Talent training model

Theconnotation,restrictionandwayoutofthereformofthetalenttrainingmodel

Withthedeepeningofthereformoftheeducationsystemandthediversifieddevelopmentofsocialeducationneeds,sincethe1980s,TheissueoftalenttrainingmodelshasgraduallybecomeanimportantissueinChina'shighereducation.Buttothisday,thereformandinnovationofthetalenttrainingmodelisstilltheweaklinkinthedevelopmentofhighereducation.Itisnecessaryforustoearnestlystudytheconnotation,confusionandthewayoutofthereformandinnovationofthetalenttrainingmodel,soastoprovidedueserviceforthedevelopmentofhighereducationandtalenttraining.

1.Theproposalandconnotationofthetalenttrainingmodel

Thetalenttrainingmodelisabasicissueinthefieldofhighereducation.Ifthereistalenttraining,therewillbeatalenttrainingmodel.However,ithasbeenmorethan20years,especiallyinrecentyears,thatmycountry'suniversities,academiccircles,andeducationaladministrativedepartmentshaveproposedanddiscussedtalenttrainingmodels.Theconceptof"talenttrainingmodel"putforwardbycollegesanduniversitiesfirstappearedinWenYulin's1983article"ReformingTalentCultivationModelandSettingMajorsbyDiscipline",anditscontentwasabouthowtoreformthetalenttrainingmodelofhigherengineeringeducation.Afterwards,someuniversitiesandpractitionerscontinuedtodiscussthetrainingmodelsandreformsofvarioustypesoftalentssuchasmedicineandeconomics,buttheydidnotclarifywhata"talenttrainingmodel"is,andtheirunderstandingofitsconnotationisrathervague.Duetotheneedsofhighereducationpractice,theoreticalworkershavegraduallybeguntopayattentiontothisissueandtrytodefineitsconnotation.LiuMingjunfirstclearlydefinedthisconceptin1993in"TheEssentialsofUniversityEducationEnvironment",proposingthatthetalenttrainingmodelrefersto"theeducationandteachingstyleselectedorconceivedinordertoachieveacertaineducationalgoalundercertainconditionsofrunningaschool."Forthefirsttime,theeducationadministrationdepartmentmadeadirectstatementontheconnotationofthe"talenttrainingmodel".In1998,theMinistryofEducationissuedadocument"OpinionsonDeepeningTeachingReformandTrainingHigh-QualityTalentstoMeettheNeedsofthe21stCentury",whichpointedoutthat"talentsThetrainingmodelistheknowledge,ability,andqualitystructurethattheschoolbuildsforstudents,andthewaytoachievethisstructure.Itfundamentallystipulatesthecharacteristicsoftalentsandintensivelyreflectstheeducationalthoughtsandconcepts."

Sincethe1990s,aspeople’sattentiontothetalenttrainingmodelhasincreased,relatedresearchhasrapidlyincreased,andthefollowingmoretypicaldefinitionshavebeenformed:Thetalenttrainingmodelisthetraininggoal,trainingspecificationsandbasictrainingmethodsoftalents(ZhouYuanqing);istheknowledge,abilityandqualitystructurethattheschoolbuildsforstudents,andthewaytoachievethisstructure(ZhongBinglin);referstotherealizationofthetrainingobjectives(includingtrainingspecifications)undertheguidanceofcertaineducationalthoughtsandeducationaltheoriesAcertainstandardconstructionstyleandoperationmethodofthetrainingprocessadopted(GongYizu);itisanorganiccombinationofeducationalthought,educationalconcept,curriculumsystem,teachingmethod,teachingmethod,teachingresources,teachingmanagementsystem,teachingenvironment,etc.accordingtocertainrulesAnoverallteachingactivityisareflectionofthenatureofeducationbasedoncertaineducationaltheoriesandeducationalthoughts(LiuHongmei,ZhangXiaosong)andsoon.Theseviewshavesomesimilarmeanings,thatis,theybasicallyrefertoawayofcultivatingtalentsundertheguidanceofeducationalthoughtsandeducationaltheories.Buttherearealsodifferences:intheorientationofthetrainingmodel,thereisadifferencebetweenemphasizingthetraininggoaloremphasizingthequalitystructure;intermsoftheattributesofthetrainingmodel,somescholarsbelievethatitshouldbeastatic"method",whilesomebelieveitisAkindofdynamic"process",morescholarsbelievethatitisacombinationofstaticanddynamic;intermsoftheextensionofthetalenttrainingmodel,afewscholarsthinkthatitincludestheentireeducationmanagementactivities,whilesomescholarslimitthetalenttrainingmodelto"teachingactivities."Inaddition,morearetakingamiddleground.

