Research On Teaching Quality Guarantee Of Newly Upgraded Higher Vocational Education

Vocational education and general education are two different types of education and have the same important position.Because of the short running time and insufficient accumulation of talent training experience,the hidden worries of teaching quality follow behind the appearance of "promotion fever" in Higher Vocational colleges.Strengthening the quality assurance of newly upgraded higher vocational education is the core of its connotation development and improving the quality of personnel training.This paper focuses on the contradiction between the scale development and quality construction of newly upgraded higher vocational colleges,focusing on the connotation elements,operation status,main problems and upgrading strategies of teaching quality assurance of newly upgraded higher vocational colleges.The main research contents and conclusions are as follows:First,it identifies the basic elements of higher vocational teaching quality assurance,and constructs a new analytical framework of higher vocational teaching quality assurance.Combining literature research and questionnaire survey,the paper divides the teaching quality assurance of newly upgraded higher vocational education into four basic dimensions,namely,teaching quality target and standard management,teaching resource management,teaching process management,teaching quality monitoring and improvement,professional orientation,professional school-running ideas and other 22 specific elements.Among them,teaching quality standards and target management include six elements: quality standards management of talent training program,quality standards management of specialty construction,etc.Teaching resource management includes seven elements,such as teaching staff,teaching management team and teaching funds.Teaching process management includes six elements: supervision and management of personnel training program,daily teaching management and so on.The monitoring and improvement of teaching quality includes three elements: teaching quality monitoring,teaching quality feedback and teaching quality improvement.Secondly,it analyses the current situation of teaching quality assurance in newly upgraded higher vocational education.The study finds that the average values of the four dimensions of teaching quality target and standard management,teaching resource management,teaching process management and education quality monitoring and improvement are 3.25?2.90?3.02and2.99 respectively,which are in the middle level as a whole,indicating that the overall situation of teaching quality assurance in newly upgraded higher vocational colleges is not ideal.The higher dimension of the score is the teaching quality goal and standard management,reaching 3.25 points,which indicates that the newly upgraded higher vocational education is relatively good in the target orientation,basic specifications(requirements),professional orientation and school-running ideas.The scores of teaching resources management and teaching quality monitoring and improvement are low,which are 3.02 and 2.99 respectively,indicating that the newly upgraded higher vocational colleges are in poor condition in the construction of teaching resources and the improvement of teaching quality monitoring.Third,it combs the main problems existing in the quality assurance of newly upgraded higher vocational education.(1)The quality target and standard positioning are not accurate.Specifically manifested in: the teaching quality standard is not systematic,obviously lagging behind the vocational standard,the professional training objectives focus too much on theoretical teaching,the practice curriculum and operation is insufficient,can not meet the quality assurance needs of the practical teaching link in Higher Vocational schools.(2)Professional quality resources are insufficiently guaranteed.Due to the limited investment of resources,the construction and accumulation of specialties and courses are weak,the construction of teachers is lagging behind,and the teaching infrastructure is difficult to meet the actual teaching requirements.(3)Lack of scientific and effective process management.The implementation of the management system is not good,and there is a lack of scientific means and methods such as information management and integrated management system.(4)Lack of monitoring and improving mechanism of teaching quality.Fourthly,it explores the main influencing factors of teaching quality assurance in newly upgraded higher vocational education.(1)A systematic and stable quality culture has not yet been formed.The idea of teaching quality assurance and total quality management and the consciousness of cultivating quality culture have not been internalized into the inner consciousness of the headmasters,managers and teachers and students of newly upgraded higher vocational colleges.(2)The path dependence of specialty construction and quality assurance in secondary vocational schools;the heterogeneity of Vocational Education in terms of connotation development and personnel training has not been rationally clarified,so as to realize the connotative transformation from vocational education to higher vocational education.(3)Simply imitate the professional quality standards of ordinary undergraduate colleges and universities.(4)insufficient investment in guarantee.Fifthly,The construction of teaching quality assurance in newly upgraded higher vocational colleges should follow the principles of goal orientation,process control,continuous improvement and diversification under the guidance of the concept of comprehensive quality concept.Specific countermeasures include: innovating quality concept,establishing quality assurance concept in line with newly upgraded higher vocational education and personnel training;perfecting the organization and system structure of quality assurance,establishing quality assurance institutions,defining post settings and job responsibilities,strengthening quality assurance team building,establishing a systematic,complete and operational quality assurance system;and increasing funds and teachers.We should improve the quality monitoring and evaluation system,establish a normalized professional diagnosis and reform mechanism,ensure the operation effect,and establish an effective curriculum quality evaluation mechanism.