Keywords: vocational education; School-based teaching and research; Optimized implementation
About the author: Xue Xiaoming (1972-), a native of Lingtai, Gansu, is a lecturer at Gansu Communications Vocational and Technical College and holds a master's degree in education.
China Library ClassificationNo.: G7 12 Document ID: A DocumentNo.:1001-7518 (2008)12-0013-03.
School-based teaching research is based on the advantages and characteristics of the school's own resources, aiming at improving the quality of school education and teaching. Its basic feature is school-oriented, emphasizing research around the problems encountered by the school itself. Under the background of higher vocational education, school-based teaching and research requires more specific teaching objectives, more systematic knowledge and ability system, and the course itself is more practical and operable. It also emphasizes the cultivation of students' practical ability and encourages and supports the construction of double-qualified teachers. Undoubtedly, the transformation of curriculum standards, teaching materials and the relationship between subject and object of teaching has put forward higher requirements for the traditional school-based teaching and research system. School-based teaching and research activities in higher vocational colleges have reasonable value, but their implementation strategies are different from the basic education stage and need to be further optimized.
First, the significance of carrying out school-based teaching and research in vocational colleges
(A) is the internal driving force for the sustainable development of teaching reform in higher vocational education
In essence, higher vocational education serves for employment, and its fundamental task is to cultivate tens of millions of skilled talents. To promote the teaching reform of higher vocational education is to gradually establish and improve the operating mechanism that is compatible with the market economic system and conducive to comprehensively promoting quality education. In this process, it is difficult to explain and deal with all kinds of new problems with past experience and theory. Without the research based on curriculum and teaching, the promotion of higher vocational education reform will undoubtedly be difficult. As a non-research university, higher vocational colleges should focus on teaching. Teaching not only raises questions for scientific research, but also provides ideas and technical routes for solving problems. The theoretical level, knowledge structure, practical ability and creative ability of teaching staff determine the structure and level of scientific research team. Only by participating in teaching research can we constantly change teaching behavior, state and habits, constantly improve teaching quality, level and realm, and make teaching full of vigor and vitality forever. This is the internal mechanism of deepening teaching reform. Therefore, it is a realistic requirement and urgent task for the sustainable development of higher vocational education and teaching to establish a school-based teaching and research system that meets the teaching reform objectives of higher vocational education.
(B) is an effective way to promote the construction of double-qualified teachers.
Teachers engaged in higher vocational education should first meet the basic requirements of teachers' literacy, and at the same time understand and master the professional knowledge and skills of students' future careers and positions or post groups, and understand the special laws of higher vocational education. This requires that the "double-qualified" teachers in higher vocational colleges should have the qualities of both theoretical teaching and practical teaching. In the construction of double-qualified teachers in traditional higher vocational colleges, the methods of "sending, sending, taking, introducing and hiring" are generally adopted to ensure that students can obtain double-qualified education. However, due to the limited conditions, on the one hand, the above methods need a lot of teacher training funds to ensure and support, on the other hand, it is not conducive to enhancing the enthusiasm of existing teachers to participate in teaching and research.
Through the development of school-based teaching and research activities, it is the ideal realm pursued by school-based teaching and research to cultivate teachers' consciousness and ability to carry out teaching research consciously and integrate teaching research into teachers' daily teaching practice, making it a professional lifestyle of teachers. In school-based teaching and research, teachers are the main body of research, and teachers are researchers. Teachers should form research consciousness, put themselves in the teaching situation with the mentality of researchers, and examine, analyze and solve problems in teaching practice with the eyes of researchers. Teachers should not only continue to study textbooks and thoroughly understand them, but also use them creatively and even develop them themselves. Not only should students master systematic knowledge, improve their ability and cultivate positive emotions, attitudes and values through teaching, but they should also know how to teach more effectively. We should not only use various teaching methods to teach, but also study how to make students actively participate in the teaching process. These characteristics of school-based teaching and research are undoubtedly the most powerful internal mechanism for higher vocational colleges to ensure teaching reform and the construction of double-qualified teachers.
(C) is an important support for the establishment of characteristic higher vocational colleges
The characteristics of running a school are formed in the long-term process of running a school, which is unique to our school and superior to other schools. It can be reflected not only in the overall school-running ideas and academic strategies, but also in the educational model, professional characteristics and personnel training, as well as in the curriculum system, teaching methods and practical links. The establishment of school-running characteristics is a systematic project, and its development goal, school-running concept, management system, teaching system, logistics service and software and hardware construction can undoubtedly reflect school-running characteristics. School-based teaching and research activities in higher vocational colleges are based on the reality of the school, relying on the advantages of the school, integrating the knowledge and ability requirements of teaching resources and post groups, opening up new research and practice fields such as school-based management, school-based training, school-based scientific research and school-based courses, creating necessary environmental conditions for teachers to improve their theoretical and practical level, enriching and improving the school education and teaching environment, and then enabling the school to have research capabilities, and forming an internal mechanism of self-development, self-improvement and self-transcendence. Its essence is "For the school. According to the specific situation of the industry and regional economy, the professional structure of the school and the present situation of teachers, through a series of school-based teaching and research activities, a high-level teacher team has been built, which has formed its own school-running characteristics and promoted the sustainable development of the school.
Second, the optimal implementation of school-based teaching and research in higher vocational colleges
Personal reflection, peer assistance and professional guidance are the three basic elements of school-based teaching and research. The basic relationship between these three elements can be understood as follows: personal reflection is a dialogue between teachers and themselves, peer assistance is a dialogue between teachers and peers, and professional guidance is a dialogue between teachers and theories. They are relatively independent, and at the same time complement, penetrate and promote each other. To "school-based" school-based teaching and research, we must start with the functions of three core elements: individual teachers, collective teachers and expert teachers, and make innovations at a new level.
