How to write a summary of training in Singapore?

Those who go to Singapore for training should make a comprehensive training summary, so how to write the training summary in Singapore? The following is the best model essay introduction. Follow me to have a look! Welcome to reading.

Singapore training summary

I. Feelings about Singapore as a country

Singapore is an island country at the southern tip of Malay Peninsula. It is adjacent to Malaysia across the Johor Strait in the north, and the Singapore Strait faces Batam Island in Indonesia in the south. Singapore is one of the richest countries in the world. Its economic model is called "state capitalism" and it is famous for its stable political situation and clean and efficient government. Singapore is one of the important financial, service and shipping centers in Asia. According to the ranking of global financial center index, Singapore is the fourth largest international financial center after London, new york and Hongkong. Industry is the leading force of Singapore's economic development. Up to now, it has become the world's third largest oil refining country and one of the world's electronic industry centers. Singapore has made great achievements in urban cleanliness, so it has the reputation of "garden city".

My impression of Singapore can be summarized in the following words: pocket, beautiful, developed, civilized, harmonious and highly refined state management. Singapore has a land area of only 7 15.8 square kilometers and a total population of 53 10000. Enjoy the reputation of "Garden City". It can be said that there is no bare soil, but flowers, grasslands and green trees are everywhere. The sky is so blue, the water is so clear, the road is so clean, and the air is so fresh, which makes people feel picturesque. In just a few decades, Singapore has developed into a moderately developed country in the world. Busy ports, expressway, subways and intelligent buildings show the power of science and technology everywhere. Singapore culture is a combination of Chinese and western cultures. It is the civilized language of citizens. No spitting, no littering, no loud noises in public places, no contention for seats and mutual courtesy. People of all colors behave very gently. The law and order in Singapore is still quite good. Generally, you can't see the police when you walk on the street. When subways and shopping malls are not in use, they are pickpocketed. Traffic is orderly and civilized, and there are few traffic accidents. Singaporeans are enthusiastic, and they are surrounded by people of different colors, which makes people feel the harmonious beauty of this society.

Second, Singapore's education system and vocational education system

Singapore's education system can be divided into three levels according to our habits: first, basic education, primary and secondary schools; Second, secondary vocational education, technical education (2 years), junior college (2 years) or other, this stage is similar to China's secondary and secondary vocational schools; Third, higher education, polytechnics (similar to higher vocational education in China) and universities (similar to undergraduate and above education in China). The main forms of vocational education in Singapore are Polytechnic (domestic secondary vocational education) and Polytechnic (domestic higher vocational education), among which Polytechnic has 12 campuses, 5 polytechnics and 4 universities.

Singapore's vocational education is characterized by advanced educational concepts: education should not only train scientists, but also train skilled workers; We should train not only managers, but also people who can sweep the floor. Secondly, the Singapore government attaches great importance to vocational education and training. The goal of their training is for students to create benefits for their employers within the first month of work. The teaching equipment in vocational colleges is often more advanced than that in factories, so that students can master the most advanced equipment use and operation methods in teaching, and then guide the production of enterprises after graduation, solve the problems encountered in the production process and carry out innovative research and development. In addition, in order to ensure the high quality of vocational education, the Singapore government has high requirements for professional teachers, stipulating that professional teachers in vocational schools must be people who have worked in enterprises for more than three years after graduation from university. Therefore, more than half of students in Singapore choose vocational and technical training as their educational direction. Therefore, Singapore's vocational education is very advanced and the level of skilled workers is very high.

Three. Introduction of Nanyang Institute of Technology (NYP)

NYP is currently the number one higher vocational education institution in Singapore. It is jointly established by Dexin College, Faxin College, Rixin College, Precision Engineering College and more than 20 applied science and technology centers under Singapore Economic Development Bureau. Nanyang Institute of Technology was formally established 1992. At present, students 16000, full-time vocational education staff 1300. The whole school adopts intelligent campus design and comprehensive network information structure. At present, the school has seven departments: Engineering Department, Chemistry and Life Science Department, Information Technology Department, Interactive and Digital Media Department, Design Department, Business Administration Department and Health Science Department.

