Research on Quality Diagnosis and Improvement Strategy of Practice Teaching in Higher Vocational Colleges

In order to improve the level of talent training and maintain a strong vitality and core competitiveness in higher vocational education, higher vocational colleges must establish a diagnostic and improvement mechanism for classroom teaching quality. The diagnosis and improvement of classroom teaching quality in higher vocational colleges is a work process for the insufficiency of the search for the quality of classroom teaching in the higher vocational colleges and the improvement of the quality of classroom teaching. Higher vocational colleges should establish a normalized periodic classroom teaching diagnosis and improvement mechanism based on self-diagnosis and external diagnosis and set up an expert committee to fully preside over the diagnosis and improvement work, through teachers, management departments, departments (departments), supervising, students' diagnosis of teachers' classroom teaching effects and teaching process, helping teachers to establish a normalized periodic self-diagnosis mechanism and promoting the continuous improvement and development of teachers' teaching ability. 1. Connotation of quality diagnosis and improvement of classroom teaching in higher vocational colleges The diagnosis and improvement of classroom teaching quality in higher vocational colleges is an important factor in the training of talents in higher vocational colleges. The insufficiency of classroom teaching quality and the improvement and improvement of the work process. The specific contents include: setting up a committee of classroom teaching quality diagnosis and improvement, establishing a normalized periodic classroom teaching diagnosis and improvement working mechanism based on self-diagnosis and external diagnosis, through self-diagnosis, management department diagnosis, supervision diagnosis, peer diagnosis , student diagnosis, expert diagnosis, third-party diagnosis and other types of diagnosis methods, to diagnose classroom teaching results and teaching status and ultimately help teachers analyze problems in classroom teaching, form diagnostic reports, feedback improvement suggestions and guidance, Encourage and urge teachers to continuously improve the quality of classroom teaching. 2019 International Conference on Arts, Management, Education and Innovation (ICAMEI 2019) Published by CSP © 2019 the Authors 434 2. The necessity of establishing quality diagnosis and improvement mechanism for classroom teaching in higher vocational colleges 2.1. Establishing a classroom teaching quality diagnosis and improvement mechanism is a requirement for implementing the national education policy The Notice of the General Office of the Ministry of Education on Establishing a System for Diagnosing and Improving the Teaching Work of Vocational Colleges (Faculty and Staff Office [2015] No. 2) clearly requires that, starting from the fall of 2015, gradually establish a teaching diagnosis in vocational colleges across the country. c Improve the system and comprehensively carry out teaching diagnosis and improvement work1. Classroom teaching is an important part of the teaching work in higher vocational colleges. The overall construction of teaching work diagnosis and improvement work mechanism in higher vocational colleges must establish a diagnostic and improvement mechanism for classroom teaching quality. 2.2. Establishing the diagnosis and improvement mechanism of classroom teaching quality is the inherent requirement of self-improvement of internal quality assurance system in higher vocational education The quality of higher vocational education must be continuously improved and improved. It is necessary to analyze the classroom teaching situation regularly, find out the existing problems, analyze the causes of the problems, explore the improvement measures and establish a long-term teaching quality diagnosis and improvement mechanism. This mechanism is run to ensure that the quality of classroom teaching is continuously improved and improved. The growth of the number of fresh graduates in higher vocational colleges is extremely rapid, as shown in Figure 1. Figure 1 Growth of the number of fresh graduates in higher vocational colleges 122.4835474 133.2698466 167.7070348 168.3146323 172.1894928 197.8981231 225.1364859 268.3640949 275.8844393 304.9197531 313.8331434 329.9599537 378.6374753 0 50 100 150 200 250 300 350 40