Analysis of "Five in One” Training Model of Vocational Marketing Major

Abstract. In 2010， the Ministry of Education put forward "five in one" training requirements for Vocational Education. It gives a direction for reform， exploration， innovation and development of vocational education. In this paper， the author analyzes status， problems and improvement measures of marketing professionals to achieve "five in one" and discuss on how to achieve "five in one" training in marketing major of higher vocational professional， with certain significance.

Key words： Marketing， One of Five Docking， Personnel Training

1. Introduction

On December 2， 2010， the Ministry of Education held a second plenary session of National Steering Committee on the reform and innovation of secondary vocational education teaching， which is also called 43 industries inaugural meeting and Vice Minister of Education Lu Xin， attended the meeting and delivered an important speech. Thus he proposed， "First， we need to achieve the docking between professional and industry， business and jobs to accelerate the integration of schools and enterprises. Second， we should take the docking between professional curriculums and professional standards as the target to build a new curriculum system. Third， we should take the docking between teaching process and the production process as the target to promote personnel training mode reform. Fourth， we should take the docking between academic certificates and vocational qualification certificate as the target to establish and improve the "double certificates" system. Fifth， we should take docking between vocational education and lifelong learning as the target to building personnel training overpass. The proposed "Five in One" training model provides a clear direction for reform， improvement， innovation and the development of vocational education.

Henan Forestry Vocational College offers marketing professional in 2010， and in September 2012 it was taken as an experimental unit of teaching reform. Since it was set up， its personnel training takes "five in one" as the guiding ideology and direction of development. In order to improve the employability of school quality and talent， we made a bold attempt of reform. Now we try to carry out a study on the realization of "one of five" training model of vocational marketing professional.

2. Status of "five in one” of marketing professional

of our college

2.1 Take docking with professional and industry， business and jobs docking， and service areas and industry economic development

2.5 Target to docking between vocational education and lifelong learning to expand students' career development

To achieve vocational education and lifelong learning docking， we adhere to the "principle of theoretical knowledge enough，" and focus on training skills. For this purpose， in the teaching process， firstly， we strengthen moral education to enable students to establish a correct outlook on life and learning concept. The "passive" learning is step by step guided to the "active" learning， in order to facilitate the students for future growth. Secondly， we make emphasis on learning and culturing learning habits. We mainly improve students' awareness of the importance of learning for knowledge， and teach them correct learning methods and cultivate good study habits. In today’s society， science and technology advances， knowledge update cycles are getting shorter， and careers change faster. This requires that we should always pay attention to update teaching content， close to the forefront of society， and to teach students the scientific approach to learning， and cultivate students’ ability to continue learning. Thirdly， teachers should be familiar with the core curriculum courses system and contact between required courses and electives.

3. Problems and improvements in "one of five” training practice of our marketing professional

3.1 Problems

Our marketing professionals have both success and failures in talent cultivation practice. In summary， the problem exists in the following aspects.

3.1.1 Teaching programs of personnel training programs have some issues in course arrangement.

For 2010 and 2011 teaching program， we follow public basic courses， professional courses and specialized courses three modules progressive way to set up courses. Because marketers need to understand the broad knowledge， we strive to cover everything in the curriculum， resulting in lack of practice teaching sessions and a "heavy theory and practice of light”. In 2012， we plan to combine teaching job skills requirement to carry out modular teaching， and set up a marketing professionalism， marketing， market research， marketing planning and management and professional development. Compared with the previous teaching program， this one made great improvement. The curriculum between merchandise sales， market research and marketing planning and management has crossed. In different modules， the same capacity requirements are not the same， so there are still teachers who are difficult to grasp teaching standard.

3.1.2 The teaching methods used in teaching the course are not appropriate.

Marketing professional is a professional who needs flexible coordination and interpersonal skills， while the former focus on book theory learning， and the latter focus on mastering the knowledge. Thus， marketing professional teaching methods should be based on practical and operational importance， highlighting the skills-based training. 2012 witnesses the improvement of quality of teaching in our college. We increased efforts to reform education and promote the use of teaching methods based on complete work process. On this basis， combined with marketing features， we proposed behavior-oriented teaching methods of teaching， project teaching， case teaching and group discussions， to encourage teachers to actively explore and mobilize the enthusiasm of students. Because teachers have different understandings， there is still the problem of the use of teaching methods.

3.1.3 The ability of teachers to participate in the practice of marketing work is not strong.

Currently， among staff engaged in the marketing of professional， the majority are young teachers， many of whom are directly toward job after graduating from university teachers and lack of corporate marketing experience. There are also some teachers from other professions to marketing professional， who are lack of a comprehensive， in-depth understanding of marketing. There are teachers who has long been focused on theory teaching but ignore practical participation， resulting in weak practical work skills.

3.1.4 There is no real implementation of the "one to teach double certificate”.

Take 2010 graduates for example， many students have achieved accounting certificate， relevant vocational qualification， Mandarin Level certificate， certificates and other office automation （skills） certificate， but only a few of them obtain marketing division， network marketing division， advertising designers and other professional qualifications. We take into account the employment needs of students， and who finally get a more relevant vocational qualification certificates have been graduated. This reflects the marketing majors’ contempt to obtain vocational qualification certificate， but also reflects the current status of the professional personnel.

3.2 Future improvements

With problems in personnel training in marketing professionals， we developed the following improvement measures， which will also become the focus of my professional future teaching reform.