The purpose of university courses is comprehensive basic education, appropriate professional skills education, developing the ability of lifelong learning and promoting the understanding of internationalization. Taking the Department of Business Administration as an example, the basic course structure is: the first year, basic business administration subjects, including accounting, economics, statistics, management, marketing, business skills, computer software, etc. , all famous flowers are taken; Professional basic and practical subjects in the second year, including finance, commercial law, foreign languages (the second optional foreign language except English), professional basic courses and "teaching enterprise" projects; Professional subjects and value-added subjects in the third year (international business, enterprise spirit, customer relationship management, etc. ) and off-campus enterprise training (that is, what we call internship, the time is not less than half a year). The model of curriculum design is a three-year (six semesters) course, with about six to seven subjects per semester and about 33 to 36 subjects for each major. The proportion of courses is about 30% to 40% for professional skills training and 60% to 70% for comprehensive business training and practice. The college often checks and updates the courses of each department to ensure their effectiveness. The teaching philosophy of the whole hospital is to implement practical teaching method, arrange the teaching of practical subjects through "teaching enterprises", arrange the teaching tasks of teachers reasonably through "double track" teaching, and make effective use of teaching resources.

Fourthly, Nanyang Technological University's most important vocational education concept "teaching factory" concept.

(A) the concept of "teaching factory"

In fact, the "teaching factory" is not a real enterprise. It is a training platform that introduces the actual enterprise environment into campus teaching, and teaches students practical related subjects, so that students can learn experience and lifelong skills in the real enterprise environment, so as to strengthen their market competitiveness and lay a good foundation for students to learn real business methods and start businesses. It is college-oriented, based on the existing teaching system (including theoretical courses, tutorial courses, experimental courses and project arrangements), and creates an all-round business practice environment. It is not a "sandwich" curriculum arrangement in Britain or a "dual system" curriculum arrangement in Germany, but an organic combination of enterprise practice, enterprise projects and school teaching.

The teaching purpose of "teaching factory" is to integrate the actual enterprise environment into the teaching environment of NYP campus, so that students can understand the basic requirements and processes of enterprise operation and management in their sophomore year and enhance their sense of teamwork. Business scientific research project is an indispensable link in "teaching enterprise", which enables students to apply what they have learned in a diversified and multi-level practice environment; It is based on the existing education system (including theoretical courses, counseling courses, experimental project courses, etc.). ).

Another important point of "teaching factory" is the strict examination and management of students. The experience of NYP is that if the students' work in the "teaching enterprise" is not completed (for example, the small shop they run loses money, the project they are responsible for fails, etc. ), they don't have to bear the economic losses, but their sophomore grades are considered unqualified, and they must be rebuilt next year and pay an extra year's tuition. This will give students a lot of pressure and motivation to urge them to work hard.

(B) "Teaching Factory" project selection

NYP is very strict about the selection of teaching enterprise projects. First, it should be suitable for students to intervene, second, it should be suitable for cultivating students' management skills, and third, it should have a sense of being ahead. Therefore, in all kinds of "teaching factories" introduced by the college, what we see are projects closely related to the industry. For example, in the MSC(Manage System Center) retail center, we saw the SaSa chain store of Pretty Woman, the largest "fair price" supermarket chain in Singapore, and various discount stores with NYP characteristics. In CRMCC (Customer Relationship Management Telephone Call Center), we saw the huge benefits brought by the mystery customer research method to the enterprise, and also saw how the students overcame their timidity and successfully persuaded the respondents to participate in the customer satisfaction survey. These training contents not only exercise students' language ability well, but also cultivate their good service consciousness in advance. In addition, students also undertake the task of helping teachers design various courseware and write course teaching games. This not only greatly lightens the work of teachers

As a burden, it also exercises students' ability to use computers well.

The difference between the "teaching factory" and the on-campus training courses lies in the following: first, all the projects of the "teaching factory" are real and come from the real needs of enterprises, and the project teaching of the "teaching factory" is carried out by the person in charge of the enterprise center of the college. Secondly, there is a high demand for teachers, which requires teachers to maintain the same level as managers in the business community, and send teachers to relevant enterprises to participate in new project research and development at any time as needed, or send teachers to learn new economic knowledge. NYP sends more than 15% teachers to receive new technology training every year. Teachers are also required to drive students to cooperate in developing projects provided by enterprises. The advantage of this is that students can understand what is supplier standard, customer service level, industry standard, product quality and team spirit, thus promoting students' comprehensive understanding of the enterprise and cultivating students to apply what they have learned.

