Situation-creation: A Study Of The Practical Teaching Design In Higher Vocational Education

With the rapid development of Higher Vocational Education,the characteristic form of practical teaching has become an important means to improve the teaching quality and deepen the reform in Vocational Education.Essentially,the ultimate goal of reform and upgrading in practical teaching is to enhance learners’ practical ability and quality,so how to develop characteristic instructional design scientifically and reasonablely has become a top priority in carrying out practical teaching reform and developing students’ practical ability.Currently,aiming at the insufficient research on the theories and practices in the field of practical teaching,in addition to the facts that traditional lecture-style and exercises teaching can’t meet the learners ’ double requirements of developing their vocational ability,teachers should adopt some innovative and effective methods consciously to design teaching forms.Furthermore, based on the particular vocational education way of thinking,teachers should treat the practical teaching as a situational dynamic developing process and try to use the practical teaching design on situation-Creation consciously,specifically,“problems in real situation”need to be put forwards,through which the learners can interact with the real physical and social environment effectively. By the way of “ Legitimate Peripheral”,the learners can change from onlookers or participants to the core members in practical community as well as promote their own practical knowledge and ability,what’s more,the learners can be exposed the environment of practical cultural edification and realized their personal identity construction.Consequently practical features of Vocational Education are effectively reflected,and the learners change with the practical teaching reform in vocational education more consciously.Through This way,learners can make themselves become a powerful strength to promote teaching reform and guide the students to improve their vocational ability.This study focuses on the Situation-Creation design at the practical teaching in Higher Vocational Education.On the one hand,according to the Situational Learning Theory and generative thinking,five elements have been reviewed in practical teaching design:learning requirements,teaching target,teaching content,teaching strategies and teaching evaluation;on the other hand,depended on some core features such as “based on situational learning”“Legitimate Peripheral participation”,“practical community”,this study attributes the core problems about the Situation-Creation design at the practical teaching in Higher Vocational Education into a construction about the practical teaching and thinking.Further more,five design systems are respectively top-level designed in order to provide a direction or reference for the further study.To be specific:In the first chapter,after reviewing and researching all the literature,the research summarizes and diagnoses the existing problems in the practical teaching design of Higher Vocational Education,meanwhile,analyzes its logical clue.The above work aims to lay solid foundation for the following study.In the second chapter,taking the “situationality” and “generativity”as the breakthrough point,the research combines their features in the Situation-Creation design at the practical teaching in Higher Vocational Education.After that,from the point of the necessity and possibility,this topic will be put into theoretical discussion.In the third chapter,after analyzing the concept,mechanism,core concepts,basic principles and practical framework of the Situation-Creation design at the practical teaching in Higher Vocational Education,the operating mode of the design should be built to restore its designing process and factor structures.This way can also reflect a new understanding about practical teaching design of Higher Vocational Education.To a certain extent,that also contains a view that the implementation of the practical teaching design eventually returns to the main body so as to guide theoretical research rooted in practice teaching activity itself.The fourth chapter is an analysis of five systems.Based on the theory research above.The Situation-Creation design about the practical teaching in Higher Vocational Education is designed from the perspective of Situation-Creation,and I put its goal of developing cultivate students’ practical thinking as a breakthrough point.Based on the real situation and problem solved,five systems are formed:the first one is the demanding system which highlight the characteristics of learners;the second one is the target system which emphasis the practical thinking;the third one is the content system which stress the practical problems;the fourth one is the strategy system which relies on the practical problem solved and the last one is the evaluation system of developing learners’ practical ability.After that,every system are analyzed in focus respectively in order to provide a beneficial thinking in guiding vocational education.The fifth chapter is a case analysis.Two practical teaching courses were selected as cases.With the Situation-Creation design mode of the practical teaching in Higher Vocational Education pattern apply to practical teaching and by the inspection and investigation of higher vocational teachers’ ability to apply and their practical effect,this paper can get a leap from theoretical research to practical application.Finally,a conclusion that the Situation-Creation design about the practical teaching in Higher Vocational Education plays an important role in promoting practical teaching quality can be gotten.