Application Of "Four-way Questions" Guided Teaching Model In Secondary Vocational School Classroom

With the continuous development of science and technology in the 21 st century and the increasingly fierce competition in international comprehensive strength,the country’s demand for innovative talents is particularly remarkable.As an important part of employment-oriented secondary school students,secondary schools insist on cultivating innovative talents.To accomplish such an arduous task,many researchers and practitioners have to combine theory and classroom,and cooperate with students in secondary schools to carry out research on talent cultivation.This paper explores the factors affecting classroom teaching and learners’ effective growth.The "four-ways" problem guided teaching breaks through the dilemma of "examination oriented" and standardizes the main links of teachers before,during and after class.For a secondary vocational college in Nanning,questionnaire,interview and classroom observation are used.The paper is based on the "four-way" question-guided teaching theory,i.e.,"what," "why," "how," and "else".This paper explores the ways to improve secondary school students’ independent learning ability,in-class learning effect and innovative thinking.The research is based on the course of computer foundation and application,with two classes as the practice objects.one class adopts the "four-way" question-guided teaching and the other class adopts traditional teaching.This teaching method aims to cultivate learners’ interest in the professional course through careful questioning ideas,improve learners’ interactive behavior and class participation,and thus develop learners’ problem-solving ability and creative thinking.The results of the pedagogical research in this paper are as follows.1.With the help of the Four-way Questions Classroom Observation Form,classroom observations were conducted on two secondary IT classroom teachers,focusing on the four-way types of classroom questions asked by the teachers,observing the quality and response effects of the teachers’ questions in the classroom from the total number of classroom questions,the number of each type of questions,and combining with interviews with the classroom teachers in class to underst and the teachers’ awareness and ideas about classroom questions.2.In this paper,two classes were used as the control class and the experimental class,and the experimental class adopted the "Four-way" question-guided teaching,which set the quality requirements for teachers’ preparation before and during the class.We construct the learners’ knowledge framework according to the logic of "what,why,how,and else",and broaden the learners’ thinking awareness.3.Based on the "Four-way" question-guided teaching,the effectiveness of the classroom teaching strategy was analyzed from the post-test results based on the differences in problem preparation and classroom implementation between the two classes,including the learners’ satisfaction with the effectiveness of classroom teaching,the development of learners’ creativity,the learners’ theoretical performance and practical performance.From the evaluation and analysis of all aspects,it can be seen that the "Four-way" problem-guided teaching method has achieved more satisfactory results,improved learners’ motivation in the classroom,improved the overall teaching effect,and achieved better results in the development level of learners’ creativity.