Theauthorbelievesthatthetalenttrainingmodelcanneitherbelimitedtotheteachingprocess,norcanitbegeneralizedtotheentiremanagementlevelofcollegesanduniversities;itisaunityofstructureandprocess,astaticstyleandadynamicmechanism.Unity.Thisisbecausethetalenttrainingmodelisnotonlyaboutthe"teaching"process,butalsoaboutthe"education"process.Itinvolvestheentireprocessofeducationandgoesfarbeyondthescopeofteaching.However,theprocessoftalenttrainingisnotwithoutboundaries.Inmodernuniversities,therearemanymanagementactivitiesthatarenotdirectlyrelatedtotalenttraining,suchaslogisticsmanagementanduniversityscienceparkmanagement.Thetalenttrainingmodelisacombinationofvariouselementsofeducationsuchascurriculum,teaching,evaluation,etc.However,thiscombinationisnotarigidorganizationstyle,butadynamicstructurethatemphasizestheoperationprocess.Undertheguidanceofcertaineducationalthoughts,itisastandardstyleandoperationmethodformedtoachieveidealtraininggoals.Itistheborderbetweentheoryandpractice.Thetalenttrainingmodelshouldreflectcertaineducationalthoughtsandconcepts.Itisthewaytotrainidealtalentsandtheconcreteificationofthetheory.Atthesametime,itisoperable.Itisthestandardmodeoftalenttraining,butitisnotaspecifictechnicalskillortechnique.Asimplesummaryofpracticalexperience.Itisacomplexcomposedofmanyelements,anditisalsoadynamicorganizationwithmanylinksintertwinedwitheachother.Thisinvolvesmultipleelementssuchastraininggoals,professionalsettings,curriculumsystems,educationevaluation,andmultiplelinkssuchassettinggoals,implementingthetrainingprocess,evaluating,andimprovingtraining.Thetalenttrainingmodelishierarchical.Thehighestlevelisthemodelthatdominatestheentirehighereducationsystem,suchasthequalityeducationmodel,thegeneraleducationmodel,andtheprofessionaleducationmodel;thesecond-leveltalenttrainingmodelisthetrainingmodeladvocatedandpracticedbyvariousuniversities;thethirdlevelisacertainProfessionalanduniquetrainingmode.Wemainlydiscussthesecondlevel,namelythetalenttrainingmodelattheuniversitylevel.

2.Constraintsandpuzzlesintheinnovationoftalenttrainingmodel

Atpresent,thetalenttrainingmodelofChineseuniversitiescannolongeradapttothedevelopmentofthesociety,anditisdifficulttocultivateinnovativeandentrepreneurialtalents,whichisinurgentneedofreform.However,theprocessofreformhasfacedmanyconstraints,constraintsanddifficulties.

1.Thebondageofideas

Thetalenttrainingmodelistheconcretizationofeducationalthought.Onlyundertheguidanceofacertaineducationalideology,thetalenttrainingmodelismeaningful,anditcanevenbesaidthatthereisatalenttrainingmodelatall.Otherwise,itcanonlybeapatchworkofelementsofeducationinandisorderlymanner.

