Classroom Teaching Reform Practicein Higher Vocational Colleges from the Perspective of Diagnosis and Reform

To heighten the quality of higher vocational education, the state has launched a campaign to diagnose the
teaching work for improvement. In response, four categories of requirements were listed for the higher vocational college class- room teaching: students’ participation, the accuracy in the selection of teaching carrier, the flexibility in the application of teaching methodology and means and the achieving degree of the teaching goal. To sum up the practice of higher vocational classroom teaching reform: emphasis of top-level research thus to produce a systematic teaching reform design; to invite higher vocational education expert to help reform the teaching philosophy and heighten ability; to carry out global design of a course and optimize unit design; a combination of local and global thinking and focus on regular operation. The inspirations and reflec- tions are: leaders’ emphasis and substantiated organization are a guarantee of the smooth implementation of the teaching re- form; objective assessment, timely informing and demo-guidance are key to achieve desired results; teaching management mechanism and incentive mechanism are the core for successful classroom teaching reform.