Exploring The "Post,Curriculum,Competition And Certificate" Comprehensive Education Model In Vocational Colleges

With the upgrading and transformation of industries,vocational colleges,as cradles for cultivating technical and skilled talents,need to adjust talent cultivation models in a timely manner based on industry development.The "Post,Curriculum,Competition and Certificate" integrated education model has emerged as a new exploration of vocational education talent cultivation model with Chinese characteristics.This study selected the Digital Media Technology major at S College as the research object,and explored the implementation process of the "Post,Curriculum,Competition and Certificate" integrated education model.The Digital Media Technology major at S College is one of the few majors at vocational colleges that have explored the "Post,Curriculum,Competition and Certificate" integrated education model.It is worthwhile to conduct in-depth research and exploration on how the "Post,Curriculum,Competition and Certificate" integrated education model is implemented and whether it has undergone any changes,what substantive progress or problems and difficulties it has encountered during the dynamic promotion process,and so on.Firstly,the constituent elements of the "Post,Curriculum,Competition and Certificate" integrated education model were deconstructed and analyzed: "Post" is the starting point for the design of the educational goals of vocational colleges;"Curriculum" and "Competition" are the key links in the educational process of vocational colleges;"Certificate" is the terminal export for vocational colleges to test the quality of talent cultivation.In the endogenous operating system,"Post-Curriculum" integration,"Curriculum-Competition" integration,and "Curriculum-Certificate" integration are utilized to achieve the four-element symbiosis and co-development of "Post,Curriculum,Competition and Certificate".Moreover,the "Post,Curriculum,Competition and Certificate" integrated education model does not exist in isolation,and it forms an open and adaptable symbiotic form with the external environmental system,achieving dynamic balance in the operating process.At the same time,based on the theoretical foundation of the research,the study explored the different roles played by various subjects in the operation of the "Post,Curriculum,Competition and Certificate" integrated education model and the corresponding functions they perform.Secondly,this article explores the current situation of the comprehensive education model of "Post,Curriculum,Competition and Certificate" for the digital media technology major at S College.A combination of questionnaire surveys and in-depth interviews were used for research,with questionnaire dimensions,indicators,and interview outlines designed based on core concepts.Using SPSS V21.0 software,quantitative and qualitative analyses were conducted by combining the research data with first-hand textual materials obtained during the research.The article summarizes the mature experience of S College’s digital media technology major in implementing the "Post,Curriculum,Competition and Certificate" comprehensive education model in aspects such as achieving integration between "Post" and "Curriculum",creating digital media "studios",promoting integration between "Curriculum" and "Competition",and achieving credit recognition between core courses and vocational skill competitions,and deepening the integration of "Curriculum" and "Certificate" through credit conversion between core courses and vocational qualification certificates.The article also analyzes the main problems faced by S College’s digital media technology major in promoting the comprehensive education model of "Post,Curriculum,Competition and Certificate",such as the significant "potted plant effect",lack of student career development momentum,rigid course structure,limited professional extension,untimely development of new teaching materials,imbalance of supply and demand in teaching and learning,significant "pyramid effect",low actual participation rate in vocational skill competitions,backward quality assurance mechanisms that do not match the comprehensive education model of "Post,Curriculum,Competition and Certificate",among others.The reasons behind these problems are also examined,including unclear positioning of educational objectives,incomplete course systems,insufficient updates of teaching resources,incompatible competition mechanisms,and inadequate related institutional guarantees.Finally,based on the above problems and their causes,the article proposes the following five policy suggestions: firstly,optimize educational objectives and cultivate students’ sustainable career development abilities;secondly,carry out the construction of professional course clusters to promote deep integration between "Post" and "Curriculum";thirdly,promote the development of new teaching materials and establish a mechanism for the continuous dynamic update of teaching resources;fourthly,expand the competition platform and build a new ecosystem for vocational skill competitions based on "joint construction and shared benefits";fifthly,deepen the collaborative education community and improve the multi-dimensional quality assurance system.