Incollegesanduniversities,educationalthoughtisexpressedasthe"ideaof​​theuniversity."Theuniversityphilosophyrestrictsandrestrainsthetalenttrainingmodelmainlyinthreeaspects.

First,theinertialconstraintsoftheschool-runningphilosophyformedintheeraofplannedeconomy.Foralongperiodoftimebeforethereformandopeningup,ourcountrygraduallyformedagovernment-managed,closedandcentralizedhighereducationsystemcompatiblewiththeplannedeconomy.Insuchasystem,collegesanduniversitieshavenoautonomyatall,anditisdifficulttoformtheirownideasforrunningschoolsinaccordancewithgovernmentregulations.Atpresent,Chineseuniversitieshaveconsiderableautonomyandthesystemhaschanged,buttheirthinkingstillshowsgreatinertiaandinertia.Someuniversitiesonlypayattentiontohardwareconstructionbutignoresoftwareconstruction,andemphasizescaleexpansionandignoretheimprovementofideas.Hedidn'texploreandformhisownschool-runningphilosophy,sothatpeoplewhofollowedthetrendalsosaid.

Secondly,thereisnonewschool-runningphilosophythatadaptstosocialdevelopment.Inmodernsociety,thescientificandtechnologicalrevolutionismorerapid,globalizationismoreobvious,andtheflowofinformationismorerapid...Insuchasociety,universitiesneedtomakecorrespondingchanges,andneedtoadjustthetalenttrainingmodeltohighlighttheinternationalvision,informationliteracy,andlearningoftalents.Abilityandoverallquality,however,manycollegesanduniversitieshavenotchangedthemselvesintime,especiallyattheconceptuallevel.Atpresent,theconceptsofacademicfreedom,internationalization,andgeneraleducationhavenotyetformedinthefieldofhighereducation.However,theconceptsofdiversification,people-oriented,andlifelonglearningbasicallyremainintheacademicworld,andhavenotbeenputintopracticebycollegesanduniversities.

Third,thereisalackofrationalthinkingabouttheoverallreformofcollegeteaching.Foralongtime,collegesanduniversitieslackedstrategicthinkingandthetop-leveldesignoftalenttrainingmodels.Whatkindoftalentsarecultivatedbyuniversities,andhowtotrainsuchtalents,donotthinkwellandsystematically.Collegesanduniversitiesseemtobebusyrunningschools,buthowtorunschools,howtoeducatepeople,howtoestablishandimprovethesystemofeducation,howtotrulyguidethelong-termdevelopmentofteachersanddriveinnovationofstudentswithteachers’innovation,andhowtotrulymeettheinterestsofteachersandstudents.Theseproblemshavenotbeencarefullyplannedanddesigned.Nowastrangecirclehasformed,andtheinfluenceofevaluationandresourcefactorsistoogreat.Thestrangephenomenonofcollegesanduniversitiesrevolvingaroundthegovernmentandteachersrevolvingaroundtheleadershiphasbecomemoreandmoreintensified.Onthecontrary,therealbasictaskofeducatingpeopleisplacedinaninconspicuousposition.

Duetoconceptualconstraintsandconfusion,thetalenttrainingmodelsofvariouscollegesanduniversitieshaveeithershownconvergence,andhavenotcombinedwiththeirownconditionsandpositioning;orhavebroughtinallkindsof"good"vocabulary.Andthencombinedintotheso-calledtalenttrainingmodel,itseemsthatthereisnodominantthought,andeventhethoughtsarestillconflictingwitheachother.Suchatalenttrainingmodelcanonlybesomesuspendeddecorations,andcannotbeimplementedwell.

2.Thefettersofthesystem

Animportantrestrictionoftheinnovationofthetalenttrainingmodelisthesystem,whichismainlymanifestedintwoaspects.

