The exploration of "micro -professional" is not significant

According to media reports, the first micro -professional construction of Guangdong University of Technology was officially opened. This year, the school launched the construction of micro -professional projects. It plans to open at least one micro -professionalism in each college to make full use of scientific research and corporate resources to create a group of "small and beautiful" characteristic talent training projects.

Not alone in Guangdong University of Technology. According to media statistics, universities such as Peking University, Communication University of China, Wuhan University of Science and Technology, Hunan University of Technology, and other universities have successively opened micro -professions. The opening of micro -professionalism has become an important exploration of college innovative talent training model.

As a result, people look forward to more universities to open more micro -professionalism. However, in comparison, the author is looking forward to the successful experience of micro -professional construction into all professional teaching reforms and innovations, so that every student can study in professional courses, can be based on their interests, academic development and career development according to their own interests. Demand, choose cross -disciplinary modules from other disciplines and professional fields to stimulate learning interests, broaden their horizons, and improve employment competition.

Universities have a clear exploration path of micro -professionalism, that is, they will open micro -professions from various colleges and departments to "enroll" other majors in the school. Students choose and form a micro -professional class. Different from another major, micro professionalism attaches more attention to the interdisciplinary cross -disciplinary, the content of the curriculum is more flexible, and the teaching method is more diverse. It can solve the problem of outdated traditional professional courses and disconnect with social needs to a certain extent. Talent.

The talent training model of "master and professional+micro -professional" is also easy to advance in the current universities. This does not impact the teaching of traditional majors, but is increasing on the basis of traditional majors. Micro -professional can teach on Sunday or short semester. Gives greater autonomy to the departments in the establishment of micro -professionalism, and explore the opening of frontier courses. You can also use micro -professional construction as a reform project for schools to cultivate innovative talents, and give funding support. However, further promoting micro -professional construction is also difficult to avoid problems. For example, "small and beautiful" and "small and special" micro -professionalism is just the choice of a few students. Can all students in the school go to the micro -professional courses they are interested in? How to ensure the quality of the curriculum and form a distinctive micro -professional curriculum system? Can we build a professional curriculum module that students can choose independently by the micro -professional curriculum system?

Over the past 20 years, Chinese universities have been advancing the reform of teaching and management of complete academic divisions. However, to a certain extent, the complete credit system is still the school year. This is because to promote the full -scale teaching and management, we must implement and expand the school's autonomy, attach importance to the investment in talent training, reform the evaluation and evaluation system of teachers, and guide teachers to invest in teaching research and innovation. In addition to public compulsory courses and professional compulsory courses, a large number of elective courses, including interdisciplinary and across professional elective courses, are selected by students. If the curriculum provided to students is small, it is difficult to build a true complete credits, expand the students 'curriculum options, and make students' learning more flexible and autonomous.

The opening of micro -professionalism is actually the exploration of universities in depth to promote the reform of the complete scientific system. In other words, if there is a lack of concepts and system support for implementing a complete scientific system, it is difficult to go to the road of micro -professional. For example, with the increase of micro -professionalism, how to solve the conflict between micro -professional teaching and traditional professional teaching? How to coordinate the construction of micro -professional courses and traditional professional courses?

Therefore, the establishment of micro -professionalism is a phased measure to promote the teaching of completely academic division systems. In the end, micro -professionalism will integrate into the reform of all professional construction courses and become the content of cross -disciplinary curriculum learning modules required for college studies for college studies. From this perspective, the opening of micro -professional exploration is of practical significance for promoting the overall teaching reform of colleges and universities. It can not only accumulate a number of interdisciplinary courses, but also accumulate experience in improving the quality of teaching. To encourage teachers in various disciplines to combine the cutting -edge development of the discipline and the society's needs for talents, and to provide cross -disciplinary courses, it is necessary to further give teachers to educate and teach autonomy, and establish a system for inspiring teachers to attach importance to curriculum construction and curriculum teaching. The overall improvement of the quality of talent training in Chinese universities should make each course gain something.

(Author: Ai Pingjiao, is an education researcher)