Design And Application Of Differentiated Instruction Of Complex Skills Based On Field Cognitive Style For Students In Secondary Vocational School

As high-quality vocational and technical personnel are increasingly needed in modern society,deepening the reform of vocational education and promoting its highquality development have become an important policy guideline.At present,secondary vocational schools have actively tried to apply the comprehensive learning mode of complex skills based on real vocational situations to improve the teaching quality,but there are still some problems such as the difficulty of students’ cognitive construction of complex skills,obvious progress gap and poor mastering effect,which is related to the cognitive style of students.In order to overcome these problems,differentiated instruction design is carried out from the perspective of field cognitive style,aiming to help students with different cognitive styles to effectively construct their abilities,narrow the internal gap among students,improve the overall learning effect of the class.First,by analyzing the current research direction relevant fields at home and abroad,the existing problems of complex skills instruction in secondary vocational are found.Based on this,the objectives and contents of this study are proposed.And through elaborating the core concepts of complex skill learning,field cognitive style and differentiated instruction,a theoretical framework is established to provide a solid theoretical foundation for the subsequent design of differentiated instruction model.Then,an investigation on the learning of complex skills of "appreciation of Qing Dynasty blue and white porcelain" was carried out to verify the influence of students’ field cognitive style on their learning effect of complex skills,and to provide resources for the differentiated instruction design.Based on the analysis of students’ assessment results,task texts and interview texts,the differences in complex skill learning effects,problem solving strategies and classroom participation preferences of field independent and field dependent learners are summarized.Based on the theoretical guidance and the results of the survey,a differentiated instruction model of complex skills based on students’ field cognitive style is put forward.The overall design idea of the model and the specific design methods of each step are elaborated respectively,and the skill of "Qing Dynasty blue and white porcelain appreciation" is taken as an example to design and explain.Finally,in order to verify the feasibility and effectiveness of the model,a five-week experiment was carried out on the course of "Qing Dynasty blue and white porcelain appreciation" in the major of "Cultural relic restoration and protection" in a secondary vocational college in Shanghai.A total of 56 students participated in the experiment,including 28 students in the experimental group and 28 students in the control group.Differentiated instruction based on field cognitive style was conducted in experimental group,while the control group did not consider the differences of students.The results showed that:(1)The overall learning effect of the experimental group was significantly higher than that of the control group;In the experimental group,the achievement level of field independent and field dependent students was similar,and the achievement gap between students in the class was small;The implementation of differentiated instruction had greater effect on field-dependent students;The differentiated instruction based on field cognitive style mainly promotes the schema construction and schema proficiency of students in complex skill learning.(2)There was no significant difference in cognitive load between the experimental group and the control group.(3)There was no significant difference in learning motivation and emotion between the experimental group and the control group.