Teaching quality involves many aspects such as "educational concept, teaching objectives, course content, teaching staff, teaching methods and student management". Teaching method is an important means to realize the course content and teaching objectives. The choice and application of teaching methods should be in harmony with the curriculum system, teaching mode and teaching organization form. Vocational education is no exception.
First, the status of vocational education teaching methods
China's vocational education started late and has a history of more than 20 years. Most vocational schools (colleges) are basically renamed from the original secondary schools and junior colleges, and still follow the previous academic education system. Although they have been trying to reform education, the teaching quality and personnel training are far from meeting the needs of social and economic development, and the employment rate and quality of graduates are even more difficult to be satisfied by employers, students and their parents.
The teaching methods of vocational schools are basically the same as traditional teaching methods, with the following outstanding shortcomings:
1. is not "student-centered" and ignores students' subjective initiative, creativity and autonomy.
2. The "spoon-feeding" and "spoon-feeding" teaching methods are more common, emphasizing indoctrination and ignoring communication. Although some knowledge has been instilled, the growth rate of students' ability is small and slow. Obviously, we can't keep up with the pace of "knowledge is not productivity, but the ability to use knowledge is productivity".
3. It is not "driven by internal factors", emphasizing external factors and ignoring internal factors, and emphasizing constraints and ignoring innovation, which not only violates the basic law that external factors work through internal factors, but also restricts students' creativity.
Obviously, the reform of teaching methods in vocational schools is imminent!
Second, the characteristics of vocational education objects
The training objectives of the educational objects of vocational education are highly targeted and directional. Starting from the characteristics of educational objects, occupations, majors and students' participation, and starting from the training goal, it is the basic standard to choose teaching methods. The choice of teaching method should first consider the educational object, and the composition of the educational object in vocational schools has certain particularity, especially a considerable number of students have poor self-discipline and bad study habits, but they are flexible in thinking and strong in participation. Through education and training, they can generally have relatively good moral quality and professionalism, relatively professional working ability and strong business ability, and have relatively high comprehensive quality to meet the requirements of the market for compound talents. In the actual teaching process, teachers in vocational schools need to consciously and regularly involve students in the whole process of teaching project implementation, adopt some appropriate teaching methods suitable for the characteristics of vocational education objects, cultivate students' strong sense of participation, strive to improve students' interest in learning, create an active classroom atmosphere, make the classroom of vocational education more lively and the teaching effect more obvious, so as to achieve the teaching purpose of vocational education and make students willing to learn, learn to learn and love learning.
Third, recommend effective teaching methods.
The author summarizes the long-term practical experience in high-end IT vocational training education, and draws lessons from the literature of other educational peers, and recommends the following teaching methods that can be effectively applied to the cultivation of "technical skills, comprehensive quality and workplace strength". It can be used not only as a reference for educational institutions, but also as a reference for students when choosing schools.
1, 3W 1H teaching method: when the teacher explains each knowledge point, he should explain it clearly in detail: why, why should he explain the knowledge point; What, what is the knowledge point; Where, where the knowledge points are used; How to use this knowledge point? When students understand these four points, they can enhance their interest in learning and apply knowledge points to practice. Through the application in practice, they can further deepen their memory, understanding and application of knowledge points and form a benign learning-practice-learning cycle.
2. Demonstration-guided teaching method: demonstrate the operation and teaching AIDS for students by using on-site intuitive simulation demonstration or CAI courseware, so that students can understand the knowledge concept, operation principle and key points on the basis of perceptual cognition through intuitive, concrete, vivid and vivid on-site environmental experience, and then enable students to initially master the operation procedures, operation essentials and methods.
3. Simulated role simulation performance method: Teachers create intuitive and real teaching environment and conditions for students around a specific teaching goal and teaching content, simulate the business site of the enterprise, simulate the actual business process of the enterprise, and achieve the teaching goal through careful process control. This teaching method is especially suitable for the practical process of teaching and operation training by using simulation facilities, especially to guide students from imitation to gradual innovation. Teachers should be "student-oriented" and play the role of director or off-site guidance, instead of always being the referee.
