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In the era of knowledge economy, with the development of China’s new industrialization road, the construction of new socialist countryside and innovative countries, the demand for highly-skilled personnel has been continuously improved, and a large number of highly-skilled talents with a combination of innovative awareness and practical ability have become the requirements. Higher vocational education is obliged to play its due role. The concept of multi-professional integration model fostered by compound high-tech personnel is mainly reflected in the integration and penetration of professional knowledge and the integration and expansion of the quality of talents. The multi-professional integration model for the cultivation of compound high-skilled personnel should make efforts in the orientation of training objectives, the construction of curriculum systems, the integration of practice links, the compounding of teaching energy, and the matching of teaching mechanisms. 1. The Constituent Elements of the Teacher Training Model in Vocational Education 1.1 The guiding ideology The guiding ideology generally refers to a comprehensive understanding of some of the fundamental issues involved in the construction of models. It has a dominant or programmatic role in the implementation of models. The guiding ideology is different, the model practice will be different, and the people trained will be different. Adhere to the principle of coordinated development and comprehensive improvement of knowledge, ability and quality, strengthen the overall quality of students, and strengthen the cultivation of students’ abilities to acquire knowledge, ask questions, analyze problems, and solve problems on the basis of emphasizing knowledge transfer. [1] 1.2 Implementation procedures The implementation process refers to the sequence of training activities designed to accomplish the established training objectives. Any training mode has its own implementation process to explain in detail the logical steps of the cultivation process and the tasks that should be completed in each step. The implementation procedure for the training of higher vocational education teachers is: (1) The establishment of training objectives: The training objectives are specific requirements for training institutions for training organizations based on the purpose of education and the nature of training institutions. (2) Development of training plan: Training plan is a blueprint for the overall design and implementation of the entire process of training talents. It is based on the requirements of the training objectives and makes reasonable arrangements for the various aspects of education and teaching in personnel training. (3) Implementation of training program: The following basic issues should be noted when formulating training procedures: first, the sequence of training should be in line with the student's mental activity sequence; second, training activities should help students to actively and initiatively play. All aspects of training will help students develop knowledge, quality, and ability. [2] 2018 2nd International Conference on Social Sciences, Arts and Humanities (SSAH 2018) Copyright © (2018) Francis Academic Press, UK 452 1.3 Implementation strategy The implementation strategy refers to the specific strategy formulated to ensure the smooth development of the training model. It includes not only the things that should be noted in the application training model, but also the methods that should be used to implement the procedures. Specifically, it should include teaching systems, curriculum plans, curriculum standards, teaching content, teaching methods, teaching methods, teaching materials, quality standards, and so on. The implementation strategy is an important guarantee for achieving the training objectives. It should not only provide teachers with macro guidance, but also provide them with specific reference opinions.

An Analysis of Teachers' Training in Vocational and Technical Education and the Cultivation of Advanced Talents