Oneistheimbalanceanddislocationofpowerwithintheschool.Withtheexpansionofschoolautonomy,collegesanduniversitieshavegainedgreaterpower.However,thereisanimbalancebetweenadministrativepowerandacademicpowerwithinuniversities.Atpresent,mostuniversitiesstillmanageuniversitiesinaccordancewithadministrativemanagementthinkingandmodels,anddesigntheinternalstructureofuniversitiesinaccordancewiththestructureofadministrativeorganizations.Mostschoolaffairsarealsomanagedbythe"administrativedepartment",andteachingunitsarebasicallyoperatinginaccordancewiththearrangementsandrequirementsoftheadministrativedepartment.Theadministrativepoweralsoconcealsacademicpowerbywearingaveil.Forexample,universitiesinourcountry,likeWesternuniversities,havealsoestablishedschool-levelacademiccommitteestodeterminetheacademicaffairsoftheschool.However,mostofitsmembersareheadsofschools,faculties,andfunctionaldepartments.Few"commonerprofessors"participate.Theyconsiderissuesmorefromanadministrativepointofview,ignoringacademicconsiderations.thatpower.Thereformofthetalenttrainingmodelisanimportantacademicaffairandrequirestheactiveparticipationofteachers.However,thelackofacademicpowerhindersteachers'initiativeandenthusiasm.Withoutteachers'activeparticipation,thereformandinnovationoftalenttrainingmodelcanonlybeamereformality.

Thesecondistheimperfectevaluationsystemofcollegesanduniversities.Theevaluationofteachingandscientificresearchisoutofbalance,theevaluationofscientificresearchisspecificandsubstantive,whiletheevaluationofteachingisemptyandunspecific.Atpresent,theevaluationofcollegesanduniversitiesinourcountryisdominatedbygovernment-ledadministrativeevaluation.Themostinfluentialadministrativeevaluationisthesubjectevaluationandundergraduateteachinglevelevaluation.Butbasicallyithaslittletodowiththeimprovementofteachingmode;theevaluationindexof"realteaching"isnotspecific,andithaslimitedinfluenceontheimprovementofuniversityinternalteaching.Inaddition,teachingevaluationalsohasatendencyofsingularityandquantification,ignoringtheevaluationofteachingcharacteristicsandpersonalizededucationteachingmodels.

Thelackofacademicpowerhasweakenedthemotivationandabilityofteacherstoreformthetalenttrainingmodel;thesimplificationoftheuniversityevaluationsystemmakesiteasyforuniversitiestoadoptaconvergenttalenttrainingmodel,andthequantificationofevaluationhasledtogeneralattentionScientificresearch,whileignoringdifficult-to-measureteaching,makesiteasiertoignorethereformandinnovationofthetrainingmodelfornon-innovativetalents.

3.Resourceconstraints

Althoughthecountryhasbeenvigorouslypromotingthereformoftalenttrainingmodelsinrecentyears,manyuniversitieshavealsoproposedmanynewtrainingmodels.However,theyoftenfallintosuperficiality,sloganization,oronlypartialchangesintheelementsofthetrainingmodel,ratherthanoverallchanges.Thisisrelatedtothedeviationofpeople'sunderstandingofthetrainingmodel,theconstraintsofthesystem,andthelackofeducationalresources:

Firstofall,itismanifestedasinsufficienteducationfunds.Teachingreformrequirescorrespondingfundingguarantees,butafterthepopularizationofhighereducation,educationfundingisseriouslyinsufficient.Since1998,mycountry'shighereducationhasexpandeditsenrollmentonalargescale,andthescaleofcollegesanduniversitieshasrapidlyexpanded,buttheresourcesthatcollegesanduniversitiescanobtainhavenotbeencorrespondinglyimproved,sothatcollegesanduniversitiesgenerallyoperateindebt.Evenifsomeloansareobtained,theyaremainlyusedtopurchasecampuses,build"buildings",andaddequipment,whilethefundsforthereformofthetalenttrainingmodelareverysmall.

