| Vocational education is a type of education that cultivates diversified talents,inherits technical skills,promotes employment and entrepreneurship and promotes economic and social development.Secondary vocational education directly trains industrial workers for production,construction,service and management.Practice teaching is the key way for students to master vocational skills,acquire professional norms,obtain professional identity and cultivate professional ability.It has increasingly become the key content of vocational education reform and the hot topic of vocational education research field.Guided by the theoretical guidance of Learning by doing,Situational Learning theory and Competency-based education theory,this research aims at solving practical problems to systematically sort out the research results of practical teaching theory of vocational education at home and abroad and the supporting policies of practical teaching in Vocational Education in China.Many methods like literature research methods,questionnaire survey methods,interview methods,and observation methods have been adopted by the author.Taking X vocational and technical school as a sample,the paper obtains more detailed data and material support by carrying out the questionnaire with students,teachers and enterprise managers and the face-to-face interviews with direct participants of practical teaching.Besides,the author visited a few training classes organized in the X vocational school and in some enterprises so as to learn more information about the practice teaching situation.Furthermore,a class teaching observation of Automobile Repairing Major was taken,in which the "Action skill behavior" scale was used for classroom observation.This research starts from the six research dimensions of practical teaching objectives,content,methods,approaches,evaluation and guarantee.It clarifies the urgent needs of secondary vocational schools,such as poor orientation of practical teaching goals,lack of organic connection between teaching content and vocational post requirements and standards,single teaching methods,poor coordination of teaching methods,poor operation of teaching evaluation and poor teaching guarantees.The paper clarifies the outstanding problems that need to be solved urgently,such as the one-sided practical teaching objectives,the lack of organic connection between teaching content and vocational post requirements and standards,the single teaching methods,the weakness of synergy of teaching approaches,the failure of teaching evaluation and the incompetence of teaching guarantee.At the same time,focusing on the four core elements of the ideology of practical teaching,the policy system and economic environment of practical teaching,school-enterprise cooperation and "double-qualified" teachers,the paper analyses the causes of the problems.Finally,according to the national decision-making and deployment of vocational education reform and development and the needs of industry and enterprises,the paper proposes the applied value strategies: practical teaching objectives must emphasize ability to promote duality,practical teaching content must be built in modules,practical teaching methods must be deeply reformed and activated,Practical teaching methods need to promote collaboration and strong carriers;practical teaching evaluation needs to make up for shortcomings to promote improvement,practical teaching guarantees need to pool resources to supplement efficiency.This study is helpful to improve the rational understanding of practical teaching among the participants of secondary vocational education and to provide reference for the optimization of practical teaching in secondary vocational schools,which is conductive to the formation of an all-win situation for students,teachers,enterprises and secondary vocational schools. |
