Research on the problems and Countermeasures of practical teaching in the NCO Academy

Practical teaching is an important link in the teaching of the Academy of sergeant. It is a major issue for the professional education of the sergeant to study and reform the practical teaching. This paper analyzes the main problems and causes of practical teaching in the current NCO academies, and puts forward the corresponding solutions and countermeasures. 1. Analysis on the main problems and reasons of practical teaching in the Academy of sergeant Since the start of the first sergeant school in 1986, the sergeant education came into being. Due to the lack of mature theory, some education and teaching methods can only be explored according to the needs of the army and the experience of traditional education. After more than 30 years of exploration and practice, the theory of sergeant education is becoming more and more mature, the idea is gradually clear, and the new educational concept has infiltrated into the educational reform. Under the guidance of training objectives of NCO talents, all sergeants colleges are constantly strengthening practical teaching links, increasing practical teaching reform, and constantly improving the practical teaching system. However, influenced by traditional education mode, the practical teaching system of NCO is not scientific and reasonable at present, which affects the quality of personnel training in NCO academies. Firstly, the practical teaching system is not reasonable. At present, there are many unreasonable problems in practice teaching system in non commissioned colleges, such as unreasonable practice courses, low proportion of practice teaching in course teaching, insufficient total time of practice teaching, lagging behind of practical teaching content and so on. A Naval Electronic Warfare Officer School as an example, the professional set up a total of 19 courses, of which the ideological and political courses and 10, accounting for 47.6%; professional course 9, accounting for 42.8%; practice class 2, accounting for 9.5%; the overall proportion of practice teaching and theory hours about 3:7. This situation leads to heavy theory and light practice, disjointed theory with practice, and does not adapt to the training goal of the sergeant. In addition, in recent years, the army's weaponry and equipment have developed rapidly, and the troops have accelerated and eliminated a large number of old equipment and installed a large number of new weapons and equipment. The speed of updating the content of practical teaching can not keep up with the new situation of rapid development of equipment, which makes it impossible to learn and learn. The emergence of this problem is due to the unreasonable design of top-level teaching in the practice teaching of non commissioned colleges. The fundamental reason is that the sergeant academy failed to carry out the top-level design of practical teaching based on the training objectives of NCO officers. Personnel training objectives should be familiar with the army work work processes, work skills and mastery of your job skills by completing tasks, learning technical skills related to the job of students self-learning ability cultivation of comprehensive ability, and the ability to cooperate with others, to achieve the job. NCO colleges should integrate the training objectives of NCO talents into the formulation of practical teaching plans, syllabus and curricula, and become the fundamental basis for organizing practical teaching. Secondly, layered training requirements failed to effectively implement. The sergeant colleges and universities have many training levels, and the training tasks are heavy. 2018 International Conference on Education Technology and Social Sciences (ETSOCS 2018) Copyright © (2018) Francis Academic Press, UK 1 The Army Ordnance Officer School Engineering University as an example, the school has undertaken covering occupation technology education, training, and early pre Sergeant Shanxi Shanxi high upgrade training, new equipment and technology backbone rotation, high skilled personnel training, joint military training officers, working skills training eight different types of training tasks. The levels of students practice teaching content and mode should be effectively defined and distinguished, but from the actual operation situation, teaching practice between different training levels, whether teaching mode, training subjects or training requirements exist to varying degrees of duplication and repetition, there is no hierarchical pot teaching phenomenon. The emergence of this phenomenon is mainly due to the following two aspects. First, we need to analyze and grasp the training objectives, characteristics and rules of different training levels at colleges and universities, and fail to design differentiated practical teaching system according to different levels of NCO students' future job tasks. The two is on the professional level and practical conditions of construction is not perfect, not for all levels of the professional training needs of the construction of independent supporting training textbooks, exam and training facilities such as hardware and software conditions, or even a set of individual professional training materials in a training database baodatianxia. Thirdly, lack of teaching ability in teaching staff. The post position of the officers of the sergeant needs to require the sergeant education to adhere to the principle of ability standard, and to highlight the training of the ability. To train NCO talents, they have more skillful professional skills. Teachers not only need solid professional theoretical basis, but also have excellent professional skills, practical skills and a set of teaching methods suitable for skills training. However, there is still a gap between the status of NCO teachers and the training requirements of high-quality NCO talents. The contradiction between professional skills, professional hands-on ability and teaching needs is outstanding. Not only the ability of basic class teachers is not strong, but also there is this problem in the professional teaching staff. This situation is not only the result of the influence of the traditional educational concept which pays attention to the teaching of theoretical knowledge, but also determined by the source of the Sergeant Staff. In recent years, the army, young teachers colleges lack of military practice in their life, do not understand the forces, not familiar with the officers, not enough grasp of new equipment, new tactics, practice ability is weak, in the process of teaching, more emphasis on imparting knowledge, but not for non commissioned officers of the post requirement, effective training comprehensive quality and practice ability of students. Fourthly, unscientific assessment and evaluation of practical teaching. At present, there are two main problems in the evaluation and evaluation of practical teaching in the Academy of sergeant. First, the evaluation standard is not reasonable, and the standard of evaluating the students of different levels of sergeant is the same. Two, the evaluation method is single, qualitative assessment is more than quantitative evaluation, results are heavier than the process, which is not conducive to comprehensive and real assessment of NCO students' knowledge, skills and innovation ability. The cause of this problem is a kind of occupation skill and ability standard Sergeant colleges lack of systematic research, no real from all levels of job demand, develop the practical skills necessary to perform their tasks and assessment project appraisal standards, the practical skills examination project and the standard largely identical; on the other hand and most of the current practice of teaching evaluation with summative evaluation, resulting in the vast majority of sergeant students do not usually pay attention to the accumulation of knowledge, the comprehensive ability of cadet is not improved. Fifthly, the practical teaching is not suited to the practical teaching requirements At present, the practical teaching of various majors in NCO academies is still designed according to the discipline knowledge system rather than the needs of NP students' future job tasks, and the contents and locations of practical teaching are designed.