Analysis of the actionoriented teaching model in vocational education and classroom teaching毕业论.docx
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Analysisoftheactionorientedteachingmodelinvocationaleducationandclassroomteaching毕业论
Analysisoftheaction-orientedteachingmodelinvocationaleducationandclassroomteaching
PaperKeywords:
action-orientedteachingjobapplicationprocessAbstract:
Action-orientedteachingisstudent-orientedmodeltoorganizeteaching,toworktoorganizetheprocessofteachingcontent,thepursuitofthelearningprocessandtheintegrationofworkprocessesintheclassroomteachingprocess,usuallysix-stepteaching,thattheanalysisphase,informationgatheringstage,theprogramdecision-makingphase,implementationphase,inspectionandreflectionphaseevaluationstageofthearticletoelectricalandelectronicprofessional<<electricdrivecontrolcircuitandskillstraining>>coursesinthe‘three-phaseasynchronousmotorReversiblecontrolcircuit‘action-orientedexampledescribeshowclassroomteachingintheclassroomteachingapplications.
Todaymoreandmoreemphasisonvocationaleducationthroughclassroomteachingtoenhancestudents’abilitytoact.Student’sabilitytoactisacomprehensiveprofessionalcapacity(includinglearningability,socialandprofessionalcapacity,isaself-problemsolvingskills.Inordertoachievethecultivationofstudents’abilitytoact,afteryearsofreformandpracticeinGermany,teachingintheclassroomgraduallyabandonedthetraditionalmodeofteachingdisciplinesystemorganization,andtheuseofaction-orientedclassroomteaching.thedisciplinarysystemtoorganizetheteachingcontentoftheirlearningareartificiallyseparated,andaction-orientedteachingmodelisbasedontheguidingideologyofthecontentsoftheworkprocesstoorganizethestructureofteachingcontent,itisthepursuitoflearningandworkingprocessofintegration.
First,theaction-orientedteachingmodelBujuAction-orientedclassroomisstudent-centeredteachingmodeltoorganizeteaching,requiresstudentstoleadtheclassroom,allactivitiesneedtofocusonteachingstudentstoexpandtheteacherisaconsultant,ratherthanthosewhopreachthewholeevent,shouldfindwaystohelpstudentsindependentlearning,learningprocessshouldbestudentautonomyplan,independentdesign,independentimplementation,self-evaluation,self-monitoringprocess.action-orientedclassroomteachingshouldbearealprofessionalsituationoraction-orientedbusinessprocesses,toenablestudentstoactivelyinvolvedintheteachingactivities,therebypromotingtheabilitytoact,sointheclassroomteachingprocess,usuallytoworkprocess-oriented,student-protagonist’ssix-stepinstruction.Meanwhile,inordertoenablestudentstomoreactivelyintoteachingactivities,theteacherduringthelessonshouldbeateachstageusingdifferentteachingmethods.
Thefirststep:
theanalysisphase.Inordertostimulatestudentinterestinlearningandteachingintheclassroombeforethefirstsetataskbytaskanalysis,taskistoletstudentsknowwhat?
Shoulddo?
Whytodo?
Whatisthepurpose?
Thisstage,teachingmethodscanbeusedmainlyinmobilecardmethod,brainstorming,lightningmethod.
StepTwo:
informationgatheringstage.Intheinitialstagestudentsmustfirstbeclearwhataretheconditionslike?
Whatisknown?
Whatisunknown?
Needswhatinformation,tools?
Thenbyvirtueoftheirinformationandthemediathemselvesorinsmallgroupsintheformofinformationcollected.
Thethirdstep:
planningdecision-makingstageinthegroupstageofthewayforstudentstoexchangeknowledgeonthetasks,discusstaskstogethertodecidewhichsolution?
Howassignedtasks?
Ofhowthedisplayandreporting?
Choosewhatkindoftechnology,tools,materials?
Specificimplementationsteps?
Thisindependentlyorwithagroupofstudentstogethertoplanthewaythetaskcanpromotecommunicationamongstudents,trainingstudentstoanalyzethinkingskills.
Stepfour:
theimplementationphaseintheimplementationprocess,thestudentslookatallthetoolstosolvethetasksandmaterialsarecomplete?
Iscompletedontime?
Isinaccordancewithprogramimplementation?
Implementationifthereishowtosolve?
Whiletheresultsreportfiledwiththedisplayoftextintheimplementationphasestudentswillgraduallylearntouseyournewlyacquiredknowledgetosolvenewproblems,thuscontributingtotheirprofessionalabilitytowork.
Step5:
Checkstagethetaskiscompleted,studentsshouldindependentlycheckiftheyareproperlyandprofessionallysolvethetask,iftheresultisnotsatisfactory,youshouldthinkabouttheproblemlie?
Howtosolve?
Thishelpsstudentstocontrolandcorrecttheworkforce.Thisstage,themainteachingmethodscanbeusedexpertsurveyapproach,marketapproach,dominolaw.
