Recently, the Ministry of Education issued the "Opinions on Deepening the Reform of Key Teaching Elements in Vocational Education" (hereinafter referred to as the "Opinions"), comprehensively deploying various regions and vocational schools to carry out linkage reforms of key teaching elements such as majors, courses, textbooks, teachers, internships, and practical training, promoting the transformation of talent cultivation from traditional knowledge imparting to comprehensive ability enhancement, promoting the systematic leap of vocational education, effectively achieving high-level educational capacity, high-quality integration of industry and education, and forming an ecological environment for the cultivation of high skilled talents in vocational education. The Opinion firmly grasps the main line of cultivating high skilled talents, and based on the systematic review and summary of the effective experience and practices of the pilot project of vocational education high skilled talent cluster training plan, proposes five major reform tasks: firstly, dynamically adjusting the professional settings, strengthening the overall planning of professional settings adjustment, actively adding new majors, abolishing surplus majors, and upgrading and transforming existing majors. The second is to combine scientific design courses, develop a list of new and upgraded courses, draw a competency map, and strengthen the construction of ideological and general education courses. The third is to optimize the presentation format of textbooks, improve the mechanism for textbook development, promote the diversification of textbook forms, develop scarce textbooks, and promote their use for five groups of people, including vocational school students, applied university students, and enterprise training staff. The fourth is to refine the list of teacher abilities, based on the needs of curriculum and textbook reform, refine teacher abilities, develop a list, and enhance teacher abilities in a targeted manner, and improve the "two-way flow" mechanism between teachers and enterprise talents. The fifth is to build a production education integration internship and training base, which will be constructed through enterprise commissioned construction, school enterprise joint construction, cluster joint construction and other methods, and develop targeted standards. The Opinion promotes the improvement of the reform mechanism from four aspects. One is to comprehensively promote the training plan for high skilled talent clusters, clarify implementation requirements at the national, provincial, and vocational school levels, and bundle it with the "Double High Construction Plan", municipal industry education consortia, and industry industry education integration communities to form a joint force for training. The second is to establish an organizational mechanism led by the "three team leaders", consisting of leaders from top enterprises, high-level schools, and industry organizations to form a reform team and comprehensively coordinate the implementation of reforms. The third is to establish a linkage reform mechanism for key teaching elements, sort out the internal logic of majors, courses, textbooks, teachers, and internships, and systematically promote innovation in various elements. The fourth is to improve the mechanism for opening up and transforming enterprise technology resources, promote top enterprises to open up technology standards, production resources, and career scenarios, promote resonance between professional teaching and technological development, and continue to explore stable cooperation models for mutual benefit and win-win between schools and enterprises. The Opinion also puts forward specific requirements for the organization and implementation of reforms by education administrative departments at all levels, municipal industry education consortia, industry industry education integration communities, and vocational schools. (New Society)