Research On The Teaching Design Of Vocational Ability - Oriented Vocational Training

There are many developed countries studying and practicing work-based learning so far, such as America and Australia. With the development of vocational education, and the deepening of educational reform, China is paying more and more attention to practical teaching. Practical teaching is an important teaching type in China; we should follow the general principle of the vocational education, and also embody the characteristics of vocational education.With the continuous development of society and the progress of technology, requirements are constantly changing for the occupation. This kind of new situation puts forward many new problems for the teaching reform of vocational education, such as how to implement the "people-oriented","student-development-oriented" teaching concept; how to handle the relationship between vocational ability development and basic knowledge and moral quality; how to realize the principles of "service-aiming and job-orientation" in vocational education. Therefore, practical teaching must be based on the development of students, integrate theory with practice, and promote the development of students’ occupation ability etc..This paper takes the occupation ability as the value orientation of practical teaching, and studies practical teaching in secondary vocational schools from the links of teaching design theory (the teaching goal, teaching content, teaching process, and teaching evaluation). Practical teaching design should be occupation-ability-oriented in secondary vocational education; it should promote the sustainable development of students’ occupation ability in practical teaching goal design, practical teaching content design, teaching process design, and the design of teaching evaluation and training. Specifically, practical teaching goal is to optimize the students’ practical training benefits,and foster students’ occupation ability; practical teaching content puts emphasis on the task which integrates theoretical knowledge and practical knowledge; teaching process design emphasizes the students’ active participation and experience and interactive teaching methods, and is based on the working practice. Practice teaching evaluation is student-oriented, and pays attention to the "authenticity". After research on the basic theory, and investigation and analysis of the status of practical teaching design, the writer states how to design each link to enhance students’ occupation ability from the above four aspects, that is:practical teaching goal should be designed on the basis of decomposition of occupation ability; practical teaching content should design real job task into students’ practical task; practical teaching process should choose the flexible teaching methods, and turn it into the process of students’ learning; practical teaching evaluation should highlight the "authenticity", and evaluate the performance of students training process. Finally, according to the design process and principles of each link, the writer presents a design scheme of practical teaching which is practical and applicable in order to promote the specific teaching practice.