of the model to propose measures and suggestions for the quality of classroom teaching in higher vocational colleges,with a view to providing reference for the improvement of classroomteaching quality in higher vocational colleges.