An Application Research Of Blended Teaching In Computer Application Foundation In Secondary Vocational School

The development of information technology has a profound impact on the reform of vocational education.The guidance of the Ministry of education on further promoting the development of vocational education informatization emphasizes that traditional teaching should be transformed by information technology,and the information-based teaching mode should be promoted on the basis of rational use of digital education resources.As a public basic course in secondary vocational school,computer application foundation is an important starting point to cultivate students' computer skills and information literacy,and plays a very important basic role in students' career development.However,in the traditional teaching of curriculum,there are still some problems such as students' passive learning,lack of teaching resources and single evaluation method,which are not only difficult to meet the training requirements of curriculum standards,but also not conducive to the comprehensive development of students.The blended teaching mode introduces online learning into the traditional classroom teaching.With the advantages of rich online resources,unlimited time and space,and diversified interactive means,it provides methods and ideas for improving the teaching status of computer application foundation course in secondary vocational school.In this context,this paper studies the application of blended teaching in the course of computer application in secondary vocational school.First of all,based on the analysis of the current situation and literature review,this paper takes the community of inquiry as the guiding framework for the design and implementation of blended teaching mode,and on the basis of elaborating related concepts,it takes constructivism,connectionism,mastery learning as the theoretical basis for research.Then,through the detailed understanding and analysis of the content and objectives,teaching status,characteristics of learners and other aspects of the secondary vocational school computer application foundation course,the suitability and feasibility of the implementation of blended teaching are verified.On this basis,131 front-line teachers from 23 secondary vocational schools in Henan Province were investigated in the form of questionnaires to understand the current situation of the implementation of mixed teaching in secondary vocational schools.Through the statistics and analysis of the questionnaire data,it is found that there are some deficiencies in tool selection,activity design and evaluation methods due to the lack of a systematic and complete blended teaching design framework.Combined with the previous analysis conclusion,taking the community of inquiry as the design guidance framework,through the overall design of teaching environment,teaching process,teaching evaluation and other aspects,the mixed teaching mode of computer application foundation course in secondary vocational school is constructed.Finally,the teaching process is divided into three stages with 32 first-year students in a secondary vocational college in Henan Province as the teaching objects.Through the summary of the teaching implementation process,the shortcomings in the teaching practice are found,which provide improvement strategies for the next stage of teaching activity design,and constantly improve the blended teaching model.At the end of teaching practice,based on the platform data and survey scale,this paper makes a comparative analysis with the control class from four aspects of task completion,academic performance,learning participation and learning satisfaction to verify the effect of blended teaching.It is found that through the implementation of blended teaching,students' participation in learning is effectively improved,students' willingness to open communication and emotional expression is stimulated,and knowledge content and higher-order thinking are promoted.The research believes that the blended teaching mode based on the community of inquiry framework can make up for the shortcomings of traditional teaching,effectively improve students' sense of presence,and then improve the teaching effect,promote the learners' in-depth learning process and achieve good learning effect.