Paper Keywords: middle school module teaching experience
It is the general trend to adopt modular teaching in secondary vocational education, but the corresponding modular teaching materials have not kept pace with the times. On the basis of analyzing the experience of vocational education curriculum reform at home and abroad, in recent years, our school has organized teachers to compile modular school-based teaching materials in line with their own reality. Below I will talk about my own experience on the compilation of modular school-based teaching materials in secondary vocational schools.
State analysis of 1
1. 1 Employment puts forward new requirements for secondary vocational school graduates.
Due to the rapid improvement of technical level, the requirements of enterprises for professional and skilled personnel are diversified and complicated, and the requirements of "staying, using and being able to go up" are put forward. All these require educators to have the employment-oriented concept, and reform the curriculum system accordingly to make teaching close to employment and production practice. The traditional teaching material structure (traditional department store style) will fade out of the field of vocational education.
1.2 The job market has put forward new requirements for textbooks for secondary vocational schools.
Nowadays, there are many kinds of textbooks for secondary vocational schools, but few of them are really useful and practical. As far as this kind of textbooks are concerned, they are mainly textbooks published by mechanical publishing house and labor and social security publishing house. The textbooks published by these two major publishing houses are mostly abridged on the basis of specialized textbooks, which have some disadvantages, such as theoretical bias, great difficulty, excessive derivation and divorced from reality. The outstanding idea is that the concept of "knowledge-based" rather than "ability-based" is contrary to the requirements of the job market for secondary vocational graduates.
1.3 The job market puts forward new requirements for the teaching mode of secondary vocational schools.
The outdated curriculum model leads to the disconnection between the training objectives, curriculum structure, teaching content and demand of secondary vocational schools, the lack of close contact with the market, the far distance from enterprise standards and the actual production; It also leads teachers to complain that students are "difficult to teach" and students complain that the teaching content is "difficult to learn". It is difficult to directly correspond to the national vocational qualification standards and post practice requirements, and can not be directly combined with the national vocational qualification standards, modern vocational education curriculum model and the overall curriculum design of school personnel training, thus narrowing the gap between education and training and actual vocational activities.
2 using object analysis
Secondary vocational and technical education "degenerated" from elite education to universal education in 1990s, especially since 1998, it has been declining for three consecutive years, and the survival of secondary vocational schools has been ruthlessly tested. The quality of students in secondary vocational schools is not as good as before. Most students have poor foundation, low self-confidence and strong thirst for knowledge. They will feel scared and bored when they see long and abstruse theoretical sermons. They hope that the teaching materials can be as easy to understand, lively and interesting as comics or popular science books. Therefore, modular textbooks in secondary vocational schools should take into account the specific situation of textbook users and carry out drastic reforms. In order to attract students' attention and stimulate their curiosity and exploration spirit. Song Jia Zhu pointed out: "The sage's way is thick. But teaching it is embarrassing because of sexual orientation. " It is about teaching students in accordance with their aptitude, and every teacher should focus on the actual situation of existing students to carry out teaching. As far as our school is concerned. The feeling that "students are getting worse every year, and teachers are suffering every year" and the complaint that "students are becoming more and more disobedient and teachers are becoming less and less able to teach" are the concrete portrayal of this background.
3 the writing form of module teaching materials
Modular teaching materials in secondary vocational schools must embody the concept and characteristics of modular teaching, that is, taking quality as the core, taking ability as the standard and paying attention to the practical and flexible application of knowledge and skills. Completely change the educational concept of taking knowledge as the center and imparting knowledge as the main part in traditional textbooks. Therefore, the following aspects should be paid attention to when writing module teaching materials.
3. 1 teaching objectives, the objectives of knowledge and skills training should be clearly put forward in the teaching materials, and the theory and skills should be avoided and targeted.
3.2 Teaching content, on the one hand, comprehensively design new knowledge and ability structure and its content according to teaching objectives, on the other hand, add or delete new knowledge, new technology and new equipment, update teaching content, and attach importance to the connection between basic content and professional knowledge. Students can construct their own knowledge more effectively, which is more conducive to the positive transfer of knowledge. Let students know "what to do", "how to do" and "why", let students understand the purpose of teaching and work hard for it. Only in this way can we effectively improve students' thinking ability, learning ability and creativity, and let students learn by doing. Textbook compilation mainly solves the problems of "what to do" and "how to do it", and pays attention to the operating rules, standards and skill elements of equipment. Let education become "an organized, continuous communication leading to learning" to meet the interaction between teachers and students and between students.
3.3 Teaching methods, teaching materials and teaching methods are a whole, and some teaching contents such as "observation and discovery", "synchronous exercise" and "discussion and analysis" can be designed in the teaching materials to embody the student-centered teaching method and achieve novel forms. Through the integration of "teaching, learning and doing", teaching is carried out from simple to complex according to the teaching process of teaching module, and the teaching innovation of the course is realized. 3. 4 The layout first requires that the teaching materials should be detailed, illustrated and illustrated, and the teaching activities of' actual case and design' should be distinguished from the text by changing the font or in the form of text boxes, which is convenient for teaching and students' learning; At the same time, advanced multimedia and other forms can be used to strengthen perceptual knowledge, emphasize intuitive teaching and be lively.
