On the strengthening of vocational education teach

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Vocational education teachers on the Construction of

Abstract: Vocational education can play an important role in full, the key is to have a high-quality teachers. This article analyzes the teaching staff of vocational education problems, vocational teachers for strengthening the construction of measures, recommendations and vigorously develop vocational and technical teacher education, strengthening vocational teacher training bases, improve mechanisms for vocational teacher training, strengthening vocational education service education of teachers to improve co-ordinate the deployment, the use of teachers, give full play to the role of specialized teachers and reasonable solution to the various benefits of vocational education teachers, and other issues, to encourage enterprises to participate in vocational training for teachers, vocational teachers to explore new ways of training. Chinese papers League finishing. Keywords: vocational education; teaching staff; Vocational and Technical Teacher Education; vocational education vocational education teacher training do have is unique, whether for local economic construction and social development of both cultured will understand the theory of operation, the primary talent and new workers, the key point is to establish a sufficient quantity, quality, and part to post-based, relatively stable Secretary, Ministry of Education, Zhicheng Jiao Huang Yao pointed out: the vocational education He said: of which there are many objective factors, but the lack of a large number of vocational schools to acquire new knowledge and new technology teachers, leading to low quality of teaching is an important aspect. The development of vocational education in China since the development of a vocational education has always been troubled by a major problem is the teachers. Analyze the situation correctly, the use of advantage, breaking the difficulties, is the steady development of vocational teachers the key to team building. In this paper, the current teaching staff of vocational education issues related to the existence, for a preliminary analysis, and proposed countermeasures. First, vocational education teachers in the current problems of vocational education teachers there are still some of the more prominent the following questions: 1. Teachers structure is irrational, the lack of specialized teachers subjective and objective reasons , the irrational structure of vocational education teachers, the situation has not fundamentally changed. Cultural studies both teachers and specialized teachers ratio 1: O. 6, and the State Ministry of Education requirement of 1:1 still far apart. Belonged to the rural vocational schools, teachers, structural imbalance of the contradictions are even more prominent. As teachers structure is irrational, the lack of professional teachers, making the job of professional teachers are overworked, overwhelmed only book teaching, can not update the knowledge and research, teaching new techniques, teaching ineffective. Some schools simply do not because of lack of professional teachers to open courses, to vocational general enlightenment. 2. Specialized teachers in vocational schools, the quality is not ideal the current quality of vocational and technical education teachers are still not ideal. Full-time teachers with academic qualifications, for example, full-time teachers in vocational high schools accounted for 59% of academic failure. Specialized teachers in short supply sources, and some vocational schools, Units such as the School of Science and Technology Liaison Office staff, although a rich professional knowledge and a certain level of theory and practical experience strengths, but lack of education, teaching theory of knowledge and experience. Diverted by the teachers of cultural studies teachers, although more education, teaching experience, but lack of professional knowledge and skills. Recruited from the community retired scientists, although the skilled craftsmen of professional skills and rich practical experience, theoretical knowledge but lack of education and teaching experience, and some lack of professional theory. Institutions of higher learning by the non-normal distribution of the graduates also lack knowledge of educational theory and teacher education, professional training, are often unclear about the basis of theory, clarity poor. 3. Vocational Education Teachers now also exists a tendency unstable social climate due to the impact of vocational education teachers there are also unstable tendencies. High-quality teachers From a geographic perspective, remote areas, teachers in economically underdeveloped areas of wastage; from a professional perspective, a number of economic and social development are closely related to the popular professional (such as computers, English, communications, etc.) a serious loss of teachers in remote areas of this phenomenon not only exists, higher levels of economic development areas exist; from the staff perspective, the backbone of the loss of majority of young teachers; from the flow of view, mostly in economically developed coastal regions and towards better economic enterprises. As the Overall loss of rural vocational school teachers are more serious. Furthermore, since the poor conditions of vocational schools, there are still hidden mobile crisis, although some teachers are in school, but my mind was to find a better place or even focus on the part of the school's part-time paid social activities. According to investigation, the activities of teachers,[link widoczny dla zalogowanych], the average number of part-time up to 30% ~ 40%. Teaching is not peace of mind, not heart, people wanted change and lean, the trend of weak teachers, but also be a cause of recruitment difficulties in vocational schools one of the reasons. Stability of the Faculty, enriching professional teachers, the reality has become the most urgent requirements. 4. Practical Training of teachers and laboratory assistants vocational and technical education and lack of general education is different from very practical, and some schools do not have full-time practicum instructor, a Due to limited personnel system, making it difficult from the business school and social or professional and technical personnel employed craftsmen to the school as a guidance of specialized teachers or trainee teachers. Some schools employ temporary skilled craftsman in society as a practicum instructor, but as the supply of gold to worry about. Some schools also arrange specialized teachers as a trainee instructor or laboratory assistant course, some of them highly educated people believe that disdain for the job. Some schools want to outstanding graduates of vocational high school to act as such teachers, but the policy does not permit, to stay in non-cadres indicators, the treatment can only be temporary, due to their low level of education, no access to formal education channels, Although the long-term work, promotion and title, and is still difficult to solve. 5. Specialized teachers in teaching and research activities of teaching and research is not active teachers engaged in teaching and research activities of collective groups, both as sources of information teaching activities, but also the first line connecting the classroom and academic ties between the leadership, often carry out teaching and research activities of the professional courses is also to promote Courses generally raised the level of teaching methods. However, from the existing situation, the vocational high school teachers of the very few professional expertise, their teaching is often Specialized teachers failed to exchange information. Although some of the establishment of professional teaching and research center, but failed to give full play to the functions of teaching and research. Some are merely nominal, useless. Occasionally, some activities once the work has not implemented. 6. Vocational teacher training mechanism is not perfect Business Professional Teachers in vocational schools to improve the lack of specialized training base. The training of vocational teachers lack the necessary policies and measures to guarantee. Education around the city is only responsible for funding teacher training general tasks, ignoring the training of vocational teachers, learning tasks (in particular, specialized teachers in-service training). Restraints in teacher education to improve too much, a serious shortage of school funding, many schools, training teachers to improve difficult to complete the task. Teacher preparation too tight, a heavier burden on classroom teachers, many teachers want to study is difficult to get out. II. Vocational Education Teachers and the resulting instability of vocational education teachers present the main factors of instability following reasons: 1. Some of the leadership for the administrative department of education to develop vocational education should have a high degree of understanding did not meet, resulting in construction of vocational education teachers are not given due attention. Especially in recent years, 2. Wages and benefits low. The social distribution unreasonable Naotidaogua, vocational schools and ordinary secondary school teachers the same wages and benefits low. Some teachers inside and outside through the comparison of wages and benefits and workload, resulting in feeling tired of teaching; some specialized teachers have skills and by his own unit puts in a lot, part-time, business, engage in 3. Specialty Teachers job classification difficult. Wide variety of specialized courses set up vocational schools, discipline is extremely diverse, with different industries, different types of professional teachers. Many professional title is not the education system in the series. This created difficulties for professional titles. Many teachers obey the leadership arrangements for the cultural studies teachers into specialized teachers, they assiduously, has qualified for the teaching professional courses, but their job classification as cultural studies teachers to easily, because of the policy is unreasonable, in their original culture, the workload of teaching does not count, so that they more difficult job classification, which is bound to dampen their enthusiasm for work. Some specialized teachers not on the title of assessment, required to return to teaching positions or apply for cultural transfer. This situation can not but improve the quality of Professional Teachers in impact, but more important is that the cause of professional teachers dedicated to the ideal of Vocational shaken, affected the healthy development of vocational secondary education.