Based on the experience of Wigan training in Britain, this paper discusses the establishment of a "student-centered" vocational education model, focusing on the design of professional curriculum system, the construction of teaching model and the improvement of teaching management system.
Keywords student center; Teaching mode; vocational education
This summer, I had the honor to attend the teaching and training of Wigan College in England. I not only visited the students' training ground and library, but also experienced lively classrooms and convenient campus network system. Sino-foreign cooperation in running schools has been going on for more than ten years. Whether it is Sino-Singapore cooperation, Sino-Australian cooperation or Sino-British cooperation, one of the main purposes is to introduce advanced teaching experience, ideas and models of foreign vocational education, which can be summarized in one sentence: student-centered teaching model. Higher vocational education, as a new force in China's higher education, focuses on cultivating "high-quality skilled talents in the front line of production, construction, management and service". Therefore, the training goal of higher vocational education must be based on the actual needs of social professional posts, emphasizing application and highlighting the cultivation of comprehensive practical ability. Therefore, it is particularly important to construct a teaching model that meets the requirements of higher vocational education, and the student-centered teaching model is an effective way to achieve this goal.
First, the necessity of "student-centered" teaching mode construction
(A) the shortcomings of the traditional teaching model
1. The traditional teaching mode is teacher-centered and textbook-based. In this mode, teachers give lectures mainly, supplemented by student activities. Most teachers still rely on a book, a piece of chalk and a mouth to work. Teachers teach textbook knowledge step by step, and students' ability has not been improved by the end of the course. With the development of vocational education, people realize the importance of vocational ability training, and the disadvantages of this teaching model are more and more obvious. Some students summed up their study as "taking notes in class, taking notes after class, taking notes in exams and burning notes after graduation". Students trained in this mode are accustomed to passive acceptance, lacking the ability to use knowledge flexibly and work in practice.
2. Traditional teaching pays more attention to theory than practice, and it doesn't make clear the professional needs of enterprises for students and lacks correct positioning. The traditional professional teaching plan of vocational education is mostly a compressed version of the professional teaching plan, which is a subject-based knowledge system. In this mode, only theoretical knowledge is taught to students, but the ability of teaching students how to apply this knowledge to solve various problems in their work is neglected.
3. Traditional teaching ignores the stimulation of students' learning initiative, which makes students in a passive learning state and seriously affects the learning effect. In particular, the separation of theoretical teaching and practical teaching leads to students' professional interest not being stimulated and learning enthusiasm difficult to mobilize. As a result, the more you study, the more boring you are, and you gradually lose your confidence in studying. Professional study has become a burden for students, which has seriously affected the improvement of teaching quality.
(B) the basic characteristics of vocational college students
Most students in higher vocational colleges are losers in subject education. Their characteristics are: lack of internal driving force or motivation for learning, especially theoretical courses, but most students like to do things and hope to find an ideal job (occupation).
Second, build a "student-centered" teaching model
Student-centered refers to taking students as the main body in teaching activities. On the basis of analyzing students' needs, interests and characteristics, teachers provide students with learning plans and activity plans suitable for students. Teachers play the role of directors in the whole teaching activities, and students are the protagonists. Wigan College in the UK will conduct a survey on students' learning needs and interests after new students enter the school. Through investigation, it is easy to grasp students' learning motivation and needs and make corresponding teaching plans. Higher vocational colleges have the following three experiences on how to establish a student-centered teaching model in combination with local conditions:
(A) Analysis of students' needs and design of professional courses
First of all, the development of professional courses in higher vocational colleges should be student-centered, and students' current characteristics and future career development needs must be considered to design majors and courses, which mainly include the following aspects:
1. Curriculum development should follow the guiding ideology of "design-oriented" modern vocational education and design-oriented modern occupation.
Education emphasizes that the talents trained by vocational education should not only have the ability to adapt to technology, but also have the ability to participate in designing and creating the future technology and labor world with a responsible attitude towards society, economy and environment. Therefore, the content of vocational education can not simply adapt to the development of technology and the temporary requirements of vocational tasks, and we must pay attention to the relationship and interaction between work, technology and education.
2. Curriculum objectives or vocational ability training should focus on "post talents", "professional people" and "social people" who can survive and develop, as well as "international people" required by economic globalization. Curriculum development should focus on the internalization of vocational ability, vocational qualification and practical vocational skills. When great changes have taken place in professional posts, and the existing vocational skills and qualifications are facing invalidation, practitioners should be able to regain new vocational skills and qualifications in changing occupations by relying on their own internalized vocational abilities.
3. The selection and sequencing of course teaching contents follow professional principles. Choose the course content from the professional work and arrange the teaching order: the core course content of the major should be based on process knowledge (practical knowledge), supplemented by sufficient declarative knowledge, and the cognitive psychological order naturally formed by students is consistent with the working process order naturally formed; According to the order from practice to theory, students organize knowledge points, and learn relevant knowledge through the process of completing work tasks, so as to integrate learning with doing.
