The Research Of Vocational Students’ Learning Behavior Under Project-Teaching Situation

Since Project Curriculum development, It has formed a relatively completed curriculum theory, a broad curriculum development market has been formed in Jiangsu and Zhejiang as well as all country. However, whether implementation of project curriculum achieved expected results, what can be summed up the successful experience in practice, and what issues need to avoid. These issues must be from learning behaviors, which is the most microscopic and important of curriculum implementation. Many macro-level learning theory, but focus on the project teaching context is still lack of learning theory. It is an important role in teaching how to conduct the principle of learning behavior from the classroom level. Learning behavior is the most intuitive and authentic learning performance. How to conduct research learning behavior is to improve the instructional design of vocational school teachers. These issues constitute the starting point for learning behavior. The study of learning behavior in the project teaching situation is as follows.Firstly, we clarified the premise of learning behavior in theory. The establishment of object is the logical starting point for any research. So we established involved behavior, cooperative behavior, thought behavior, operational behavior, delinquent behavior and silence behavior based on the theoretical basis of "the ability to view input" and output "of the ability to view", the real features of project teaching situation, and basic technical foundation of from observation to analysis". It is a true representation that the unity of behavior and the results, authenticity of reflecting the results and comprehensiveness of information including features reflected the six kinds of learning behavior as the results. Feature of study, professional and practical of project teaching situation is the logical starting point of learning behavior of research.Secondly, we examined the learning behavior of project teaching situation on the real level. The classroom observation as the primary research methods, we investigated the real natural state of learn the behavior in the project teaching situation through a large number of classroom observations and teacher interviews. In project teaching situation, participation behavior, cooperative behavior, thought behavior and operational behavior are more positive aspects than others’in the frequency, time and place of occurrence in the whole. At the same time, delinquent behavior, and silent behavior are less. So much positive performance because of many variables, but the participatory practice is one important variable impacting occurrence of learning behavior, that is also the nature of occurrence of positive learning behavior.Again, we explored the principle of participatory practice on the nature Level. Occurrence of participatory practice originated from combined effect of internal and external conditions. External conditions mainly included material conditions, such as pictures, slides, and other analog devices, which can stimulate the formation of non-material conditions, mainly three effects:task-driven effects of trying to get students into the activities, effect of keeping students trying to get involved in the task and effect of trying to exclude from the difficult of participation in the task for help and guidance. Internal conditions mainly included individual interested in the content of the activities, the expectations for activities and touched for experience. Under the combined effects of internal and external conditions, participatory practice is an organic process, by the attention, expectations, composition of experience to a new attention for activities.Finally, we brought up the project instructional design recommendations on the level of practice. Explore the theory is to serve the practice finally. We did the general analysis of the learning process based on the principle of participatory practice. The general strategies and methods of project instructional design were made according to the design process of teaching learning process. Paradigm shift from "the teaching and learning" to "the learning and teaching" was achieved. In the specific instructional design, Principles and strategies of the design of teaching objectives, teaching control and teaching evaluation design were brought up. Of course, we made a number of attempts to learning behavior in the project teaching context, but these attempts are preliminary. In particular, the research of instructional design based on the learning behavior was as well to further deepen and had the space to improve.