Five, other vocational education ideas

(a) The concept of "unlimited" cooperation

On the campus of NYP, examples of "borderless" cooperation abound. The most obvious example is the "dual-track" teaching mode between the same departments, which is also a good embodiment of the concept of "unbounded" cooperation. In all departments of NYP, freshmen should arrange the same basic courses, and the contents of different majors in each department are similar among freshmen. Therefore, in order to arrange teachers reasonably and make effective use of teaching resources, different majors will be arranged to study the same subject in the first semester and the next semester. For example, students majoring in accounting may study accounting last semester and business skills next semester, while students majoring in tourism and holiday management may study business skills last semester and accounting next semester, and other majors are similar. In short, it is the rotation teaching method of "great infiltration and great integration" of all majors in the same college. In sophomore year, students in the same major are divided into two groups, three groups or even more, depending on the number of majors. The first batch of students studied basic professional courses last semester, and the second batch of students directly entered the "teaching enterprise". Because the contents in the "teaching enterprise" are basically learned by freshmen, there will be no great obstacles for the second batch of students to enter the "teaching enterprise" directly. In the second semester of sophomore year, we will take turns again. The same is true of junior year. Students alternate off-campus internships and value-added subjects in the first semester and the second semester. The advantage of this is that "teaching enterprises" and off-campus internship enterprises will always have students, which can ensure the continuity of learning and cooperation. In order to ensure this continuity, teachers in the same department must cooperate sincerely to make the teaching go on normally and smoothly.

NYP has also expanded the scope of this cooperation to governments and multinational groups, creating one cooperation model after another. For example, the "Alexandria" hospital project jointly developed by Microsoft, Singapore Information Development Board and NYP, and the unbounded team of NYP includes teachers and students from the Department of Information Technology and the Department of Engineering; ADM(Article Dispensing Machine) is an automatic file access system jointly developed by NYP and 3M Company, and it is the first library machine in the world that can provide automatic lending and returning service. This project is jointly developed by teachers and students of engineering department, information department and design department. The cooperation between NYP and Thailand in the "Thailand Teacher Training Project" has pushed this cooperation to the extreme. Teachers from all departments in the school actively participated, the Information Engineering Department provided laboratories, and the Department of Industry and Commerce tailored training programs, which have trained 2,400 key teachers for Thailand for three consecutive years.

(b) The concept of "experience accumulation and sharing" (AES database)

It includes sharing ideas, technologies and achievements. Teachers and students complete the project by solving practical problems, accumulate knowledge and experience, establish a knowledge base, and then share the project with subsequent teachers and students. This can ensure that the training system of the college can effectively use the valuable project development experience accumulated by the whole hospital for many years, so as to benefit teachers and students. Shorten the development cycle of follow-up projects and speed up the development of the college. In the project development, departments cooperate closely with each other, and the teaching staff of each department actively participate in it, so that * * * can enjoy the teaching resources, which is the concrete embodiment of experience accumulation and * * * enjoyment.

Six ways to succeed in NYP

Teacher training and special ability development

1, teacher recruitment

NYP is not only the number one polytechnic in Singapore, but also a world-famous vocational education college. When NYP graduates apply for undergraduate degree examinations in many famous universities in Europe and America, their credits and achievements in NYP are not only recognized, but also they can apply for exemption from some undergraduate courses. In a polytechnic like this, when recruiting staff, the educational threshold for teaching is not set too high. Teachers who enter NYP are not necessarily graduates from normal universities, nor are they necessarily masters or doctors, but they must have more than 3-5 years of experience in holding important positions in large enterprises or multinational enterprises. After being admitted as a full-time employee, NYP will make job assignment and corresponding training according to their specific job qualifications and experience.

2, can be dedicated

There is a strict difference between NYP's "teaching factory" and classroom teaching staff in the scope of work. Teachers only pay attention to the teaching of classroom theoretical knowledge, pay close attention to the development of the industry situation, and pay attention to the auxiliary learning of relevant practical knowledge, so that the knowledge acquired by students can adapt to the project teaching of "teaching enterprises" and meet the development needs of the industry; Teachers in teaching enterprises pay attention to the connection with enterprises, make the introduction of enterprise projects match the teaching in the project center, and pay attention to the development planning, process planning, formation, guidance and assessment of the student project team in the project center. The daily workload and treatment of teachers in classroom teaching are roughly the same as those of teachers in "teaching enterprises". As the saying goes, "there is specialization in the technical field". The distribution of teaching posts enables each teacher to concentrate on his or her own good field, and at the same time promotes the enthusiasm of teaching staff for independent research and development and develops their innovation and creativity.

Teachers' lifelong training system

Not only in China, but also in many large enterprise groups in developed countries, employees are regarded as having lost the value of training when they reach the age of 50. In NYP, no matter how different your age and academic attainments are, everyone enjoys equal lifelong training opportunities, as long as you want to improve yourself and contribute to NYP.

