Research On Micro-class Training Mode Of Secondary Vocational School Teachers

For a long time,the Chinese government and education departments have attached great importance to improving the overall level of vocational education teachers.Especially after entering the 21 st century,with the popularization of computer technology and network technology,various remote and networked teacher training models are being implemented in a planned way.In recent years,the training of teachers in secondary vocational colleges under the network environment has developed rapidly,and the model has been innovated continuously,and the form has become more and more diverse.The teacher training model based on micro-classes is a typical representative of the networked training model,and it has played a very active role in promoting the business growth and professional level of secondary vocational teachers.The use of micro-classes for teacher training,on the one hand,with the help of the rapid spread of the Internet and mobile devices,facilitates the exchange of teaching experience and teaching methods between secondary vocational teachers,and changes the traditional teaching and research methods;on the other hand,micro The preparation of the lessons is simple and the format is novel.The accumulation,sharing and exchange of resources can also be effectively carried out through the micro-classes,which can effectively enhance teachers’ self-confidence and sense of accomplishment,and improve the teachers’ ability to integrate subject teaching and information technology;in addition,the resource capacity of micro-classes Small(usually around tens of megabytes),secondary vocational teachers can watch mini-classes online fluently,breaking through the teacher’s traditional listening-and-assessment mode.All in all,the teacher training model based on micro-classes can effectively promote the transformation of secondary vocational teachers’ teaching concepts,the reform of teaching methods and the improvement of teaching levels.This paper adopts the basic method of combining case study and questionnaire survey,and chooses Shijiazhuang Technician College as the research object.On the basis of contextual learning theory,multimedia learning cognitive theory and constructivist learning theory and other related theories,the current teachers of this school are micro-classified.An investigation was carried out on the current training situation.Through the investigation,it was found that the school had many problems in teacher micro-class training.These problems were embodied in the lack of systematic micro-class teaching design methods,insufficient pre-analysis of micro-classes,lack of pertinence and lack of curriculum design.Necessary curriculum development and other issues.Then,in response to these problems,the teacher’s micro-class training was redesigned from micro-class pre-analysis,curriculum design,curriculum development,and curriculum implementation methods.In order to verify the effectiveness of the program,this article chooses to design the "Commodity Knowledge Course" and "Consumer Behavior Course" using micro-classes,and evaluates the implementation effects of the case micro-classes.The evaluation verifies its effectiveness.At the same time,in order to ensure the smooth application of micro-courses in teacher training,this article points out that emphasis should be placed on the development of micro-class quality courses,increase micro-course training,increase economic investment,strengthen resource construction and sharing,and focus on the construction of an information environment.All aspects are guaranteed.