Thoughts on the future sustainable development path of Japanese majors in higher vocational colleges

After nearly a decade of development, the majority of higher vocational colleges have opened a Japanese major, to the enterprise to transport a large number of Japanese talent.

However, in recent years, the graduates of Japanese majors, including Bachelor's degree, have been exceeding the demand, and the employment situation of Japanese majors in higher vocational colleges has become more optimistic. According to the statistics of the Department of Student Employment in our school, there are only more than 10 jobs in the 93 graduates with 2013 applied Japanese majors. When the talent market is in short supply, the Japanese majors in higher vocational colleges are busy with the scale expansion, the malpractice of the talent training mode has not yet appeared, with the emergence of oversupply, the demand for graduates is more and more high, and many problems of the talent training mode of Japanese majors in higher vocational colleges are becoming more and more prominent. At the same time, the external environment of professional development is not as great as before. In short, the Japanese major in higher vocational education is facing an unprecedented internal and external crisis, in order to survive in difficult situation, we must try to explore a professional construction in line with the characteristics of higher vocational education, and seek true sustainable development.

The crisis of Japanese majors in higher vocational education

(a) The problem of self-cultivation mode of talents is highlighted

1. Unclear features

At present, many higher vocational colleges and universities in the Japanese language major is a narrow version of the undergraduate or expanded version of the secondary school, the system is three years, of which there is a half-time for the top post internship, students in the school to learn the book knowledge of the time only 2.5, the student's knowledge base and learning ability between the students and undergraduates. Although different institutions in the professional direction, such as business Japanese, applied Japanese, travel Japanese and other different professional names, but for the 0 starting point of the teaching object, Japanese language curriculum settings are similar, so-called business, tourism and other knowledge can only be awarded fur, and can not really reflect the professional characteristics of higher vocational education. The cultivation of the students of Japanese proficiency than undergraduate, professional skills and focus on the hands-on skills of secondary schools, the lack of professional features more and more influence the survival and development of Japanese majors in higher vocational education. Therefore, whether in the professional orientation or in the curriculum, the higher vocational colleges must be concise characteristics, in order to survive in the cracks.

2. Textbook is obsolete, teaching mode is single

Many higher vocational colleges and universities still use a completely non-conforming to the characteristics of the higher vocational college textbooks, "New Japanese", this textbook is widely used in colleges and universities, has been very well received, suitable for Japanese language and literature major students, but for the students of higher vocational colleges, the language itself is not practical teaching materials. Language with enough for the degree, and professional docking, reflect the characteristics of higher vocational teaching materials to suit them. In the classroom teaching, although the multimedia and other advanced teaching methods are also beginning to be used in language teaching, but more use of the teaching mode is still a teacher-led "spoon-feeding teaching", teachers and students lack of interaction, not to mention the students ' independent study, can not effectively mobilize the students ' learning enthusiasm, can not reflect the higher vocational colleges "teaching to do 's guiding philosophy.

3. Delayed construction of teaching staff

Most of the Japanese teachers in higher vocational colleges are from the school to the school, after graduating from undergraduate or postgraduate work directly, there is no practical experience in enterprises and institutions, many young teachers have a deep theoretical knowledge base, but lack of application ability. On the other hand, the establishment, education, title, treatment and other factors make it difficult for the school to apply the language of the society, practical and experienced talent to introduce full-time teachers. Japanese professional prosperity and development, the demand for Japanese talent is also very strong, the treatment of higher vocational colleges and universities is difficult to attract excellent Japanese talent, but to make excellent teachers leave school, another job, higher vocational colleges have to retreat and seek the second introduction of teachers. In addition, many young teachers lack of sense of crisis, their own professional ability to pay attention to not enough. In the whole society to promote the cultivation of compound talents today, how to solve the problem of the weak compound teacher strength, the higher vocational colleges have to consider the problem.

(ii) External environment is not optimistic

1. The employment situation is grim, the quality of students declines

In the financial crisis a few years ago, the difficulty of employment for Japanese majors began to be obvious, although the impact of the financial crisis has gradually faded, the employment situation of Japanese majors has not changed. In the oversupply situation, the employers set a higher threshold, the career prospects of college graduates without working experience become even more elusive. Before the financial crisis, from 2000 to 2007, the employment rate of Japanese majors was close to 100% each year, and the market was in short supply, resulting in a large number of schools swarmed the situation of setting up Japanese majors without geographical and teacher strength. As of 2009, a total of 227 universities in China have set up Japanese majors, and Japanese majors have grown dozens of times times in 2000. As a result, the international financial crisis in 2008, the employment situation of Japanese majors reversed, the situation of oversupply suddenly appeared.

Higher vocational education is the tertiary level, accepted students are originally the college entrance examination in the fall of the learning ability of the general examinee, the grim employment situation will inevitably lead to a decrease in the number of candidates, the institutions have to continue to reduce the admission fraction of the professional survival, the quality of the students can be further reduced, which in a large extent, increased the difficulty of the

2. Japan's economy continues to slump, Sino-Japanese relations crisis

The "3.11" Earthquake has made Japan the most difficult period since the Second World War, and the cumulative effect of the disaster has seriously affected the pace of Japan's economic recovery. At present, the Japanese economy faces many problems, such as the deterioration of the financial crisis, the record of the trade deficit, the rapid rise of the yen and the long-term problem of deflation, and the deterioration of these problems, which has seriously hindered the recovery of Japan. Coupled with the deepening of the European debt crisis and the negative impact of Japan's political instability, Japan's economic recovery is struggling. A considerable number of Japanese companies have tightened their recruitment by worrying about the domestic economic situation, which directly affects the job market of Japanese majors. In addition, in recent years by the "Diaoyu Island" and other events, the Sino-Japanese relationship crisis, which greatly reduces the students ' parents ' confidence in the future employment situation of Japanese majors, making the enrollment of Japanese majors in colleges and universities more difficult.

