A Study Of Happy Classroom Teaching Strategies In Technical Colleges

With the guidance of national policies and the change of social concepts,the enrollment scale of technical colleges and universities continues to increase and develop well.But from the current situation of classroom teaching in technical colleges,phenomenons like "students are tired of learning,teachers are tired of teaching" are still widespread.In order to change this situation,it is imperative to find a new classroom teaching mode.This study holds that the implementation of happy classroom can effectively change the situation of classroom teaching in technical colleges.Firstly,this study summarizes the domestic and foreign research theories on happy classroom,clarifies the related concepts,analyzes the theoretical basis and characteristics of happy classroom,and points out the direction of the happy classroom teaching strategy.Then,taking the classroom teaching of the course Financial Laws and Regulations and Accounting Professional Ethics as an example,this paper makes an in-depth investigation and analysis of the present situation of classroom teaching in technical colleges and universities.It is found that there are some problems in classroom teaching in technical colleges,such as students' passive coping with learning,classroom dialogue showing one-way,boring classroom teaching activities,obvious unequal ' status between teachers and students,and the lacking of motivation in teaching evaluation.Next,Supported by solid theoretical foundation and abundant teaching strategies,this study takes the requirements of filling out payment and settlement vouchers in financial laws and regulations and accounting professional ethics course as an example,uses happy classroom teaching strategies to carry out this part of teaching activities,and finally creates a student-centered,full of content,enthusiasm and harvest happy classroom.Finally,aiming at the above problems,the strategies of happy classroom teaching in technical colleges should be carried out in three aspects:establishing democratic teacher-student relationship based on equal dialogue,designing teaching process rationally with participation learning as the main line,and insisting on developmental evaluation with students' happy growth as the goal.