Secondly,theconstructionofteachersisweak.Atpresent,amajorproblemwiththeteachingstaffofChineseuniversitiesisthatundertheinfluenceandrestrictionofideologicalconceptsandevaluationsystem,teachersarereallyengagedinteaching,devotedtoteachingreform,andtherearenotmanyrealresearchesonthe"universityquestion"ofeducationandteaching.Teachershavenoexternalandinternaldrivetoengageinthereformofthetalenttrainingmodel.Fromtheoutside,theschool'sassessmentofteachersemphasizestheobviousresults.Hardindicatorsforscientificresearch,softindicatorsforteaching.Theresultsofscientificresearchareeasytomeasureandtheoutputisimmediate,whilethequalityofteachingisdifficulttoevaluate.Moreover,thecycleofeducatingpeopleislong.Itisnotashort-termeffectfortalentstotrulyplayaroleinsociety,anditwillbesubjecttomanydynamics.Theinfluenceoffactors.Thishasledteacherstofeelthatthepromotionofteachingreformshouldbetheresponsibilityoftheuniversityleaders,theAcademicAffairsOfficeandthePersonnelOffice.Theyhavenoabilitytopromoteteachingreform,andtheinvestmentandreturnsarenotproportional,andthegainsoutweighthegains.Intermsofinternaldrive,teachersdonotseemtohaveenoughenthusiasmforteaching.Teachinghasbecomearoutineratherthanasacredduty.Whethertoreformornot,isitreallyfortheall-rounddevelopmentofthestudents?Itseemsthattheincentiveandrestraintmechanismsareineffectiveandoutoforder.Therefore,itseemsgreatforteacherstobeabletoattendclassesandgivelectures.Asforstudyingstudentsseriously,studyingteachingissues,startingfromthedeepneedsofstudents,payingattentiontotheirinterests,hobbies,specialties,andpersonalitydevelopmentseemstobealuxury.

Again,itismanifestedasinsufficientcurriculumresources.Curriculumisthecoreelementoftalenttrainingandthecarrieroftalentgrowth.Thereformofthetalenttrainingmodelshouldtakehigh-qualityandrichcurriculumresourcesasthebasicconditions.However,thereareseriousshortcomingsinthecurriculumofourcountry'scollegesanduniversities.TheChineseuniversitiesthathavedonethebestintermsofthewiderangeofcoursesarePekingUniversityandTsinghuaUniversity,butbothareonlyaround3,000.IntheUnitedStates,mostcollegesanduniversitieshavealmostreachedone(time)percapitacourse.Thatistosay,anundergraduatecollegewithascaleof5,000peopleshouldofferabout5,000courses(times).Insufficientresourcesareagreatlimitationtotheinnovationofourcountry'scurrenttalenttrainingmodel.

3.Thewayoutforthereformofthetalenttrainingmodel

Althoughtheinnovationofthetalenttrainingmodelhasalottodowiththeevaluationofthegovernmentandothersocialfactors,thegovernmentandthesocietyneedtomakecorrespondingdecisions.Change.However,themostfundamentalwayoutliesintheeffortsofcollegesanduniversitiesthemselves,andcollegesanduniversitiesshouldbebraveandgoodatassumingthemainresponsibilityofteachingreformandinnovationoftalenttrainingmodel.

1.Establishastudent-orientedcoreconceptanddoagoodjoboftop-leveldesign

Theinnovationoftalenttrainingmoderequirestheestablishmentofastudent-orientedcoreconcept,startingfromtheneedsofstudents,Allforthestudents,andtakeitasthehighestpursuit,doagoodjoboftop-leveldesign,andconstructatalenttrainingmodelasawhole.

