In accordance with the spirit of documents such as the Decision of the State Council on Vigorously Developing Vocational Education and the Several Opinions of the Ministry of Education on Comprehensively Improving the Teaching Quality of Higher Vocational Education, in order to strengthen the construction of our college's teaching staff, promote the close integration of industry, academia, and research, and combine with the current actual situation of our college, these measures are formulated.
1、 Basic principles
1. Adhere to the principle of emphasizing both learning and social service, and organically combine education, talent development, and contribution.
2. Adhering to the principle of dispatching according to needs, focusing on training, ensuring quality, and consistent learning and application, we will select young and middle-aged teachers in batches and in a planned manner to be sent to the frontline of production, research, management, and service.
2、 Selection scope, target audience, and deadline for social practice
Teachers under the age of 45 should be included in the scope of participating in practical training. Those who have worked in enterprises and institutions (excluding various schools) for more than 2 years can apply for exemption from participating in social practice.
In principle, social practice exercises are mainly arranged during summer or winter vacation, with a general duration of one month. Special circumstances can be implemented in stages with the approval of the school. To ensure the smooth progress of scientific research work, each teaching department should apply for appointment according to the plan issued by the college.
3、 Main forms of social practice
Participating in practical training should start from reality, focus on professional positions, face society, and grassroots levels, and adopt various forms and channels for arrangement.
1. Short term social practice training. Organize teachers to go to grassroots units and production lines of enterprises and institutions for practical production learning and training. Understand the work situation in practice, learn industry technology, understand the latest trends in the industry, identify the gap between teaching content and social production practice, and improve one's professional and technical level. Manufacturing and electromechanical teachers are arranged to participate in practical exercises in industrial and mining enterprises, schools, factories, and other units, or to take students to participate in production internships. Finance and business teachers can be assigned to corresponding units or departments for job placement and training.
2. Investigation and research. Organize teachers to conduct research activities in enterprises and institutions. The research content includes the basic situation of talents hired by enterprises, the production technology level of enterprises, whether the school's professional settings are in line with social needs, whether the curriculum and teaching content meet the needs of production practice, etc., providing important references for the teaching reform of our college.
3. Social services. Select excellent teachers to provide technical support services for enterprises.
4. Temporary corporate training. Teachers are assigned a position in the enterprise to work independently for a period of more than six months. In addition to completing specific tasks, teachers should also participate in training and research projects for enterprise employees, contribute their existing knowledge and technology to colleagues, and continuously absorb experience in enterprise management and technology to improve their abilities.
5. Follow the class style enterprise training. Teachers in enterprises do not work independently or only serve as assistants to follow the staff of a certain position in the enterprise. They are familiar with the knowledge and skills required for work schedules and workflow arrangements, and take notes to organize and summarize teaching related content. They make additions or deletions in teaching, or write school-based textbooks. The time is generally more than two months.
6. Team led internship style enterprise training. Teachers participate in student management and have a specific job in enterprises where they are studying and interning. In the practical process, they need to have the ability to understand the content of the job, learn technology in the industry, and accept new concepts in the industry.
4、 The main tasks and requirements for teachers to participate in social practice
1. Conduct industry or professional social surveys to understand the current status and development trends of production, technology, processes, and equipment in one's profession, in order to timely supplement and reflect new technologies and processes on the production site in teaching; Investigate the employment situation of students in this major, understand the professional skills and ethics mastered by graduates, and understand the job requirements of enterprises;
2. Bring the teaching topics to the enterprise to consult engineering and technical personnel with rich practical experience, and with their help, improve, promote, and apply new technologies, strengthen research and development capabilities, and improve the quality of teaching;
3. Effectively improving professional skills and becoming a truly dual teacher with quality;
4. Strengthen regular communication and connections between the college and enterprises, establish a bond for the integration of industry, academia, and research. Teachers participating in social practice should fully utilize the college's and their own professional advantages in practice, solve local practical problems, and serve local economic construction and social development.