4. Curriculum plan is a learning field curriculum model integrating theoretical teaching and practical teaching. The curriculum plan in the field of learning should be work-oriented, and the development path of the curriculum plan in the field of learning is "action field-learning field-learning situation", including the school part of "learning field" and the enterprise part of "work learning field", including: career description, educational objectives and contents, time arrangement, etc.
(B) according to the characteristics of students to design teaching models.
Wigan College will conduct a survey when new students enter the school, and divide them into three types: visual type, auditory type and reading type. In classroom teaching, teachers will group students according to their characteristics. The teaching concept of "student-centered" means that the teaching mode must be adjusted according to the characteristics of students, which is often called "teaching students in accordance with their aptitude".
1. Establish an interactive teaching model for theoretical culture courses.
In addition to a large number of specialized courses, there are also some basic theory courses and humanistic quality culture courses in higher vocational colleges. How to embody the student-centered concept in these courses, in addition to the teaching content close to the needs of students, it is more important to develop and establish an interactive teaching model. The so-called classroom interactive teaching is a teaching mode in which teachers constantly trigger teaching activities to cooperate with students' learning under the situation of communication, communication, cooperation and dialogue among teaching participants, and students constantly feedback and adjust teaching activities to meet their own learning requirements, complete teaching tasks, and make teachers and students realize common development in the mutual integration of knowledge, emotion, thought and spirit. Traditional teaching attaches importance to imparting knowledge and skills, and regards acquiring knowledge and skills as the basic value of teaching, while student-centered teaching requires that teaching should establish the basic value orientation of developing students' personality and personality. Interactive teaching pays attention to the liberation of students' open mind, personality and creative potential, so that students can acquire knowledge, skills, habits, values, attitudes and behavior patterns that meet specific social requirements, and thus become social members with independent personality. In interactive teaching, teachers adopt a democratic and equal attitude, respect students' differences, encourage students to actively participate, enhance students' interest in learning, and let students form an attitude of actively exploring and pursuing knowledge. 2. Build an integrated mode of teaching, learning and doing for specialized courses.
The training and teaching venue of Wigan College in England has opened our eyes. The real work scene and teaching process are like the workshop master teaching an apprentice. Students learn vocational skills and improve their practical ability here. The student-centered teaching concept is embodied in the teaching of professional courses in higher vocational colleges, which is to establish a set of vocational education system of "integration of teaching and learning" in combination with local actual conditions.
The integrated teaching mode of "teaching, learning and doing" is to organically combine the theoretical teaching content with the practical teaching content, break the systematicness of the original textbook, and combine the original curriculum with the supporting practical research group to form a teaching module. The whole teaching content of a course consists of several modules. Teachers' teaching and students' learning are organically combined, so that students' learning process is also a process of doing. After the teacher finished teaching, the students also learned how to operate. This is the current concept of "teaching and doing" integration. This teaching mode can closely combine the study of theoretical knowledge with the training of practical operation, greatly improve the utilization rate of teaching time and teaching equipment, make the teaching content more targeted, and enable students to truly integrate knowledge with practice. The application of the integration of "teaching and doing" in the teaching process is helpful to cultivate students' practical ability and is of great benefit to students' zero-distance employment. The connotation of the integrated teaching mode of "teaching, learning and doing" is just as the famous educator Mr. Tao Xingzhi said, "Teaching and doing are one thing, not three things. We should teach while doing and go to school while doing. " Doing middle school is true, and teaching is also true. The biggest feature of vocational education is the unity of knowledge and practice. Teachers in vocational schools should not only cultivate children's knowledge, but also cultivate children's ideology and morality, learn to live together and learn to be a man.
(3) Strengthen and improve the system construction and management to ensure the learning effect of students.
The establishment of student-centered teaching mode needs to combine the local actual situation, strengthen student management and ensure the learning effect. The information network system of Wigan College in England has a strict management system. Students can use the Internet to download learning materials and provide reading, but students and teachers need to get a card and get the corresponding password to surf the Internet, and students' online records are tracked. Teachers will judge students' learning tendency and interest according to their online records. There is almost no cell phone signal in Wigan teaching building, so you need to leave the building to make a phone call, not to mention playing games online with your mobile phone. Signs of "please clean after use" are posted everywhere in the training ground. Cleaning the training ground is an important link for Wigan students to complete their learning tasks. In Wigan, the teachers' attitude of democracy and equality is in sharp contrast with the tough management system of the college.
Establishing a strict management system is the guarantee to realize the "student-centered" teaching mode, just as a real democratic society needs strict legal system to manage it. At present, the classroom management in higher vocational colleges is still in a "person-to-person" state, which often puts teachers in a dilemma. "Management" easily leads to conflicts between teachers and students, which makes students lose interest in courses; "No matter" leads to classroom disorder and students' learning effect is poor. Therefore, only by strengthening and perfecting the management system can we achieve the student-centered teaching goal and ensure the efficiency of students' learning process, and "serving students and teaching" will not become a slogan.
In a word, the Wigan training in Britain has taught us advanced vocational education concepts and a complete teaching management system. We firmly believe that with the deepening of Sino-foreign cooperation in running schools and the further penetration of the "student-centered" teaching concept, our vocational education will certainly catch up with the pace of vocational education in developed countries in the world.
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