The Research Of Relevance Strategies Between The Stage Achievements In Training Project Teaching

With the rapid development of information technology and the improvement of social needs, traditional teaching methods can’t meet the needs of teaching and training, especially in the teaching of traditional training, the unreasonable of teaching arrangements and the simplicity of evaluation methods lead to poor teaching effect, this had a negative impact in the cultivation of application-type technical talents. Under the background, this research will combine practice teaching with project teaching, and according to the result perspective in project-based curriculum theories, propose relevance strategy between the stage achievements in training project teaching, to stimulate and sustain students’ interest in project learning, late the research take the teaching website development in Normal student as an example, and apply the specific relevance strategy, then analyze the strategy effects, to prove the usefulness in project learning interest and learning effects.The main content of the research include: first, I understand the current states of training project teaching through literature reading, analysis training project teaching which based on project-based curriculum theories, describe the stage achievements’ appearance, the associated type and associated role, according to the classification of project learning interest, propose relevance strategies(set stage targets, show the next stage results) which can arouse interest and relevance strategies(rational logical association, set up legacy problems, evaluate stage achievements)which can maintain interest.Then, I take the teaching website development in Normal student as an example, design the teaching process particularly in the relevance strategy between the stage achievements,then implement it. In the limited time of 12 class hours, each team complete the project works, and share experience through show and exchange.At last, I analyze the implementation effects through the group works, classroom observation, analysis of questionnaires and Students’ interview. The results show that: almost all the group can complete the work and the teaching effect is good. The relevance strategies between the stage achievements show effective, which processed logical association and show the next stage results are effectiveness, followed by the evaluate stage achievements, set up legacy problems, set stage targets are at last.