(1) Conduct employee training. Social practice teachers can provide cultural and technical training for enterprise employees to improve their scientific and cultural literacy.
(2) Conduct technical research. Social practice teachers can use the advantages of the college and their own scientific research to collaborate with enterprise technology personnel in technical research, helping enterprises solve technical problems or carry out new product research and development.
(3) Participate in management work. Solve management difficulties in enterprises and institutions, and improve management level.
5. Widely collect practical unit information, accumulate typical cases that are conducive to classroom teaching, conduct comprehensive analysis, and form written materials.
6. After the practical period ends, it is necessary to conscientiously summarize social practice and write a research report of about 3000 words, which must include arguments, opinions, and suggestions on the transformation, adjustment, or new professional settings of professional courses. And fill out the Teacher Participation in Social Practice Assessment Appraisal Form.
7. Within one week after the completion of the practice, submit relevant materials of the practice unit, practice work weekly records, practice summaries, typical cases, etc. to the department.
8. Job requirements for teachers during social practice:
(1) Comply with the labor discipline of the practice unit, obey the work arrangement of the practice unit, and consciously accept the inspection and supervision of the supervisor of the practice unit;
(2) Study humbly, strive to improve professional skills, and obtain first-hand materials from multiple channels that are conducive to teaching reform and project research;
(3) Strictly keep commercial secrets and never disclose key information of the practice unit. Any consequences (such as economic or legal) caused by the leakage shall be fully borne by the leaking party.
5、 Application and approval procedures
Each department formulates a teacher social practice plan for this year at the beginning of each year based on the overall plan of the college's social practice and the actual situation of the teaching staff in their respective departments. The plan should be specifically implemented for individual teachers participating in social practice, clarifying the social practice unit, practice, and main content. The organization should fill out the Approval Form for Teachers Participating in Social Practice at Shanghai Zhongqiao Vocational and Technical College, submit it to the Organization and Human Resources Department, review it by relevant departments, and submit it to the Dean's Office for approval before organizing implementation.
6、 Related benefits
1. The college provides subsidies for round-trip travel expenses and living allowances for teachers participating in social practice.
2. During the period of participating in social practice, teachers enjoy equal treatment with other teachers on campus in terms of salary, school allowances, benefits, etc.
3. The performance of teachers participating in social practice is recorded in their personal files and serves as an important basis for professional title evaluation and promotion.
7、 Basic requirements and assessment principles
1. Each department, based on teaching needs and the annual social practice plan, selects full-time teachers with the following professional titles as lecturers (including lecturers) to conduct social practice in enterprises and public institutions every year. At the same time, full-time teachers with associate professor or above titles are selected by the college every year to conduct social research, scientific and technological consultation, and other activities in the production front lines of enterprises and institutions (practice generally takes no less than half a month).
2. Implement a dual management system of colleges and practical units. The relevant functional departments and departments of the college conduct irregular inspections, and grasp the basic situation of teachers participating in social practice through conversations, phone calls, and other forms with leaders, employees, and individuals of the practice unit; Teachers should obey the arrangements and management of their practice units, and comply with relevant rules and regulations
3. Practical teachers should study diligently and be pragmatic and hardworking in the process of practice. While striving to improve their professional quality and practical ability, they should also conduct sufficient research and collect information to provide important references for the curriculum design and teaching reform of their respective majors. After returning to school, practical teachers must provide relevant social practice reports and submit them to the Academic Affairs Office and the Organization and Personnel Office for archiving.
4. Led by the Organization and Human Resources Department, the Planning, Development and Supervision Department, Academic Affairs Department, and relevant departments shall conduct assessments on teachers participating in social practice at any time. If any teachers fail to complete social practice tasks as planned or required, or are absent or absent from work, they shall be treated as absenteeism. If the circumstances are particularly serious, they shall be treated as teaching accidents.
8、 The Organization and Human Resources Department is responsible for interpreting these measures
9、 These measures shall be implemented from the date of promulgation
