Thoughts on the internal teaching quality monitoring system of secondary vocational colleges

Abstract

The large-scale expansion of higher vocational education has brought changes to the student body structure, posing challenges to the quality of teaching in secondary and higher vocational colleges. The existing quality monitoring system for teaching is fraught with contradictions and shortcomings. Constructing a "three-all" quality assurance system can optimize the operation of such systems. For example, establishing a "dual-mentor" quality responsibility system, a student quality supervisor system, developing an evaluation module for ideological and political education in courses, and building a "three-dimensional" monitoring system for on-the-job internships. At the same time, promoting digital transformation by integrating AI classroom behavior analysis systems, establishing a quality warning indicator system, building a student learning profile system, and completing the establishment of a correlation analysis model for factors affecting teaching quality. The practical outcomes of the "three modernizations" reform at a certain higher vocational college show that student satisfaction, teacher teaching ability index, and graduate employment alignment rate have all significantly improved. Additionally, the establishment of a continuous improvement committee for teaching quality and the formation of an annual quality report system provide support for long-term quality improvement mechanisms. Digital transformation plays a significant role in enhancing monitoring effectiveness and points the way for improving internal teaching quality monitoring systems in secondary and higher vocational colleges.