Secondary Medical Vocational Education

At present, secondary medical vocational education is at the stage of social development, grasp the pulse of the times, changing the concept of education, strengthen basic education, reform of course system and teaching model to develop continuing education, to accommodate the demand for health and diversity of talent in modern society.

　　Facing the challenge of rapid development of 21st century medical science, secondary medical vocational education reform is imperative. Middle medical vocational education should change simple to discipline for Center, and only attention knowledge taught of education thought and too specialization, and single mode of of concept, in focus on quality education and lifelong education, meet modern social of education thought of guidance Xia, in accordance with the foundation solid, knowledge width, and ability strong, and quality high of overall requirements, construction up can full fired students learning initiative and innovation spirit, can makes students in full growth of while personality get full development, to knowledge, and ability, and quality organic combination and the integrated improve of, open, and diversification of middle medical vocational education mode.

　　First, strengthening basic education.

　　Secondary medical vocational education are mainly training meet the social needs of medical personnel, emphasizes practical, but if neglected development of students ‘ basic quality, one-sided emphasis on practicality, not conducive to the overall development of students ‘ characters. In an increasingly competitive, technology development of the 21st century, personal qualities, in particular, scientific and cultural quality is important, however, due to various reasons, this lack of general awareness in secondary medical vocational education. In secondary medical education in the country, professional education, light of humanities education is more common, such as mathematics, physics, chemistry, language based culture did not receive due attention. Can be seen from the present course, the underlying cultural and educational links are weak. Especially in the last two years, because of too much emphasis on practice teaching and professional practice greatly increased, and culture classes are the basis of a reduced cut again. Basic course, in itself, with system, in the system while learning basic cultural knowledge, often accompanied by students thinking ability, quality and improvement of the quality of thinking, which is critical to students ‘ personal and social development. Inadequate foundation of science, culture and education, students will understand, have an impact analysis, thinking and judgement, hindering students on courses of study. In addition, due to the rapid development of medical science, each medical student after graduation still needs to be constantly learning and improving work processes, only in this way to continued development of the appropriate community health requirements, and this requires strong autonomous learning ability, this self-regulated learning ability is a must have basic requirements in the information age, is the ability to ensure the continued development of a person’s life. But because of the lack of basic knowledge of and the restriction of various subjective and objective factors, in current vocational medical students ‘ self-learning ability is very limited. Therefore, from the educated of the all-round, harmonious and sustainable development of perspective, secondary medical education should embody the concept of lifelong education, to train students to not only have good professional technology, needed for students to lay a solid foundation for further learning and development in the future, this requires that should really pay attention to and strengthen the underlying culture.

　　Second, the reform of curriculum system, optimization of curriculum structure.

　　From the perspective of curriculum and structure, lack of professional structure level characteristics of existing secondary medical vocational education, in pursuit of specialization, based on the curriculum, dominated by traditional biomedical model, students are essentially passive recipients of knowledge, and their poor ability and creativity. Facing the future social development demands on personnel structure, secondary medical vocational education curriculum should focus on the training objective of reforms under the new situation. Today’s trend of curriculum reform: strengthening the comprehensive combination of education and labour, the Millennium development goals is not only attention to the individual rank development, also pay attention to emotion, will, and moral development; more reasonable of course content, course forms diversified. Secondary medical education reform should also be development toward comprehensive and diversified. Social development requirements of secondary medical education should foster high ethics, range of knowledge, to meet the social needs of health care, preventive medicine personnel and thinking ability with doctors. Therefore, secondary medical vocational education should focus on characteristics of primary medical services and the current trend of development of community health service, around the face of 21st century training objectives, optimization of curriculum structure. First, should abandon the kind of excessive tendency to base and specialization, cancel those aging course knowledge has continuously added with new knowledge of the course. Secondly, break the interdisciplinary boundaries as possible in the course settings, enhance permeability and harmony of teaching content. Again, should follow the laws of cognition, in accordance with the principle of gradual and orderly progress, strengthening the relationship between the order and consistency. Foundation discipline is professional of Foundation, reform Foundation discipline as constantly strengthening combination, is bound effect courses of learning, therefore, optimization Foundation discipline from system, and science, and overall of views departure, strengthening discipline between of widely contact, by deleting to those repeat, and complex of content, enhanced practicality content, reform before and after courses separation, and Foundation and clinical out of courses structure, should let students early contact clinical, and contact social. Finally, humanities and additional content such as document retrieval, to prepare students to engage in social activities, treatment, health education ability of interpersonal relationship.
　　Third, the reform of teaching model, improving the quality of teaching.