3.5 Reasonable allocation of class hours, make full use of the school's teaching resources, strengthen students' practical ability and cultivate students' operational skills. In the arrangement of class hours, it is necessary to increase students' internship time, with the aim of cultivating students' good professional habits.
4 the effectiveness of the implementation module teaching materials
Mastering measurement skills is very important for students in secondary vocational schools. Take the students majoring in mechanical engineering in our school as an example. In the past, the theoretical knowledge of measurement was taught in technical courses, and the operational skills were taught in class. Theory is divorced from practice, and the teaching effect is not ideal. In the teaching reform of our school. The modular school-based textbook "Measurement Skills Training" edited by myself makes up for this deficiency. School-based teaching materials focus on cultivating mechanical students in secondary vocational schools to use commonly used marking and spiral measuring micro-tools, mechanical measuring instruments and special measuring tools. At the same time, part mapping and roughness discrimination are interspersed among them. Through the implementation of mechanical students in grade 06 and 07 in our school. Good results have been achieved. Students' interest in learning is obviously improved, and students are immersed in the fun of doing. In the process of doing it, students have a deep understanding of what they want to do, how to do it and why. Students' ability to analyze and solve problems and operational skills are enhanced, and the teaching quality is obviously improved.
4. 1 learning objectives, put forward clear learning objectives at the beginning of each learning project, so that students can have a clear idea before entering school. After studying, you can check in time and make clear your own standards. For example, in the teaching of "outside micrometer", I put forward such a learning goal: "Through the study of this project, let students understand the structure and scoring principle of outside micrometer; Understand the measuring range and accuracy of outside micrometer; Master the reading and use of the outside micrometer: master the maintenance, adjustment and precautions of the outside micrometer. " Among them, the core goal is the ability goal, that is, the reading and using method of the outside micrometer.
4.2 Teaching activities, carefully design some teaching activities, so that students can find problems, ask questions and explore problems in their study. So as to generate interest in learning theoretical knowledge and clearly understand the essence and real use of these concepts and knowledge. There are several types of teaching activities:
4.2. 1 observation shows that students can get in touch with reality through demonstrations and exercises. , produce perceptual knowledge, and record your own situation and corresponding conclusions, and then the teacher can guide the corresponding knowledge points or skills.
4.2.2 Discuss and analyze, organize students to discuss in groups, and the representatives of each group will speak, and then the teacher will summarize and explain.
4.2.3 List the questions, let the students ask incomprehensible questions independently or in groups, and then the teachers will answer them collectively.
4.2.4 Hands-on try, let students do it themselves, try to solve practical problems, and then the teacher comments. For example, I designed such a teaching activity when teaching the knowledge point of "reading method of outside micrometer". The teacher asked the students to measure the specimen first, and then compared the measurement data reported by the students with reference to the "Specimen Size Series Table". According to the fact that some students report that the measured data is 0.5 more or 0.5 less than the "Sample Size Series Table", the reading method 4 is deduced, that is, "first use vernier caliper to assist the measurement." Because when reading the outside micrometer, it is easy to read more or less 0.5, which is often ignored by the operators concerned. According to the fact that some students reported that the measurement data is about 0.05 more than that in the "Specimen Size Series Table", the knowledge points such as "Steps of measuring workpieces with outside micrometer" and "Matters needing attention in using outside micrometer" were introduced. By teaching knowledge in this form, students will find it easy, interesting and willing to learn. It is more intimate and closer to these students than just a few rigid concepts and requirements when you open a book.
4.3 Step by step, under the guidance of teaching activities, gradually analyze and explain concepts. Among them, a large number of intuitive graphics and examples, coupled with refined concept expressions, are truly illustrated, so that students can fully understand concepts and know how to use them. Among them, we should truly embody the modern teaching thought of "learning first" and "teaching as guidance". Teachers should be guided and guided, strong and restrained, open and ambitious. Enable students to study in a "dynamic" state and overcome students' rote learning in a "static" state. The whole teaching is centered on students' "learning" and focuses on students mastering relevant skills. A large number of graphics can be drawn by drawing software and scanned and collected by digital camera.
4.4 To apply what you have learned, you must use it in time after learning the concept, supplemented by appropriate classroom exercises and extracurricular thinking questions, which plays a very important role in consolidating and checking the knowledge you have learned. At the end of each project, a corresponding progress check is set up to master the students' learning effect and timely check for missing items.
4.5 Connecting with practice, prepare some representative parts for students to measure themselves. Thus, the process from perceptual knowledge to rational knowledge and then to rational knowledge practice is completed, which conforms to the law of objective knowledge.
Through the exploration, explanation, practice and application of five links in the module textbook, students can easily and naturally understand and master the basic knowledge points and meet the requirements of teaching objectives. Let students know "what to do", "how to do" and "why", let students understand the purpose of teaching and work hard for it. Only in this way can we effectively improve students' thinking ability, learning ability and creativity, and let students learn by doing.
refer to
1 star group. Exploration on practice reform of mechanical specialty. Forum on Vocational Education, 2005(20).
2 Wang Jianjun. Discussion on teaching reform of higher vocational and technical training. Newsletter on Vocational Education, 2007(7).
3 Wang Zhaoming, Wu Honggui. Exploration and practice of curriculum reform. Newsletter on Vocational Education, 2007 (8).
Related papers: college students' papers, industrial and commercial finance papers, economic papers, educational papers, popular graduation papers.
;