The discussion of teaching methods in higher vocational colleges has always been a very important topic in higher education research. How to reform teaching methods has been puzzling higher vocational educators. In order to improve the teaching level, the author investigated Shaanxi Vocational College of Economics and Management, found out the problems existing in the teaching methods of higher vocational education, and put forward corresponding countermeasures and suggestions.
Keywords: higher vocational education; Teaching methods; Comprehensive application
In order to improve the teaching level of higher vocational colleges and arouse students' enthusiasm, the author investigates the teaching methods of Shaanxi Vocational College of Economics and Management, finds out the problems existing in the teaching methods of higher vocational colleges, and puts forward corresponding countermeasures and suggestions.
First, the existing teaching methods
According to the survey, the existing teaching methods of Shaanxi Vocational College of Economics and Management are: lecture method, discussion method, case teaching method, autonomous learning method, guest lecture method and so on.
(1) teaching. Teaching method refers to a teaching method in which teachers convey information to students through oral statements of information and ideas, and it is the most commonly used teaching method for teachers. The survey found that teaching method is also the most important teaching method in the college at present.
(2) discussion. Discussion refers to dividing students into several groups to discuss a certain problem, and finally a representative of the group leader speaks. This method is an effective teaching method to cultivate students' autonomous learning ability. Through discussion, we can know the students' understanding of the problem. In group discussion, as a teacher, you can participate in the discussion and analyze the students' mastery of knowledge in the discussion. According to the survey, 82% of the teachers in the college interspersed with group discussions in the teaching process.
(3) Case teaching. Case teaching method refers to teaching with real cases related to teaching content, which are analyzed and judged by students first, and then summarized by teachers.
Using this teaching method, as a teacher, we should make full preparations before class and find suitable cases. The survey found that more than 90% teachers often interspersed with case studies to guide students to apply what they have learned.
(4) Autonomous learning. The so-called autonomous learning means that students mainly design and learn some content by themselves, and teachers play the role of guidance and supervision. According to the survey, only 365,438+0% teachers in this college have used this teaching method in the teaching process. The survey shows that students' awareness of learning is poor, and the content of autonomous learning assigned by teachers cannot be completed. Teachers in this college mainly let students learn by themselves by assigning homework, which reflects students' mastery of knowledge.
(5) Guest lectures. Guest lecture refers to inviting some authoritative people and experienced experts to give lectures, thus stimulating students' interest in learning. According to the survey, only 10% of the teachers in the college have invited experts to teach because of the limitations of the college conditions. These teachers mainly choose some experts, scholars and staff with practical experience who have made outstanding contributions in this field to give lectures to students. After the lecture, arrange questions and answers and discussions to arouse students' enthusiasm.
Second, the status of higher vocational teaching methods
Investigation shows that there are many existing teaching methods in our college, but for various reasons, teachers can't use them flexibly. The existing problems are summarized as follows:
(A) the new teachers' teaching methods are single. The survey found that 90% of the new teachers in this college did not graduate from normal colleges and lacked the necessary educational theory and teaching methods. In the process of teaching, I don't know the most basic teaching methods. We can only rely on students' experience and imitate our own teachers to teach. Without pre-job training, these young teachers will have to grope for a long time before they can really enter the role.
Outdated teaching methods. The survey found that teachers, especially young teachers, mainly instill a certain amount of knowledge into students because of their inexperience, without considering students' needs and acceptance. "Teachers talk, students listen", which can not arouse students' learning enthusiasm and the teaching effect is poor.
(3) The teaching mode is rigid. The survey shows that the teaching mode of the college is a unified and rigid teaching plan, and students of the same major are all trained in a mode, regardless of their differences and personality characteristics. Teachers make teaching methods according to the teaching plan, regardless of the actual situation of students.
(D) The teaching content is single. The survey shows that the teaching content of the college is specialty-centered, industry-oriented, with a single knowledge structure, weak humanities education and outdated teaching content, so students can't choose learning content according to their own needs and form a knowledge structure. In the way of examination, students are mainly guided to memorize, and the examination results determine the quality of students, which restricts their innovative consciousness and creativity.
Third, the choice of teaching methods in higher vocational education
In order to improve the teaching level, teachers in higher vocational colleges should choose and use teaching methods according to the following conditions.
(1) According to the teaching objectives and tasks. Higher vocational education trains professional skilled talents, so skills training should be strengthened in the teaching process. This requires teachers to accurately grasp the objectives and tasks of each class in the teaching process, and then choose the appropriate teaching methods. For example, in the teaching task of imparting new knowledge, we have to choose the method of conveying information by language and the method of direct perception; If you want to form certain skills and techniques, you should choose a method based on practical training.
(2) according to the level of students. The level of students includes knowledge and skills, which is the main basis for choosing teaching methods. Therefore, in the teaching process, teachers should choose appropriate teaching methods according to the actual situation of students. If students have a high level of learning and strong autonomous learning ability, they can stimulate their interest in learning by telling, discussing and autonomous learning. If students' learning level is low and their foundation is poor, we should use novel methods such as storytelling, guest lectures and case teaching to stimulate students' interest in learning.
(3) According to the characteristics of teaching content. Teachers should choose appropriate teaching methods according to the characteristics of teaching content. For example, the theoretical part, the key and difficult content should be emphasized; For courses with more practical contents such as accounting and statistics, you can choose the way of classroom practice.
(4) According to teachers' own conditions. Teachers can choose appropriate teaching methods according to their own personality, specialties and habits. If the teacher's oral expression ability is strong, the effect of narrative method is better; If the teacher has strong organizational ability and quick response, the discussion method is better. When choosing teaching methods, teachers should pay attention to foster strengths and avoid weaknesses, and constantly improve their teaching level.
(five) according to the teaching time and equipment. Teachers should choose appropriate teaching methods according to teaching time. Discussion, guest lectures and other methods are more time-consuming than narration, so whether time is allowed or not should be considered when choosing. When choosing experimental teaching methods, we should consider whether there are enough equipment. When choosing the way to visit, we should consider whether there are visitors who meet the requirements.
(six) the use of multimedia teaching methods. Multimedia teaching is to concretize and visualize abstract knowledge with vivid pictures and clear words, which can attract students' attention and stimulate their senses, thus improving students' learning efficiency and teaching effect. Therefore, in the teaching process, teachers can choose multimedia as an auxiliary teaching means.
In short, in order to improve the teaching level, teachers must change their ideas, from attaching importance to imparting knowledge to teaching students to learn to learn and cultivate students' habit of lifelong learning. We should pay attention to the comprehensive application in the selection and use of teaching methods and strategies.
References:
Li Qingwu. Selection and application of teaching methods in higher education [J]. Frontier of vocational technology. 2008, 10:6—7
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