It is under this "++"human resource training mechanism that NYP teachers always maintain the spirit of daring to contribute, actively learning and being good at cooperation. NYP has trained a team of innovative, advanced, hardworking and excellent teachers.

(3) Advanced teaching equipment and scientific training management.

Each major of Nanyang Technological University has its own professional training center, equipped with complete teaching equipment, and most of them are the most advanced equipment sponsored by enterprises at present, and the professional technology involved is also the most advanced. In addition, an advanced modern electronic information platform has been built. Free wireless Internet access is available anywhere in the college. Each training center is equipped with computers for students, and most classes are taught by multimedia. In addition, the college library is equipped with an advanced electronic resource management system, and every teacher and student can find the electronic resources they need in the electronic library with the campus card. For example, teachers' lesson plan courseware and various summaries can be obtained in the electronic resource library; In addition, students can also find their own electronic teaching materials and related learning videos in the thesaurus.

(D) Students' academic evaluation system is strict.

On the basis of implementing the "credit system", Nanyang Technological University also carries out the examination system for students' mid-term and final exams. In terms of examination types, there are hundreds of people in the same examination room, such as unified examination and project examination. Students who cheat in the exam will get zero points in all exam subjects, and those who fail the exam will not be retaken. Such a strict academic examination system will greatly promote students' learning consciousness.

(5) Pay attention to professional development.

NYP attaches great importance to the development of new majors, and the college constantly follows the economic development and social needs of Singapore

Change and develop new majors. However, in the process of developing new majors, rigorous argumentation and adequate preparation are needed. The construction of new specialty needs 1 ~ 2 years. First of all, we should analyze the demand from three aspects: social and economic development demand, enterprise demand, students' learning desire and demand. On this basis, set up a professional lesson preparation team, appoint a professional course manager, set up a professional course preparatory Committee, formulate various documents needed for professional teaching, and submit them to the college for approval. The college appoints lecturers to coordinate disciplines, determines the training objectives, and then prepares teaching materials, builds professional laboratories, and makes all kinds of teaching preparations before teaching.

The professional curriculum of NYP is very reasonable, which is completely based on the national macro-development and market demand. The setting of specialized courses is at least in step with social development, and even in the forefront of social development. Anything that lags behind social development or is eliminated by society is cancelled and no longer provided. Professional basic training is carried out in the first and second academic years, and there is a semester project in each semester. In the third year, professional training, graduation design and enterprise internship or overseas internship will be carried out. In the third academic year, all students will be divided into two groups. One group will conduct professional training in the school's professional science and technology center. The other group went to an enterprise for internship or full-time project development. Half a year.

Seven, some ideas.

(A) differences in vocational education between the two countries

Through this training program, we find that there are similarities and differences in the vocational education environment between China and New Zealand. Similarly, both countries attach great importance to vocational education, which has become a basic national policy. Social and economic transformation constantly puts forward new requirements for vocational education, but only at different stages. These differences can be summarized as follows:

First, the education management system is different. Singapore's education department is in charge of vocational education, which can guide the development direction of young students after compulsory education in the whole society and guide most students to enter vocational education. The focus of vocational education is higher vocational level. After graduating from secondary schools in Singapore, 25% went to polytechnic (equivalent to secondary vocational schools in China), slightly more than 25% went to junior college (equivalent to high schools in China), and the rest (over 40%) basically went to polytechnic (equivalent to higher vocational schools in China). Two years after graduation from polytechnic, most of the employed minority entered polytechnic, while two years after graduation from junior college, 45% still entered polytechnic and about 55% entered undergraduate college. As a result, most people enter vocational education after graduating from junior high school, and the most important part of vocational education and the largest number of people are in higher vocational colleges. In China, it's different. Departmental education still exists. After graduating from junior high school, the education department mainly guides students to go to senior high school. Now, in turn, ordinary high schools are required to recruit secondary vocational students, but the original inertia still exists and will affect it for many years.

Second, social psychology is different. As can be seen from the above data, most students in Singapore graduated from higher vocational colleges before employment, and they are basically satisfied psychologically, because they can find jobs, which is obviously different from those who have not received vocational education. In China, it is deeply influenced by learning to be excellent and becoming an official. After graduating from junior high school, everyone rushed to the university, but in essence only about 35% can enter the university (including higher vocational education). Those who can't pass the exam are less likely to enter secondary vocational schools and more likely to be directly employed. In the end, most of them were employed after graduating from secondary vocational schools, and they were psychologically dissatisfied.

