Practice Research on Multi-Level and Classification Training of Teachers in Higher Vocational Colleges

Abstract

The study examines the multi0level and classification training of teachers in higher vocational colleges, emphasizing the necessity for specialized training to meet diverse requirements. It highlights the Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era and the principles of the National Education Conference. The theoretical foundation is based on Maslow's hierarchy of needs, emphasizing the importance of acknowledging teachers' individual differences and career development stages. Practically, the study focuses on vocational education's role in developing skilled talents, advocating for training that improves both teaching abilities and practical skills. Using Shandong S College as a case study, the study outlines the goals, tasks, and specific measures such as the implementation of the "Three Major Programs" and the "Six-Ten-Hundred-Thousand" plan to develop "craftsman teachers." The study identifies existing issues, including simplistic training content, inadequate evaluation procedures, and insufficient funding. It suggests building a comprehensive training system, enhancing teacher development mechanisms, and ensuring the effective application of training results. The findings contribute to the development of a high quality "double-qualified" teacher team, which is crucial for the advancement of higher vocational education.