Tobestudent-oriented,wemustfocusonstudentdevelopmentandfollowthelawoftalentgrowth.Studytheconditionsforthegrowthoftalentsandimprovetheeducationalconditionsandenvironment.Talentgrowthrequirescertainconditions,includingeffectivecreativepractice,comprehensiveeffectsofinternalandexternalfactors,competitionandcooperation,symbiosiseffects,andsoon.Thisinvolvesaseriesofcomplexfactors,suchasactivitiesandenvironment,competitionandcooperation,expectationsandincentives.Collegesanduniversitiesshouldpayattentiontothestudyofthesecomplexfactors,andonthisbasis,improveeducationalconditionsandcreateanidealeducationalenvironment.Studytheprocessoftalentgrowthandadoptscientificeducationalmethods.Humangrowthisstaged,themaintasksofeachstagearedifferent,andtheirtrainingmethodsarealsodifferent.Inadditiontothestagesofhumandevelopment,theoptimaldevelopmentageofvarioustypesoftalentsandlevelsoftalentsisdifferent;thedevelopmentofvariousqualitiesofapersonhasitsowncriticalperiod,andsoon.Intheprocessofeducation,collegesanduniversitiesshouldthoroughlyexploretheselawsoftalentgrowth,sothatthereisascientificbasisfortalenttraining.

Beingstudent-oriented,wemusttrulypursuestudents’interestsandstrengths,andmaximizetheirstrengths.Facedwiththeincreasinglyobviouscharacteristicsofthediversityanddifferencesofstudents,howtopromoteallstudentstosuccessisamajorissuefacingcollegesanduniversities.Throughalargenumberofobservationsonclassroomteaching,wefoundthatintheclassroom,students’eyesare“notbright”andthereisalackofcommunicationbetweenstudentsandteachers.Thisisbecauseeducationandteachingdonotmeettheirinterests,donotmeettheirneeds,andstudentsarepassiveinlearning.Psychologicalresearchshowsthatteachingcanplayapositiveroleinstudentsonlyifitconformstostudents'knowledgestructure,learningstyle,andlearninginterest,andstudentscancontinuetoconstructtheirownmentalschemaontheexistingknowledgestructure.Teachingthatdoesnotstudyortargetstudentsisone-wayandmeaningless.Teachersneedtochangethetraditionalteachingmethods,beanexpertteacher,toexploreandpursuestudents’interestsandfoundations,tostimulatestudents’enthusiasm,topromotepersonalizededucation,teachersandstudentstojointlyconstructavisionoflearning,andultimatelymakestudentsbecomeindependentlearningInaddition,collegeteachingshouldshiftfromteaching-orientedtolearning-oriented.Inaddition,beingstudent-orientedrequiresseveralmajorchanges:shiftingfromknowledgetransfertoabilitytraining;fromsingleclassroomteachingtoall-roundeducationonandoffcampus;shiftingfromtraditionalteachingmethodstomoderninformationtechnologyeducation;andmanymore.

Thetalenttrainingmodelisawhole,whichrequirestop-leveldesign.Undertheguidanceofthestudent-orientedphilosophy,figureoutwhattheidealtraininggoalis.Differentlevelsandtypesofcollegesanduniversitieshavedifferentgoalsandspecificationsfortalenttraining.Itisnecessarytoformulatescientificandfeasibletalenttrainingprograms,includingsupportingmajors,courses,teachingmaterials,teachingmethods,evaluationsystems,etc.,soastobecomeaharmoniousandunifiedwhole,ratherthanasimplecombinationoftheseelements.Thetalenttrainingmodeldesignedshouldbeabletorealizethebenigninteractionbetweentheuniversityandthesociety,sothatthereisaninexhaustiblemotivationfortherenewalofthetalenttrainingmodel.Afterthenewtrainingmodelandtrainingplanareformulated,itisnecessarytocomparewiththeoriginaltrainingmodel,findoutthekeypointsanddifficultiesofthereform,andactivelyimplementthenewtrainingmodel.

2.Establishamulti-partynegotiationmechanismtoformanidealtalenttrainingmodel

Atpresent,theformationofatalenttrainingmodelinmycountry’suniversitiesisnottheresultofmulti-partyconsultation,andthegovernmentandschooladministrativepowersinfluenceToobig,andteachers,studentsandsocialorganizationshavenochancetoparticipate.Theformationofanidealtalenttrainingmodelrequirestheestablishmentofamulti-partyconsultationmechanismbetweensociety,teachers,students,anduniversities.