StepSix:
Rethinkingtheevaluationstage.Reflectontheevaluationstageistoenablestudentstoevaluate:
theuseofmodesofactioneffective?
Iscompletedwithinthestipulatedtime?
Needtoimprove?
Whethertheproblemswerewellresolved?
Whyisthereproblem?
Studentsthemselveslearnedintheprocessofwhat?
Whatthewholeprocessinadequacies,etc.atthisstage,themainteachingmethodscanbeusedThereRBIsurveymethod,partnerinterviews,ballbearingmethod.
Infact,avarietyofteachingmethodsnobetterorworse,justdifferentscope,suchasforthelowergrades,requiresteacherstousemoreguidanceandstrongteachingmethods,andforhighschoolstudents,requiresteacherstousemorestudentautonomyandstrongteachingmethods.Specificallywhatkindofteachingmethods,onedependingoncoursecontent,toseewhetherthismethodissuitablefortheabilitytoachieve,whethertheprofessioncanteachspecificproblem-solvingstrategies,andsecond,dependingontheorganizationofclassroomteacherslevel,toseewhetherthismethodissuitableforteachersthemselves,third,dependingonthelevelofstudents,toseewhetherthismethodcanpromoteindependentlearningorcooperativelearning,whetherthethinkingstrategiesandlearningstrategiestopromotethedevelopment,fouraredependentexperiments,therealtrainingequipment.
Second,action-orientedclassroomteachingprofessionalintheelectricalandelectronicinstancesoftheapplicationofclassroomteachingBeijingisalighttoelectricalandelectronicprofessionalseniortechnicalschool<<electricdrivecontrolcircuitandskillstraining>>coursesinthe‘three-phaseasynchronousmotorreversingcontrolcircuit’asanexampletoexplainthespecificaction-orientedteachingmodelinclassroomteachingmethodsofthespecificapplication.
Projecttasks:
ausercanfindareversingmotorcontrolcircuit,themotormodelY112M-4,4kW,380V,8.8A,requireseachforwardandreverseswitchtocontrol,toachieveoverload,shortcircuit,duetovoltageprotection,toachieveanemergencystop,andcompleteitsinstallationandcommissioning.
Analysisstages:
first,toenablestudentsto‘personalwork’approachtothetaskofanalysis,thinkingtoaccomplishthistaskinvolvesthespecificcontent-tools,instruments,equipment,circuitschematic,installationdiagram,process,etc.Thena‘mindstorming‘theintegrationofknowledgeexchangebetweenteachersandstudents.
Informationgatheringstage:
a‘teampuzzlemethod’approachtocompletemotorcontrolcircuitistransferred,theroleofcomponents,symbols,selection,overload,shortcircuit,undervoltageprotectiondeviceandmethodselection,toolsandinstrumentsused,themotorwiring,istoswitchcontrolcircuitwiringdiagrams,circuitdebuggingmethod.shouldbeinthematerialsonthevariousgroups,referencebooksoronlinesummaryoftherelevantcontentsofthecollection,andinthe‘poster’onthedisplayofresults,eachrepresented‘speech’,otherstudentstoobserveandgivefeedback.
Planningdecision-makingstage:
thisstage,‘teamcooperation’(four-memberteamfortheorganization,problem-oriented,throughthecompletionofeachstepofthetask,theteachingcontentmoveforwardonestepforward.
Oneproblem:
iftherealizationofmotorreversal,thecircuithowtoimprove?
Secondproblem:
iftherealizationofthemotorreversingcircuittobehowtoimprove?
Questionthree:
Determinethemotorreversingcircuit,anddrawontheworkpage.
Questionfour:
thechoiceofcomponentsandinstruments,andcomponentsusedintheworkwrittenonthepage.
Fivequestions:
todeterminetheinstallationdiagram,anddrawontheworkpage.
Question6:
determinetheinstallationstepsanddebuggingmethods.
Foreachoftheabovequestions,groupdiscussionafterthestudentteacherstoconductinspectionsunderreviewinthestudentstodeterminethemotorreversingcircuit,theteachersa‘lecturestyle’teachingmethods,useofmultimedia,throughvisual,inspiredbyquestionsThemodeofoperationofthecircuit,whileestimatesforeachgrouptorecordworkingtime,readytoimplementtheworkplan.
Theimplementationphase:
First,theuseofteachers’roleassignmentmethod,‘eachmemberofthegroupgivenadifferentrole:
securityofficers,thetasksupervisor,timecontroller,volumecontroller,materialpreparation,etc..Thenteammembersfollowtheinstallationstepson-siteinstallationswitchboard,whileeachmembertocompletetheirrole-playingseriously.
Checkthestage:
studentsstill‘smallgroups’toself-examination,includingpowerandelectricitysafetychecksbeforethetest,ifthefailuregroupandthereforetheirownrow,accordingtostudent’scompletion,youcanalsouse‘peerreview’approach,whichcanmoretopromotestudents’masteryofknowledgepoints.
Andinspectionoftheimplementationprocessoftheproblemsandsolutionsrequirestudentstoworkinther