Research On The Cooperative Learning Model Of Secondary Vocational Students From The Perspective Of Core Literacy

The character and key ability that modern secondary vocational students should have is core literacy.It is the character and ability group that students need to adapt to long-term development and even lifelong development and to enter society.The research on group cooperative learning mode from the perspective of core literacy training is in line with the development trend of education in the world today,and has a great influence on strengthening China's educational strength and international influence.The core literacy of secondary vocational students has three major modules: cultural foundation,independent development,and social participation.The core literacy framework proposes the direction and requirements for the development of the core literacy of secondary vocational students.Classroom teaching needs to be reformed accordingly.Teachers accumulate experience,explore research,improve innovation,and find a classroom teaching model suitable for students.Taking the core literacy as the entry point to study the cooperative learning mode,the classroom teaching should be guided by the teacher,let the students return to the main position of the classroom,and adopt a diversified teaching mode.The cooperative learning model follows the rules of physical and mental development and education of secondary vocational students,has advanced educational thoughts and concepts,and inherits and promotes Chinese traditional culture as the criterion to cultivate the central points of comprehensive development and conforms to the principle of core development of students.It also helps to develop students' core literacy.Based on the teaching practice,the research has fully integrated the core literacy concept into the cooperative learning mode of the secondary vocational classroom.During the research process,11 professional teachers and 7 non-e-commerce professional teachers of this major were interviewed,and 18 interview records were recorded.Select 4 of them for detailed finishing.At the same time,parallel classroom teaching experiments were carried out,and three experimental classes and three control classes were selected,and experimental research on different teaching modes was carried out in three stages.300 student questionnaires were distributed during the teaching of the experimental class and the control class,and 298 valid questionnaires were retrieved.According to the different stages of the experiment and the specific situation reflected by the questionnaire,the cooperative learning mode is upgraded and improved at three different stages.The improved group-based cooperative learning mode is more suitable for the classroom teaching of secondary vocational students,and the coreliteracy concept of cultivating secondary vocational students.Further integration,more specific design of the cooperative learning mode of secondary vocational students.Through practice,we can feel that the cooperative learning model can stimulate students' independent learning motivation to the maximum extent,stimulate students' enthusiasm for learning,actively participate in the classroom,and exist in the classroom as the subject;improve the students' professional basic knowledge and autonomy.Core literacy such as learning ability and social participation;enhance students' sense of cooperation and cultivate students' self-learning and practical innovation ability.Through the analysis of research data,it is concluded that the cooperative learning model of secondary vocational students from the perspective of core literacy training can significantly improve students' ability to cooperate and learn,and improve the existing status of existing secondary vocational classroom teaching.The core literacy is the starting point,with the development of people as the core,and the frontline teachers pay more attention to the lifelong development of students.It is expected that this research can provide reference teaching ideas for the actual teaching work of the secondary vocational classroom.