Third, the employment situation of enterprises is different. Singapore enterprises have completed the transformation from labor-intensive to technology-intensive and innovation-intensive, and the level of secondary vocational schools has long been out of date, and higher vocational graduates have just met their ideal needs. A considerable number of domestic enterprises are still labor-intensive, and the skills of secondary vocational school graduates are not outstanding enough. Enterprises usually confuse secondary vocational school graduates with ordinary workers who have not received skills training and use them as ordinary workers. There is a difference between salary and use, but there is not much difference. Therefore, the level of secondary vocational schools can not meet people's psychological needs, and from the number of students in secondary vocational schools, this is the needs of most people.

(B) On the layout of educational resources

China is in the period of economic transformation, and gradually develops from labor-intensive to technology-intensive. The employment situation of enterprises is that the more secondary vocational students, the better; the more ordinary workers, the better technicians. Higher vocational students are good, but few. After investigation, he can be an assistant engineer or technician, and can operate advanced equipment (such as machining center and high-quality printing machine). College students are good, but they lack practical ability and are unwilling to do it. They demand high wages, and it is often difficult to talk about enterprise management when choosing two paths. According to this actual situation, the education department should adjust education.

Resource distribution, reasonably adjust the training ratio of higher vocational and secondary vocational schools to meet the needs of enterprises; (3) the orientation of school-enterprise cooperation; In the past, many of us took it for granted that school-enterprise cooperation was to transfer factories; (4) the market value and human capital of teachers; In the process of doing the project, Nanyang Technological University conveyed a brand-new concept to us. (5) the enlightenment of "teaching factory"; 1 can lay a good foundation for students' internship and contribute to "school-enterprise cooperation; At present, the "project teaching method" is widely used in higher vocational colleges in China. 2 can make students have greater potential.

Resource distribution, rationally adjust the training ratio of higher vocational and secondary vocational schools to meet the needs of enterprises. Although Singapore has not defined their proportion in secondary and higher vocational schools, it is obvious that this proportion has been considered and implemented. Therefore, we should seize the opportunity of economic restructuring and adjust the layout of educational resources.

(C) on the orientation of school-enterprise cooperation

In the past, many of us took it for granted that school-enterprise cooperation was to turn the factory into a school, or students went to the factory to participate in production. Through participating in the project in Singapore, I learned the concept of "teaching factory" of school-enterprise cooperation in Singapore, which was deeply inspired. The "teaching factory" is not an actual factory, but an idea. Simulating and imitating enterprises in teaching is a practical environment for students to learn and improve in the real enterprise environment. It is realized by undertaking and completing enterprise projects through various training (science and technology) centers. This kind of thinking (practice) is the most scientific and ingenious way we have come into contact with at present, and can be directly used in higher vocational education. Secondary vocational school is still difficult to learn, because the hardware can't keep up and the teacher's ability can't be imitated. Most of them can only maintain the existing training methods, and individual schools and majors can learn if conditions permit. For example, our school envisages introducing this concept into a well-developed accounting major and establishing a social finance company, which is basically consistent with Nanyang Technological University after implementation. The agricultural major in our school also has similar practical experience in farm teaching.

(D) On the market value and human capital of teachers

In the process of doing the project, Nanyang Technological University conveyed a brand-new concept to us: teachers have no shelf life. It means ensuring the advantages of teachers' knowledge and technology, and constantly learning and training, so that their market value as a qualified teacher will rise instead of fall. Under the support of this concept, Nanyang Technological University not only requires teachers to have five-year enterprise practice qualifications, but also has their own study and further study plans every year. According to personal and professional requirements, the college arranges about 6% teacher training every year. Although we also have requirements for teachers in our school, it is not so systematic and clear, and secondly, it is mostly from the school level, rather than internalizing the requirements into the teachers' own requirements, becoming the teachers' "I want to learn", so the teachers have no motivation to learn and progress. Inspired by this, we should improve the teacher training mechanism:

(E) "Teaching Factory" Enlightenment

1 can lay a good foundation for students' internship and contribute to the development of "school-enterprise cooperation"

