Study On Action-Oriented Teaching System Of Higher Vocational Education

Higher vocational education is currently undergoing a dramatic expansion in scale and content, yet it is still faced with the fundamental problem of low employment rates for graduates. This problem stems from a variety of issues, but the main cause is the general education system currently in place that fails to adequately address the needs of students within higher vocational education. This paper examines an alternative system that could address this problem - the action-oriented teaching system, or a system of "learning by doing." In six chapters this paper evaluates the action-oriented teaching system, discussing topics ranging from background to implementation strategies, and demonstrates how it could potentially solve the basic dilemma facing higher vocational education today.Chapter one, an introduction, examines the problems existing in higher vocational education as well as their respective causes, analyzes the macro-background and market demand of the action-oriented teaching system, and evaluates approaches for implementing the above research. Chapter two provides an overview of the action-oriented teaching system and pays special attention to the goals, characteristics, elements, structure, and functions of the system. Chapter three expounds upon the overview, elaborating on its theoretical foundation from the perspective of the modern epistemology, learning theory, and pedagogy. Chapter four examine the historical evolution of the action-oriented teaching system and summarizes three key aspects; equipment, curriculum reform, and system integration, while illustrating their respective characteristics and the interrelation among them. Chapter five is concerned with the construction of the action-oriented teaching system, focusing on the construction of the system integration-oriented teaching system. Finally, chapter six explains the proper method of implementation and analyzes the overall effectiveness of the action-oriented teaching system.These six chapters are further organized into three distinct layers. The first layer involves the theory of constructing the action-oriented teaching system, specifically the basic connotation and theoretical basis behind the system. The second layer is concerned with the system's construction as well as it's development and evolution. The third layer involves practical application, examining the implementation and effectiveness of the action-oriented teaching system. Together the three layers form a complete research framework that shares a strict logical relationship.Six primary questions are addressed in this paper. First, why should an action-oriented teaching system be constructed? Higher vocational education is significantly different from undergraduate education, yet they often share similar teaching strategies. These differences are substantial enough to warrant a completely separate style of teaching, and the action-oriented teaching system is much better suited to the needs of higher vocational students.Second, what is the action-oriented teaching system? The action-oriented teaching system emphasizes the concepts of learning by doing, a student-centered teaching method, and competency-based goals. The features of the action-oriented teaching system can be summarized as follows: competency-based teaching objectives, task-oriented teaching content, "Knowing and doing as an entity" teaching methods, combination of real and simulated teaching environments and criterion-referenced-based teaching evaluation. This paper points out the special connotation of eight elements of the system and through analyzing the differing structures of "knowledge-taught" and "action-oriented" teaching systems, this paper argues that the action-oriented teaching system is helpful to the overall functionality of higher vocational education.Third, what is the theoretical basis of establishing the action-oriented teaching system? The action-oriented teaching system is based on contemporary theories of knowledge, learning and teaching, which answer what to learn, how to learn and why to learn, respectively. From the view of epistemology, tacit knowledge plays an important role in the process of the formation of vocational ability. From the perspective of learning theory, tacit knowledge can be mastered through the learning method based on tasks, situations and cooperation. From the perspective of pedagogy, the current vocational education should embody the competency-based concept, which favors the realization of the employment-oriented goals for higher vocational education.Fourth, how many paradigms does the system have? The action-oriented teaching system can be divided into the three phases of formation, development and integration. In terms of form it can be categorized by three types; equipment, curriculum reformation and system integration. Different phases, layers and functions as well as continuity characterize the three types.Fifth, how is the action-oriented teaching system constructed? Based on an aspect of the system's theory, the primary focus is on the construction of system-integrated action-oriented teaching system, which includes four subsidiary systems - driving, receiving, support and quality control. The competency-based teaching concept represents the driving subsystem and determines the direction and structure of the action-oriented teaching system. The teacher-student relationship makes up the receiving subsystem and an agreeable relationship is necessary for the system to function. Project curriculum, cooperative research, task-based teaching methods and an action-oriented learning environment are integral parts of the support subsystem and are necessary for the system to function with full effectiveness. The final subsystem, quality control, is made up of the feedback from students and other teachers, making it possible to adapt the system to the needs of a particular class.Finally, how effective is the system and its implementation? Observation of the action-oriented teaching system has shown it to be extremely effective at improving students' comprehensive vocational capacity. This is an important step towards overcoming low employment rates for graduates of the higher vocational education system.