The Practice Path of Classroom Teaching Diagnosis and Improvement in Higher Vocational Colleges

Abstract

As the main battlefield for cultivating technical and skilled talents, teaching quality in higher vocational colleges directly affects the
alignment between talent cultivation and industrial demands. As vocational education reform advances, problems such as ambiguous goals,
rigid methods, and single evaluation in traditional teaching have become increasingly prominent, there is an urgent need for a method to diagnose and improve teaching in higher vocational education. Teaching diagnosis and improvement are not only the inherent requirements for
enhancing teaching effectiveness but also the key for higher vocational colleges to achieve connotative development. However, some schools
still encounter practical difficulties in establishing diagnostic standards, promoting improvement measures, and multi-party collaborative participation. By examining the diagnostic and improvement mechanisms in higher vocational classroom instruction, this study identifies implementation strategies to guide educational practitioners.