| The key to the development of secondary vocational institutions is to improve the quality of schooling.The Ministry of Education has clearly pointed out in the document "Vocational Education Quality Improvement and Excellence Plan" that the quality of teaching in vocational education majors and courses should be improved,so elevating the level of classroom teaching is the crux to advancing the reform of vocational education in China.The main influence on the quality of classroom teaching is the “teaching”of teachers and the “learning” of students.During the classroom teaching,teachers can improve the productivity of teaching by using scientific teaching strategies under the premise of following students’ learning rules.Effective teaching not only depends on students’ excellent learning,but also on teachers’ excellent teaching,and the harmony between the two can promote the steady improvement of classroom teaching quality.In view of this,this study takes the teaching strategies of secondary school classrooms as the research object,and the learning strategies of secondary school students as the entry point,with the aim of improving the quality of classroom teaching in the secondary school course of Consumer Psychology.The study with a view to elevate the quality of teaching and learning in the secondary level Consumer Psychology course.Through "learning to teach",the study aims to elevate the relevance of teachers’ teaching strategies,promote students’ comprehensive development and enhance the whole teaching results of the classroom.This study is mainly separate into the following chapters.The first part is to summarise the research on "secondary students’ learning strategies" and "secondary classroom teaching strategies" in domestic and abroad by combing through the relevant literature,evaluate its shortcomings,and determining the research content and research methods of this study.The second part is to give the exact definitions of relevant concepts and relationships in the study,and to identify the interrelationship between learning strategies and teaching strategies with the help of previous research results,so as to provide the theoretical support for this study.The third part of the study uses questionnaires and interviews to investigate the use of learning strategies by secondary school students in the course of Consumer Psychology in three dimensions: superficial processing,deep processing and metacognition,and to analyse the problems and causes of students’ use of learning strategies based on the findings.The fourth part of the study proposes three different learning strategies based on the basis of the constructivism,information processing learning theory and contextual learning theory,namely,the "presentation" strategy based on shallow processing learning strategy,the "content transformation" strategy based on deep processing learning strategy,and the "content transformation" strategy.These are: the "content transformation" teaching strategy based on shallow processing learning strategies,the "content transformation" teaching strategy based on deep processing learning strategies,and the "cooperative learning" teaching strategy based on metacognitive learning strategies.In the fifth part,the three instructional methods are applied in teaching practice,and the concrete use of the instructional methods is demonstrated through classroom examples.The validity of the application of the instructional strategies is examined through student feedbacks,teacher interviews and classroom observations,and suggestions for optimising the teaching strategies are made in response to the problems that arise in the application process.The practical results show that the three teaching strategies designed in this study can largely improve students’ understanding and memory,stimulate learning interest and classroom participation,and thus improve students’ learning and classroom teaching quality. |
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