行动导向教学法在中职学校的应用研究

发布时间：2018-08-24 07:20

【摘要】：中等职业教育担负着为社会培养生产、服务和技术管理一线的高技能、应用型人才的重任。随着社会经济的发展和企业技术的更新,企业对员工职业知识、职业技能、职业态度等方面的要求都在不断提高。改革教学方法、提高教学质量,迫在眉睫。行动导向教学法是20世纪80年代在德国逐步形成的职业教育理念和教学模式及方法,它倡导“以活动为导向,以学生为中心,以能力为本位”,要求形成师生互动的教学模式。学生作为学习的主体,积极参与教学的全过程,充分发挥学习的主动性与积极性,变“要我学”为“我要学”,而教师则成为学习的引导者与辅导者。在教学过程中通过对行为的引导,提高学生的学习兴趣,培养学生的创新思维,形成学生独有的直接经验、知识技能和全面综合职业能力。中职学校的学生同样也需要具备全面综合的职业能力,以更好地适应市场的需求和社会的发展,能够在习得一技之长的同时,又具备自我学习、自我发展的能力。因此,行动导向教学法与中职学校的教育理念和人才培养目标具有很大的契合性。行动导向教学法具有学生学习的自主性、教学过程的完整性、教学活动的合作性、教学评价的多维性等典型特征,所以在教学实践中要以多元智能理论、建构主义理论、人本主义理论为指导,强调学生在学习过程中的主体地位,注重学生综合职业能力的培养。为了充分了解行动导向教学法在中职学校的应用现状,选择淄博市8所中职学校作为调查对象,对行动导向教学法的认知和应用情况、采用行动导向教学法时所面临的困难及影响因素、行动导向教学法相关培训等进行了详细调查。通过调查,找出现行中职学校在实施行动导向教学法中存在的不足。随后,搜集不同专业案例,对行动导向教学法的常用方法进行实施步骤及实施案例分析,从而总结出行动导向教学法相对于传统教学法的优势之所在。最后,从改革中职学校教育教学的视角出发,提出了中职学校实施行动导向教学法的有效策略。实践结果表明,经过不断完善和优化,行动导向教学法在中职学校能够更加合理地开展实施,教师的教育教育质量和科研能力得到较大提升,学生的学习兴趣得到激发,专业素质和综合职业能力得到全面发展,基本能够培养出适合行业企业现代需求的高素质、高技能应用型人才。
[Abstract]:Secondary vocational education is responsible for the training of high-skilled and applied talents for the society. With the development of social economy and the renewal of enterprise technology, the requirements of employees' professional knowledge, skills and attitude are constantly raised. It is urgent to reform teaching methods and improve teaching quality. Activity-oriented teaching method is a vocational education concept and teaching model and method gradually formed in Germany in the 1980s. It advocates "activity as the guidance, students as the center, ability as the standard", and requires the formation of teacher-student interaction teaching model. As the main body of learning, students actively participate in the whole process of teaching, give full play to the initiative and enthusiasm of learning, change from "want me to learn" to "I want to learn", and the teacher becomes the guide and tutor of learning. In the course of teaching, we can improve the students' interest in learning, cultivate their creative thinking, and form their unique direct experience, knowledge and skills, and comprehensive vocational ability. The students of secondary vocational schools also need to have comprehensive professional ability to better adapt to the needs of the market and social development, can acquire a skill at the same time, but also have the ability to learn, self-development. Therefore, the action-oriented teaching method and the secondary vocational school education concept and talent training goals have great agreement. Action-oriented teaching method has the typical characteristics of students' learning autonomy, the integrality of teaching process, the cooperation of teaching activities, and the multi-dimensional nature of teaching evaluation, so in teaching practice, the theory of multiple intelligences and the theory of constructivism should be adopted. Under the guidance of humanism theory, it emphasizes the main position of students in the process of study and the cultivation of students' comprehensive vocational ability. In order to fully understand the current situation of the application of action oriented teaching method in secondary vocational schools, 8 secondary vocational schools in Zibo City were selected as the objects of investigation, and the cognition and application of action oriented teaching method were analyzed. The difficulties and influencing factors of using action-oriented teaching method and the relevant training of action-oriented teaching method were investigated in detail. Through investigation, we find out the deficiency in the implementation of action-oriented teaching method in current secondary vocational schools. Then, collect different professional cases, carry on the implementation step and the case analysis to the common method of the activity-oriented teaching method, so as to summarize the advantage of the activity-oriented teaching method compared with the traditional teaching method. Finally, from the perspective of reforming the education and teaching of secondary vocational schools, this paper puts forward effective strategies for implementing action-oriented teaching methods in secondary vocational schools. The practical results show that, through continuous improvement and optimization, the action oriented teaching method can be carried out more reasonably in secondary vocational schools, teachers' educational quality and scientific research ability have been greatly improved, and students' interest in learning has been stimulated. The all-round development of professional quality and comprehensive professional ability can basically cultivate high quality and high skill applied talents suitable for the modern needs of industry and enterprise.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G712.4

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