4. Situational teaching method: In the teaching process, the contents needed in the course are arranged in simulated and specific situations. Under the strict organization and guidance of teachers, the teaching objectives are achieved in pleasant and relaxed situational training by encouraging students to boldly simulate drills. In the state of real life simulation, it can not only train students' improvisation, practical work skills and problem-solving ability, but also enliven the teaching atmosphere and improve the appeal of teaching.
5. Game activity method: If we can properly combine the teaching purpose and set up some game schemes that can allow students to participate, if used properly, we can effectively adjust the classroom atmosphere, attract students' attention, make them actively participate in classroom teaching activities, and make the professional teaching classroom more rich, vivid, interesting and lively. However, when designing game content, teachers must aim at the specific requirements of teaching objectives and should be more suitable for students' interests. Teachers can design game plans from the aspects of cultivating students' quick response goals, listening and speaking dialogue training goals, unity and cooperation goals and so on.
6. Competition method: According to the teaching content and training purpose, teachers introduce a competition mechanism in the classroom teaching process according to the specific content points of the teaching purpose, so that students can combine separately and conduct situational training to make full use of students' competitive psychological characteristics. Teachers conduct on-site evaluation and appraisal, and praise and encourage outstanding students.
7. True or false judgment method: This is a teaching method adopted in the course of professional skill operation. After the students have mastered the basic operation skills, they should start from the requirements of skill standards, and let them be judges themselves, either in groups or in groups or individuals, combined with the unified evaluation competition standards. By allowing students to fully participate in the teaching process, we can master students' ability to master and apply what they have learned, and let students find their own shortcomings and deficiencies in comparison with skill standards, and make clear the direction of their efforts. At the same time, the dual goals of "learning" and "learning" have been realized.
8. Inquiry method: The classroom is not a place for teachers to sing solo, but should give students more opportunities to participate, discover and discuss, and give students room to express their opinions. In this way, teachers' thoughts and students' thoughts are activated, and students are gradually trained into talents who can think independently, learn to acquire and develop actively, and adapt to the needs of society and market.
9. Behavior-oriented method: The typical teaching method is project-oriented method. Under the guidance of teachers, jointly implement a project. Teachers explain the purpose and requirements of the project to students, and students are free to work in groups and team members work together to complete it. It is completely different from the traditional book knowledge education, getting rid of the shackles of books and classrooms, teachers are used to the knowledge content in the project, and the relationship between teachers and students has undergone fundamental changes. Teachers guide, coordinate, motivate, promote, coach and comprehensively inspect students' comprehensive application ability and knowledge mastery, so that students are in a state of active participation in the whole teaching process. Students must work hard to complete the content of the project activities, not just passively accept the teacher's indoctrination, so that students can make clear the knowledge points of each link, let them speak clearly and do things correctly, and give them full performance, exploration and practice.
10. On-site teaching method: a teaching method that teaches directly in the production site. Through the organic combination of learning, practice and doing, the production application distance between theoretical classroom teaching and actual working environment is shortened, making teaching more targeted and practical.
1 1. Case teaching method: under the guidance of teachers, through the analysis of typical cases, the teaching content and knowledge points are obtained. Through targeted and thorough analysis, divergent attempts and discussions on typical cases, students are guided to think in the right direction, make correct judgments, draw the analysis conclusions of typical cases, and extend them to the handling of other related issues, so as to improve the teaching content.
12. Theme situational exercise method: Teachers set clear situational tasks according to the theme requirements in class, and ask students to use what they have learned to independently or in groups to design schemes for the theme situational tasks, and make work plans or solutions, so that students can give full play to their creativity and imagination. It is not only challenging and interesting for students, but also a creative teaching method.