Second, thinking about the future sustainable development path of Japanese majors in higher vocational education

(a) concise characteristics, to achieve and the University of the dislocation competition

First of all, the professional orientation of Japanese majors in higher vocational colleges should be combined with the regional economy, fully consider the changing social needs, adjust the professional direction and curriculum setting in time, and set up some elective courses and professional accomplishment courses corresponding to the post characteristics, and condensed their own characteristics.

In addition, because the students ' self-learning ability is generally not strong in higher vocational colleges, the teaching plan of the basic Learning stage of Japanese language must not be copied to the undergraduate course, and the teaching should correspond with the examination grade textual research, increase the reading and writing intensive training, improve the passing rate of the Japanese proficiency test, and even the examination of the teachers and the students Students who can not cultivate a professional foundation, others are unable to talk about. At a time when Japanese talent is in short supply, graduates with a two-level certificate in Japanese proficiency can easily find a job, and now only graduates with a first-level certificate have the opportunity to compete. The higher vocational graduates ' expectations of salary and treatment are not as high as undergraduates, which is very advantageous to the higher vocational graduates who hold the Japanese proficiency level have a comparative advantage in competition.

(ii) Serving other professions, increasing the share as a public foreign language and two

The decision-makers of higher vocational colleges must change their thinking and open up new living space for Japanese majors, especially in the vocational colleges of engineering, so that students can choose their own English or Japanese as a public language, and they can also encourage students majoring in liberal arts to learn Japanese as a second language. At the same time, how to combine with the professional, service students their own professional has become a teacher must think about the problem, such as for software technology majors, can open some it Japanese courses, for animation design professional students, can open some anime Japanese courses, which may make Japanese professional glow new vitality. Of course, this also requires teachers themselves to continue to study, and constantly recharge, familiar with the basic knowledge of relevant majors, re-explore the teaching materials and methods, the Japanese and students own professional organically combined, rather than raw pull hard to gather together.

(iii) Services outside the school, and social training institutions share

"Service Society" has always been an important function of colleges and universities, and higher vocational colleges should not forget this function. Japanese majors in higher vocational education in the crisis, more legs to walk, make full use of social resources, through the service of the community to seek new development, especially in the Jiangsu, Zhejiang and Shanghai regions, Japanese enterprises, Japanese language training, translation services, study abroad and labor export Japanese language training can become a new space for the Japanese professional survival of higher vocational.

The most critical step in opening up this road is the emancipation of Japanese teachers in school and their active participation. As long as the school policy and other aspects of strong support, by virtue of a good campus learning environment, professional teachers team will be able to share with the community training institutions. However, the social service is different from the school, the first teaching object is greatly different, this needs teachers to pay more energy to improve their professional level and comprehensive quality, in order to better individualized. Although these teachers are trained, have a better professional theoretical level, but the actual application ability may not be able to compete in the social training institutions of teachers, as the school to provide them with more learning opportunities, let them out of the campus, into the enterprise, contact the actual work site, fully understand the industry knowledge and dynamics, Improve their own practical application capabilities. This requires the establishment of a set of pragmatic and innovative teacher training system, the "double-master project" as an important work carried out, to implement.

(iv) carrying out pragmatic and effective school-enterprise cooperation

According to the "2+1" education model in the "Decision of the State Council on vigorously developing vocational education", the students of higher vocational colleges should study for two years, and the third year should go to the designated enterprises of professional counterparts. The school must introduce some work experience rich, both know the professional and understand the enterprise's capable of special responsibility for the university-enterprise cooperation, so that the internship is not a mere formality, really beneficial to the growth of students.

Through a pragmatic and effective school-enterprise cooperation, students in the top-post internship in the classroom to learn the theoretical knowledge and practical work, through the work of learning to re-understand their lessons learned in the classroom, but also in practical applications to find their own shortcomings, and increase the motivation to further study the theory. In the enterprise's short-term work practice exercise, help students to grow rapidly, establish a sense of competition and hard-working spirit. Top post internship can be carried out flexibly according to the characteristics of the industry, such as tourism, Japanese majors can implement the "tourism season out of practice, tourism off-season back to class" mode. Through such a training model of talent training can endure hardship, communication, team awareness, familiar with business management model, understand the Japanese enterprise culture graduates, so as to make up with the undergraduate graduates compared to the professional theoretical level of the gap caused by gaps, improve their competitiveness.

Third, conclusion

The Japanese majors in higher vocational colleges are declining from the prosperous, the Japanese teachers in higher vocational colleges must strengthen the crisis consciousness, constantly improve their business ability, and strive to cultivate high-quality graduates who meet the market demand. At the same time, it is necessary to emancipate the mind, change the thinking, explore the sustainable development path, "Many legs walk", in order to survive in the fierce competition.

Thoughts on the future sustainable development path of Japanese majors in higher vocational colleges