Establishadirectionorientedtosocialneeds.Modernuniversitieshavesteppedoutoftheivorytowerandintegratedintosociety,andhavemovedfromthefringeofsocietytothecenterofsociety.Collegesanduniversitiesinthecenterofsocietymustadopta"socialdemand-oriented"developmentmodeltochangethephenomenonofsociety'slackofpositionintheformationofthetalenttrainingmodel.Thisrequirestheimprovementoftheinformationsystemofsocialemploymentdemandinourcountry,because"themanagementinformationsystemofmycountry'stalentmarketreflectingthesupplyofcollegegraduatesandsocialemploymentdemandisveryweak,andthestatisticalindicatorsanddatahavebeeninastateofextensiveforalongtime."Forcollegesanduniversities,theymustactivelycontactindustryorganizations,localgovernments,socialintermediaries,etc.,toobtainrelevantsocialdemandinformation,andtimelyreflectsocialdemandforecastsintothetalenttrainingmodel.

Establishtheleadingpositionofteachersintheinnovationoftalenttrainingmodel.Teachersarethemainbodyoftalenttrainingandshouldbeanimportantparticipantinthedecision-makinganddesignoftalenttrainingmode.However,thecurrenttalenttrainingmodelofcollegesanduniversitiesisbasicallydesignedbytheleadershipoftheschoolteachingsteeringcommittee,theoverallplanningoftheAcademicAffairsOffice,andtheteachingleadersofeachdepartment.Teachersoftendonothavetheopportunitytoparticipateintheformulationofthetalenttrainingmodel,butareonlytheexecutorsofthetalenttrainingmodel.Itisnecessarytochangethistop-downpathandestablishtheimportantpositionofteachers.Intheprocessofformingthetalenttrainingmodel,schoolscansolicitteachers’suggestionsonthebasisofinvestigatingsocialneeds,orteacherscanputforwardideasforthereformoftalenttrainingmodelsonthebasisofpractice.Moreappropriatemode.

Givestudentstherighttospeakinreform.Thetraditionalviewisthatstudentsareintellectuallyimmaturepassers-byincollegesanduniversitiesandcannotparticipateinthemanagementofschoolaffairs.However,studentsarethetargetoftalenttraining,the"product"oftheschool,andthis"product"isself-produced.Studentsshouldhavetheirownrighttoevaluateandchoosethetalenttrainingmodel.Intheprocessofformulatingthetalenttrainingmodel,collegesanduniversitiesshouldletstudentsexpresstheiropinionsthroughquestionnairesurveysandothermethods,andgivethemtherighttospeakintheformationofthetalenttrainingmodel.Onthebasisofafullunderstandingofstudents,payattentiontotheformulationofindividualizedtrainingmodels.Afterthetalenttrainingmodelhasbeenimplementedforaperiodoftime,itisnecessarytoinvestigatethegraduates’evaluationofit,sothatthereformofthetalenttrainingmodelhasasolidfoundation.Throughtheestablishmentofamulti-partyconsultationmechanism,theinterestsofallpartiescanbeexpressed,thetalentstrainedareclosertopeople'sexpectations,andthetalenttrainingmodelismoreideal.

3.Integrateandoptimizeeducationalresourcestolaythematerialfoundationfortheinnovationoftalenttrainingmodel

Universitiesaretypicalresource-dependentorganizations.Insufficientresourcesareanimportantfactorintheinnovationofthetalenttrainingmodelofcollegesanduniversities.Greatlimitation.Whentheresourcegapcannotberesolvedquickly,integratingandoptimizingresourcesisanidealpath.

