| Because vocational education has now changed from demonstration development to a new era of high quality connotation development,the improvement of educational quality is an important force to promote the connotation development of secondary vocational education.Teachers are the core elements to improve the quality of education,especially "double-qualified" teachers are the basis and premise to improve the quality of vocational education.The competence of "double-qualified" young teachers in secondary vocational schools is the basis and premise of their practical teaching work.Based on this,the competence theory is transferred to the practical teaching of young teachers in secondary vocational schools.Competency is a collection of knowledge and skills,and the competence of young teachers in secondary vocational schools is composed of motivation,attitude,values,knowledge and skills.In the course of the research,it is clear that the competence of practical teaching of young teachers in secondary vocational schools mainly includes practical teaching knowledge,practical teaching ability,practical teaching professional ethics,practical teaching action reflection and so on,as the main content to measure their practical teaching level.Competency level determines the actual performance of individual in the post.Although the overall level of practical teaching competence of young teachers in secondary vocational schools is good,there are still some problems in the actual teaching process.For example,in the aspect of practical teaching knowledge,there are problems such as insufficient reserve of practical teaching knowledge and narrow scope of practical teaching theoretical knowledge;in the aspect of practical teaching ability,there are problems such as solidification of teaching design thinking,weak operation ability,lack of management mode and solidification of evaluation thinking;in the aspect of practical teaching professional ethics,there are problems such as one-sided cognition of professional responsibility goal,single pursuit of professional emotional value,and shallow internalization of professional spiritual accomplishment;In the aspect of practical teaching action reflection,there are some problems such as low research level,weak learning consciousness and slow reflection behavior,which affect and restrain the level of practical teaching competence of young teachers in secondary vocational schools.As the development of practical teaching in secondary vocational schools needs to provide practical venues,practice equipment,dynamic and open learning as a prerequisite,based on their own learning experience for physical learning in order to better master the technical skills learned.Therefore,the uniqueness of practical teaching requires young teachers in secondary vocational schools to be competent for open,practical teaching.In the process of practical teaching,young teachers in secondary vocational schools should eliminate the negative influence of the existing experience that neglects the role of the body in promoting cognition,the lack of dynamic generating power of the development of practical teaching,the lack of value of the main body of practical teaching life,the instrumental orientation of evaluation of practical teaching scientific research,and the lack of social environment support in the development of practical teaching.Through the interaction of body,cognition and environment,we can increase the sensitivity of trigger autonomous learning,improve the professional identity of practical teaching,take value rationality as the guide,and take co-construction as the base to provide external support and internal support for the improvement of practical teaching competence.In order to improve the practical teaching competence of young teachers in secondary vocational schools. |