　　21st century talent specification, requirement must establish training objectives of the new situation, and to achieve a new goal you must reform the traditional teaching model. Compared to traditional teaching model of tedious, inheritance only one-sided emphasis on knowledge, knowledge transfer function of teachers only, failed to play a role to guide, inspire students to learn creative, have less emphasis on cultivation of students ‘ creativity and ability. In this mode of teaching, students on knowledge just passively accepting, few people go to active research and teaching related materials and books, self-study ability is poor, poor ability to analyze and solve problems. As the traditional biomedical models to modern biological, psychological and social transformation of medical pattern and system reform of the secondary medical education, the overall optimization, strengthening quality education, foster innovative medical talents of high quality are objectives and directions for future secondary medical education. To this end, should promote creative teaching, that it abandoned the traditional teaching model through elicitation, discovery teaching mode to foster student’s creative ability in the first place. Teachers to be creative in teaching, first of all, on the transfer of knowledge, should deepen the process-oriented, that is, teachers should pay attention to guiding students to master the knowledge formation process, understand the basis for its produce and interlinkages with other knowledge, and so on. Teachers guide students to process as a learning-oriented focus, which contains a very rich set of creative exploration and problem-solving mindset, research methods, to enable students to acquire a spirit of creativity, effectively contribute to the development of intelligence. Secondly, in teaching, should try to make their aptitude. In teaching, should exert different effects of different students, to awaken their colorful personalities, and differences between student induction of many sides, at multiple levels, to meet students ‘ individual learning needs. Again, thinking the image is the basis of divergent thinking. Teachers should be good at creating a variety of teaching methods, lively teaching organization, effectively making full use of modern teaching means, be good to select with emotional color textbook, avoiding formulaic to express their own judgment. Finally, teachers should strive to improve their ability and level of education theory of learning and teaching practice of effective training.

　　Four, the strengthening of education after graduation, developing continuing education.

　　Development of high-tech era, put new demands on the traditional medical model. Replacement of faster, students from the school of education knowledge and skills quickly become obsolete, resulting in increasingly unable to meet the need. Continued education became increasingly prominent in modern education an important part, played a pivotal role in the development of the individual. To meet the needs of social development, should strengthen the education and development of continuing education after graduation. According to the regional health planning, through various channels to establish a training base and adopt a flexible approach, block release, or on-the-job training time can be long or short. Training should emphasize application, stress practical results, according to the needs of trainees, training purposes and learning Foundation, design and a variety of “bridging” course, an organization can be taken according to content, and other factors in the course of small lectures, discussions, case studies, and other forms of advice and practice. Also, training who in training in the should for area actual, made meet local demand of operation, in accordance with the talent demand to for design, and arrangements courses and organization teaching, avoid not necessary of repeat learning, and and work practice phase convergence, makes was training who can combination job, on training of purpose, and significance and content has correctly of understanding, and can transformation for work, and learning in the of consciously action. By developing continuing education for various theoretical knowledge on the medical staff on the re-education, improving on the technology, capacity and training, is to accelerate the effective ways to train high quality talent.

　　Secondary medical education reform is a systematic project, should follow the medical education theory, practice innovation raise, breakthroughs in practice, firmly grasp the concept of quality education, sustainable development, lifelong education and other critical issues, emancipate our minds, boldly make innovations, so that the secondary medical vocational education adapt to the needs of the 21st century development.

　　The “References”

　　[1] Guo Yongsong, Lv Shiting. Comprehensive reform in the course of study in Humanities and medicine [j]. Medical education, 2000, (5).

　　[2]. Tao xingzhi’s thought of curriculum and curriculum reform [j]. Curriculum · textbook · teaching methods, 2005, (5).

　　[3] Yuan Li. Talking about the medical training of divergent thinking abilities in teaching of Nursing Science [j]. Health professional education, 2006 (10).