At present, the "project teaching method" is widely used in higher vocational colleges in China, but this simulation teaching can not represent the real environment of enterprises. Therefore, most vocational colleges send students directly to enterprises for internship in the third year. Although this kind of practical teaching can enable students to experience the real enterprise environment in advance before they really enter the society, there are still many students who are indifferent, do not cherish the internship positions provided by the internship enterprises, have lax discipline and high work error rate, which not only brings bad influence to the internship enterprises, but most importantly, may destroy the training base that schools and teachers have worked so hard to establish. If we set up an education supermarket, a teaching shop, a teaching R&D room or an entrepreneurial center similar to a teaching enterprise, cooperate with some commercial or IT and manufacturing enterprises, introduce real projects that students can participate in, and implement strict professional discipline management, not only can we cultivate basic professional ability, but also the project development ability and entrepreneurial skills of higher vocational students in China (these are the foundations that higher vocational students should master before entering the society), and we can also encourage and cultivate students' team spirit and practical application ability of entrepreneurial spirit to ensure relevant. More importantly, students can get real "talent education", realize "seamless connection" from theoretical classroom to enterprise classroom, and contribute to the development of "school-enterprise cooperation".

2 can make students' potential be better cultivated.

The potential of students includes innovation ability, development ability, team spirit and the ability to solve practical problems. Therefore, in the real enterprise learning and enterprise project development, teachers constantly guide students to innovate boldly, divergent thinking, and strive to find better methods, and students' innovative ability has been cultivated. At the same time, in the article,

In the purposeful development, students learn to study and solve problems together, give full play to the wisdom of the team, and achieve the final result, so that students can realize the importance of teamwork in the process of solving problems, cultivate students' team spirit and enhance their ability to solve practical problems in the process of cooperation. Therefore, the integration of teaching process and enterprise operation and management process not only enables teachers to teach more truly, but also enables students to study more effectively, which greatly accelerates the combination of theory and practice, and also effectively promotes students' understanding of the real environment of enterprises, so that they can integrate into the production process of factories more quickly in the future and be recognized by enterprises.

3. Ensure the teaching needs and business needs of the school.

To build a "teaching-oriented enterprise", it is also required to obtain enterprise information in the course design of the college, and the content of professional courses should be advanced, so that students can learn practical and advanced scientific knowledge. Only in this way can the college provide the most suitable talents and best services for enterprises, help enterprises realize their future ideals, gain the trust and affirmation of the other party, and establish closer ties, thus ensuring their students to be invincible in the increasingly severe employment situation in the future. The so-called "from the enterprise, for the enterprise" integrates the college, "teaching enterprise" and "enterprise", brings the enterprise environment into the school, establishes a teaching environment with advanced technology, perfect facilities and realistic environment in the school, and organically combines theoretical teaching with practical teaching to cultivate students' practical working ability and improve their comprehensive quality.

4. "Teaching factory" is an important way to improve teachers' quality.

In the "teaching enterprise", project development is a crucial link. In the process of continuous research and development, the professional development ability of the college has naturally been improved. In addition, the college's most valuable resource-the ability of "teachers" has been trained more professionally. In the process of teaching, teachers and students can constantly update their knowledge structure and surpass themselves by studying and researching together.

Eight, the enlightenment of Nanyang Technological University's school-running experience.

1, focusing on professional research. Specialty setting and construction must understand and adapt to the needs of regional economic development planning, and the training of talents in schools should be ahead of the market, and the role of professional steering committees should be strengthened and brought into play.

2. Pay attention to personnel training. Nanyang Institute of Technology attaches importance to students' scientific research and development, while our national secondary vocational school focuses on cultivating technical product processing talents.

3. Make full use of our digital teaching platform, build a school education resource pool and realize resource sharing.

4. The employment mechanism of schools should take new measures, change the employment mechanism and pay attention to teachers' business experience. Strengthen teacher training, constantly improve teachers' professional skills, and establish a scientific and feasible assessment mechanism. Here, I personally suggest whether the school can introduce corporate culture into school management.

Studying at Nanyang Technological University has benefited me a lot. Their advanced teaching concepts and methods have broadened my horizons and seen our shortcomings and gaps. At the same time, I also ask myself many questions to observe and think about: which of these school-running ideas is suitable for our national conditions in Singapore? How can we create our own school-running mode according to our own reality? How to formulate and implement the teachers' professional development plan in line with the actual situation of the school is worth learning and brings us a lot of thinking.

Through learning, I realize that as an educator, only by establishing the awareness of lifelong learning, not being a frog in the well, adjusting myself in reflection, and striving to practice the educational concept of people-oriented, quality makes life and skills change destiny, can you come! In the future work, we should learn more advanced experience, constantly improve our teaching methods and make our teaching better.