Realizethesharingofcurriculumresourcesinsideandoutsidetheschool.Atpresent,thesharingrateofcross-facultyandcross-levelcoursesinChineseuniversitiesislow.Theelectivecoursesforstudentsarebasicallylimitedtothedepartment.Theratioofresourcesharingbetweenundergraduatesandgraduatestudentsisevenmoreminimal.Asforuniversities,someuniversitydistrictshavebeenestablishedinourcountry,butapartfromthesharingofbooksandmaterialsandsomeelectivecourses,thereisnoprogressinthesharingofotheraspectsincludingcourses.Theinnovationofthetalenttrainingmodelrequirestheintegrationofcurriculumresourcesintheschool,breakingthedoorway,makingoverallarrangementsfortheschool,creatingasharingculture,strengtheningsharingmanagement,improvingsharingtechnology,andsolvingpossibledisputesoverintellectualpropertyrightsandbenefitsthatmayexistinthesharingprocess.Foruniversities,itisnecessarytoformamorereasonablemechanismtomakefulluseoftheadvantagesofnetworksandregionstostrengthencooperation.TheOpenEducationalResourcesAlliance,ledbytheMassachusettsInstituteofTechnology,hasenabledmanyuniversitiestoshareeducationalresourcesontheInternet.TheChinesegovernmentisalsopromotingtheconstructionofqualitycoursesthroughtheInternet.Inadditiontonetworkresources,theuseofgeographicaladvantagestoachievealargespaceforresourcesharingbetweenschools,andmakefulluseofotherschools'superiormajorsandsuperiorcourses,studentsofthisschoolcanbenefitfromit,andsavetheresourcesspentinblindlyseekingcompletedevelopmenttostrengthentheiradvantages.Theconstructionofdisciplinesandprofessions.

Strengthenthesharingofteacherresources.Atpresent,therearetwosituationsforteachersincollegesanduniversities:First,withtheadvancementofenrollmentexpansion,collegesanduniversitieshaveexperiencedanoverallshortageofteachers,andtherearestructuraldifferencesindisciplinesandregions.Second,thequalityofteacherscannotmeettheneedsoftalenttraining.Thisrequiresstrengtheningthesharingoffacultyresourcesandlearningfromeachother.Insolvingtheproblemofstructuralcontradictionsamongteachers,Hangzhou'sapproachhascertainenlighteningsignificance.Beginningin2005,inaccordancewiththe"AdministrativeMeasuresfortheMutualEmploymentofTeachersinXiashaHigherEducationPark",14collegesanduniversitiesinHangzhouXiashaHigherEducationParkbegantoimplementthemutualrecruitmentofteachers.Evenwithinauniversity,resourcescanbeintegrated,ateachingteamcanbeformed,teachingseminarsandexchangesofteachingexperiencecanbepromoted,teachingresourcescanbedeveloped,andthecollectivestrengthofthefacultycanbebroughtintoplay.Withinuniversities,thejointdevelopmentofscientificresearchteamsandteachingteamscanalsoberealized.Theactivetransformationofscientificresearchcontenttoteachingcontent,timelytransformationofscientificresearchresultstoteachingresults,penetrationofscientificresearchmethodsandteachingmethods,andtwo-wayextensionofteachingandscientificresearchissuescanpromotetheflexibility,flexibilityanddiversifieddevelopmentoftalenttraining.Intermsoftheoverallnumberofteachersandtheirquality,itispossibletoactivelyintroducegovernmentandcorporatepersonnelaspart-timeteacherstosupplementthenumberofteachers,andatthesametimesolvetheproblemofteachers'lackofpracticalexperience.

Strengthenthesharingofteachingfacilities.Atpresent,theteachingfacilitiesofvariousdepartmentsincollegesanduniversitiesarebasicallyclosedtotheoutsideworld,andotherteachingunitsaregenerallynotavailable.Thishasledtotheidlenessandwasteofmanyteachingresources.Inadditiontothesharingofresourcesbetweenfacultiesanddepartments,itisalsonecessarytostrengthentheuseofindustrialfacilitiesandcarryoutmoreeffectiveandin-depthcooperation.