Analysis Paper on Talent Training Program for Tourism Management Professional

Analysis paper on talent training program for tourism management major

The talent training model for the connection between secondary and higher vocational schools is a kind of talent training model carried out under the new situation to adapt to social and economic development and build a modern vocational education system. Innovation. Compared with the traditional talent training model of "secondary vocational school + higher vocational school" or "ordinary high school + higher vocational school", the talent training model for connecting middle and higher vocational schools adopts an integrated design, which broadens the promotion channels for skilled talents and rationally constructs A lifelong learning system for skilled talents.

In line with this principle, the development ideas of the talent training program for tourism management professionals based on the connection between secondary and higher vocational schools are as follows:

1. Scientific positioning and clear training Objectives

This plan is based in Heilongjiang Province, and the talent training objectives fully meet the needs of the tourism development of Heilongjiang Province. Heilongjiang Province will continue to vigorously develop tourism in the next five years and accelerate the transformation from a province with tourism resources to a province with tourism economy. The rapid development of our province's tourism industry will inevitably require a large number of high-end skilled talents. This program combines the current demand for tourism talents in our province and is positioned to train people with a solid foundation, wide application, strong practical and innovative abilities, and social and market needs as the orientation. Orientation, oriented to the grassroots level, oriented to skilled talents with high comprehensive quality in the front line of production, construction, management and service.

2. Optimize the setting of the curriculum system based on the laws of students’ physical and mental development

The setting of the curriculum system for secondary and higher vocational schools must first be based on the laws of students’ physical and mental development, that is, the thinking level of students at the secondary and higher vocational stages. and cognitive level, clarify the teaching content and teaching focus at each stage, and optimize the curriculum according to the principle of "penetrating humanistic quality education, highlighting the cultivation of practical skills, and focusing on step-by-step progress", taking into account the Ministry of Education's specifications for the formulation of teaching plans for secondary vocational and technical schools. The continuity and unity of professional courses are maintained in the arrangement of professional courses. The secondary vocational stage focuses on basic education, and provides public courses such as Chinese, Chinese history knowledge, and music according to the characteristics of the major, and Professional basic courses such as introduction to tourism, management, service etiquette, etc. In addition, in order to strengthen the education of students’ humanistic qualities, professional quality courses are offered to allow students to understand their majors and the industries and positions they will engage in in the future, and to help them Develop good professional concepts and attitudes.

3. Determine the curriculum system and content based on “job competency” requirements

It is necessary to cultivate students who are oriented by social and market needs, oriented to the grassroots, and oriented to the front lines of production, construction, management, and services. Skilled talents with high comprehensive quality must align talent training with the talent market needs of tourism enterprises. Therefore, only by conducting research in tourism companies and understanding the needs of companies and industries can we determine the future positions of students and the specific abilities required. Therefore, in setting up the curriculum system, we should take the job ability requirements as the core and combine with industry characteristics to form knowledge. A vocational curriculum system that integrates skills, skills and applications; first, insist on setting up courses based on the knowledge and skills needs of tourism management vocational positions, and strengthen the professional functionality of the curriculum; secondly, fully consider the characteristics of middle and higher vocational students, in secondary vocational schools The higher vocational stage focuses on the training of students' skills, while the higher vocational stage focuses on students' mastery and application of knowledge.

4. "2+3" training method + the characteristic talent training model of "emphasizing work while studying, and alternating work and study"

The "2+3" training method is carried out in the first 2 years Higher vocational studies, the training method of higher vocational studies in the next three years. In the last three years of higher vocational education, the talent training model of "emphasizing work while studying, and alternating work and study" will be implemented. This model refers to a model that, based on the characteristics of the province's tourism market in its off-peak and peak seasons, arranges for students to go to tourism companies for internships and internships during the peak tourism season, and then return to school to continue learning during the off-season. The first phase starts from September of the first semester to June of the sixth semester. Students mainly complete the learning tasks of basic professional knowledge and skills: first, etiquette skill training (physical training, service etiquette training); second, basic professional knowledge and skills The third is the initial experience of the job, that is, professional teachers from travel agencies and schools will lead students to visit hotels and major scenic spots, breaking the original teaching model of first theory and then practice, so that students can directly interact with their future jobs as soon as they enter school. Occupational environmental exposure. The second stage is from June of the sixth semester to October of the seventh semester, which is the peak tourism season in our province. Through two-way selection between the college, enterprises and students, students enter the tourism enterprise for internship with practical topics, helping students to establish their awareness of job service and excellent professional skills. In the third stage, from October of the seventh semester to June of the eighth semester, students mainly complete the necessary knowledge and skills for the vocational skills certificate and take the tour guide certificate examination. During this period, according to the professional quality course arrangement, the college will contact the cooperative enterprises and select outstanding staff or outstanding graduates of our college to conduct lectures or discussions to convey the company's latest service standards and service concepts, and teach corporate culture, professional quality and how to Planning personal careers, etc., enables students to feel the corporate atmosphere and understand the development and changes of this major. The fourth phase is from June of the eighth semester to the tenth semester. This period is the internship stage for students. All students will undergo off-campus internships. After the internship, both the school and the enterprise will assess the students' performance and write survey reports and evaluate their results. Enterprise students will make a two-way selection.

On the basis of this idea, the training objectives of the tourism management major are determined, the employment direction and job analysis are determined, and the teaching tasks and starting courses are determined according to job abilities, so as to formulate tourism management based on the connection between secondary and higher vocational schools that serves the development of the tourism industry in our province. Professional talent training program.

;