(A) strengthen the spirit of self-study and cultivate teachers' awareness of reflection.
Personal self-study is an effective way for teachers to accumulate teaching experience and improve teaching quality. It is the most common form of school-based teaching and research and the core factor of teachers' professional development and self-growth. Without teachers' active individual self-study, peer assistance will become a mere formality, and professional guidance will lose its object. Teachers can examine and analyze their own behaviors in professional activities and the resulting results, consciously accumulate and summarize their own teaching, reflect, think, explore and solve various problems existing in teaching activities, and can quickly improve their teaching level and ability.
Teachers' self-study and reflection include three aspects: teaching idea, teaching behavior and teaching effect. In teaching, teachers take themselves as the research object, study their own teaching ideas and practices, reflect on their own teaching ideas, teaching behaviors and teaching effects, form their own independent thinking and creative opinions on teaching phenomena and teaching problems, and truly become the masters of teaching and teaching research. Through self-study and self-reflection, teachers constantly update teaching concepts, improve teaching behavior, improve the autonomy and purpose of teaching work, overcome passivity and blindness, and improve teaching level.
According to the teaching process, teachers' self-study and reflection include three stages: self-study before class, discovery in class and reflection after class. Self-study before class means that teachers consult materials according to the teaching and training objectives, make up for deficiencies, improve their theoretical or practical ability, and make predictive adjustments to the teaching to be implemented. Classroom discovery is the teacher's monitoring of students' reflection in the teaching process, and timely and keenly discovers problems. After-class reflection refers to the teacher's systematic combing and summary of teaching behavior after a certain teaching activity. The main strategies of this kind of after-class reflection are: recording teaching fragments, summarizing teaching experience, exchanging teaching experience, writing teaching cases and teaching papers, and so on. Schools should also provide a platform to support the achievements of teachers' self-reflection, and prepare the reflection texts of teachers in our school in time to facilitate exchanges and summaries.
(B) build a platform for mutual assistance to achieve teacher experience * * *
Peer assistance is a dialogue between teachers and peers, and it is the symbol and soul of school-based research. Under the current operating system of many higher vocational colleges, it is difficult for teachers to communicate and talk with their peers because they are not in class. Teachers' teaching and research has become individual labor, and most teachers are divorced from school-based teaching and research. Therefore, higher vocational colleges should attach importance to the establishment of campus-based "research" and the exchange, interaction, mutual assistance and cooperation between teachers and peers, so that they can share experiences, learn from each other, support each other and grow together. Efforts should be made to create and build a mutual aid platform conducive to teachers' scientific research in terms of management mode, system construction and incentive evaluation mechanism, so as to improve the effect of peer mutual aid.
Higher vocational colleges can help teachers to help each other in scientific research and realize experience sharing in the following ways: First, exchange information, and exchange teachers' own experiences, experiences and successful cases of education and teaching through dialogues, discussions and symposiums, so as to achieve mutual benefit and promote the improvement of * * * *. Second, project cooperation, through * * * to complete the research task of a problem, so that teachers can grow up in complementary * * * students. Collective lesson preparation, collective class and collective evaluation are one of the manifestations of its activities. Its advantage is that teachers have partners and can discuss teaching problems with each other. Teachers can share lesson preparation materials and classroom teaching skills, analyze the teaching situation, and negotiate teaching improvement strategies, so as to strengthen teachers' attention and improvement of autonomous teaching, and at the same time learn from their peers' teaching experience. Third, class mutual evaluation. Through mutual observation and evaluation among teachers, teachers have the opportunity to communicate and learn from each other, which is helpful for teachers to deeply study teaching and students, improve the quality of education, prevent and overcome the phenomenon of teachers fighting alone and helplessness, and achieve common improvement.
(C) the use of industry resources, the implementation of open professional guidance
Professional guidance refers to the participation of professional and technical personnel at all levels in school-based teaching and research, which is the key to the in-depth and sustainable development of school-based research. For higher vocational colleges, although school-based teaching and research is based on school teachers and carried out within the school, it is not completely confined to the school. In fact, many training bases and cooperative units in higher vocational colleges have a large number of technical backbone talents with rich practical experience and familiarity with local information resources. Higher vocational colleges should make full use of the advantages of these industries' resources, guide the school's teaching reform experiments and implement the experimental results of scientific researchers through special reports, on-site guidance and professional consultation. Each form has its specific function, which helps to achieve a certain goal, but in terms of promoting teachers' professional growth, teaching on-site guidance is the most effective form. Practice has proved that only by combining the practical skills and experience of training bases and cooperative units with the strategic theoretical experience of school teachers and integrating them into the teaching process can school-based teaching and research be carried out vividly and effectively.
In short, with the deepening of the theory and practice of school-based teaching research, as a guiding ideology, school-based teaching research has increasingly penetrated into all teaching processes, including higher vocational education. In order to improve the overall quality of professional teachers, ensure the quality of education, achieve the training objectives and run higher vocational characteristics, it is necessary and necessary for higher vocational colleges to carry out school-based teaching and research as a basic work. Giving full play to the role of self-reflection, peer assistance and professional guidance, and paying attention to the integration of the three are of great significance for higher vocational colleges to change the outdated concept and single mode of traditional classroom teaching, revitalize classroom teaching and promote the deepening of higher vocational education practice.
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