The Study On Construction Of After-class Teaching Mechanism Of Hangzhou Zhongce Vocational School

After-class period takes the students of secondary vocational school as long as one third of the total time they spend at school. During such a free long period at school, how to help these students with weak basic knowledge and lack of self-control in learning and improving themselves initiatively through school management has become an important issue to study. On the basis of multiple intelligence theory, tacit knowledge theory and complete credit system, this essay tries to make a tentative research on construction of after-class teaching mechanism and its characteristics, including motivation mechanism, security mechanism, operation mechanism, restriction mechanism and cooperation mechanism of secondary vocational schools in the perspective of open education by reviewing the development of after-class activities of Hangzhou Zhongce Vocational School. The author proposes an idea of "expanding teaching out of classes and happy learning in activities" and brings about some thoughts and suggestions about the process of mechanism construction from the aspect of completing and perfecting after-class teaching mechanism with secondary vocational school characteristics in the hope that this research can bring some inspiration to the operation and management of secondary vocational schools as well as high schools and middle schools.The main methods used in this research are case study and documentation method. The essay is divided into several parts as followings:Part 1 is an introduction. It mainly explains why this research is conducted. After-class time that secondary vocational students have now takes as long as one third of their total school time, which brings consequences such as moral problems and lack of sufficient skills. The research of how to put after-class period into teaching mechanism so that secondary vocational students can invest their strong physical energy and vigorous enthusiasm into pursuing knowledge, practicing skills and enhancing competence has become feasible with the support of multiple intelligence theory, tacit knowledge theory and complete credit systemthe definition of some core concepts. It mainly explains the concept of open education characterized by open teaching and what is open teaching, interprets the meaning of tacit knowledge and defines the category of after-class teaching which is directly related to the content of this research as well as the understanding of teaching mechanismPart 2 makes explicit explanation of after-class teaching mechanism with vocational school characteristics by illustrations.This Part is case study and analysis. As the main body of this essay, this part makes a review of after-class activities that Hangzhou Zhongce vocational school has conducted in the recent years. In view of the methods the school has taken to push forward gradually its five development phases (arising, developing, penetrating, flourishing and expanding), the author takes typical cases respectively to make a thorough study and analyze the achievements they have made.Part3 is the second main body of this essay, an exploration to the mechanism. On the ground of the second part, combined with conditions such as moral target and harmonious campus, growth conditions and activity space, characteristics of vocational school and its students, learning process and credit verification, routine activities and creative activities, this part focuses on constructive explorations of after-class teaching mechanism from the following aspects as encouragement mechanism, security mechanism, operation mechanism, restriction mechanism and cooperation mechanism.Part 4 is the conclusion. It finds out some useful contributions Hangzhou Zhongce vocational school has made though briefly reviewing the process of their practice and predicts the broad prospects of construction and development of after-class teaching mechanism in the future.It makes a prospect as well on problems such as the quality and evaluation of existing routines, team management and personal development, popularization and brand-building, inherent resources and creations, school activities and social activities.