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The practical teaching in this paper refers to the teaching along with training in Higher Vocational Education. Video resources play a very important role in cultivating students’ vocational quality, job ability, basic skills, and application competency. Video resources are not only a means of making teaching intuitive and vivid, but also an important frame of references for self-learning. For many years, Shenzhen Polytechnic has come up with creative ideas and strategies to build video resources at levels such as materials, curriculums, and majors. Through the public platform, video resources are mutually shared in the area, thus strengthening practical teaching, and providing innovational pathways for construction and sharing of video resources in Higher Vocational Education. 1. Foreword Video resources are a kind of form of teaching media which can present teaching contents and teaching methods effectively. Video resources have some advantages and characteristics that print media, images, animation and other general media do not have [1]. In recent years, the domestic demand of video resources is enlarging driven by the construction of excellent courses, foreign video open courseware introduced, the development of distance education and other factors. Under the guidance of the policy of Ministry of Education, many universities and colleges are making video resources. Shenzhen Polytechnic has constructed a data bank of video resources at three different levels including the material level, the curriculum level and the major level. This can meet the needs of the teaching practice for different subject categories. Under this foundation, we have been exploring the mode to share video resources in order to promote the construction of video resources in teaching, increase the utility rate of video resources, and improve the teaching level in higher vocational education. 2. The Classification Construction on Video Resources The construction of such video resources should reflect the training aim, emphasize the technical application ability and carry out the demand of the training target in higher vocational education[1]. With the experience of the construction of such video resources from different curriculum and disciplines in Shenzhen Polytechnic in the past years, we have gradually explored the method of making such video resources at three levels. Besides, we have came up with creative ideas and strategies in effectiveness, advancement and representativeness, usefulness and comprehension ,which is suitable for different subject categories in higher vocational institutions such as engineering, medical sciences, practice courses , art designs and production, etc. 2.1 Vertical Classifications on Video Resources 2.1.1 The material level video resources The video resources at the material level refer to the materials from the unit of curriculums and key points, and difficulties of the curriculum. Video resources are a type of fragments. There is no titles, no ends and no commentary , but an imagery piece of material which is focused on a problem to assist teachers to break through thorny points, highlighting the important contents that teachers need to explain when they present these materials .This kind of video materials takes only tens of seconds or one or two minutes .However, it is a very valuable imagery material in classroom teaching ,very helpful for students to understand the knowledge, also helps to improve teaching quality and efficiency. 2.1.2 The curriculums level video resources The video resources at the course level are the focus of the construction and are the basis of the major video resources. Core courses from a major with distinctive technicality, utilities and comprehensiveness are chosen to make video resources. The key points and difficulties from core courses are chosen to make video resources in order to assist teaching and help students to understand .There are also three-levels at curriculum level video resources. The first level is the basic knowledge and skills training. The second level is improvement training. The third is the training of comprehensiveness and occupation qualification certification. These multi-level video resources cover the basic training, practical and comprehensive training form. The constructions of 2nd International Conference on Management Science and Industrial Engineering (MSIE 2013) © 2013. The authors Published by Atlantis Press 790 video resources are made by one project as a unit. These multi-level video resources can meet the teaching practice in classroom teaching, but also for students’ autonomy, cooperation, inquiry learning and occupation qualification training. They are versatile and applicable not only can be used in one university, but also in other domestic institutions with similar majors, and obtaining better teaching effect. 2.1.3. Major level video resources The video resources at the major level are a collection of the video resources at the material and course level. The set of all courses level video resources constitute the major level video resource databank. No matter what levels of video resources should be actively trying to build the university-enterprise cooperation form. The enterprise personnel participate in the construction of video resources directly or provide enterprise's real cases and materials, or cooperation with industry associations to build video resources for occupation qualification skills training and identify together. 2.2 Horizontal Classification on Video Resources 2.2.1. Video resources for engineering specialties As for the engineering specialty, the practical teaching goal is to train students corresponding professional occupation ability and application ability through a mastery of the application standard, skills, technology and process etc. The training project can be divided into many small programs, each program is relatively independent, which is conducive to the practical teaching and assessment, and facilitate students' independent learning. The description form of practical teaching film should be skill teaching piece and scene teaching piece or the combination of both. The video resources constructions are mainly to the material, curriculum and major levels. For example, there are three modules for CAD/CAM specialty including the basic skills training, professional skills training, comprehensive skills and technical application training. Each module consists of a plurality of training project. The practical teaching film of each training project is relatively independent. The professional skills training module consists of the CNC lathe programming operation, CNC milling machine, machining center programming electric cutting, machining and mold assembly and debugging practical training. Therefore students can learn every part independently. These three modules consist of the CAD/CAM specialty video resources. 2.2.2. Video resources for the practice specialties Practical teaching of this kind of specialty has its own particularity. The main contents are case knowledge, procedural and process knowledge. The constructions of video resources are mainly in the form of scene teaching piece. Teaching contents are demonstrated through various and different roles acting, specific languages, expressions, actions and the relationship between different roles .The construction of video resources are mainly to the curriculum level and major level. A practical teaching film “the bank comprehensive skill training”, the location was in the bank simulate laboratory. Students played the different roles such as cashiers, accouters, finance and customers. There were several modules i.e. basic skills module, service module (savings accounts, deposits, withdrawals, transfers and so on) and accounting. The whole practice contents are presented according to the industry business procedures and processes. All these parts consist of the specialty practice video resources. 2.2.3. Video resources for the art design and production specialties This kind of professional training courses has the characteristics both on art designs and product making, which cultivates students’ production ability to change their own design ideas to precise model or products and produce the products. The video resources construction of this kind of specialties comes from the collections of teachers and students works mainly at the curriculum level and major level. For example, the practical teaching films both the” Suit Sewing process” and “ceramics making” have design and drawing . Then, the products are manufactured step by step according to the product design intent and the process. 2.2.4. Video resources for the medical nursing specialties The characteristics of this kind of practical teaching are to cultivate the students’ practical ability. The video resources are mainly constructed for basic skills training, case teaching and problem solving, clinical teaching in order to train the students’ ability of observation, analysis, and problem solving. The form of video resources are in the form of scene teaching pieces and skills teaching pieces. The constructions of video resources are mainly at the material level, curriculum and major level. For example the practical teaching film "optometry technology" has many programs such as objective optometry, optometry, presbyopia table use and so on. These programs help to train students’ basic skills and comprehensive skills. Video recourses of teaching film “surgical nursing” are clinical teaching and case teaching.

The Classification and Utility of Video Resources in Higher Vocational Education