基于行动导向的高职实训课教学设计研究

发布时间：2018-05-08 02:08

本文选题：行动导向 + 高职院校　；参考：《河北师范大学》2012年硕士论文

【摘要】：近几年来，中国高等职业教育发展迅速，高等职业教育教学改革也在广泛开展。实训教学是高职教学中最为重要的环节，但由于长期受学科体系的影响，有些高职院校并没有建立一个科学的实训教学体系。“行动导向”理念最初起源于德国，为德国职业教育发展做出了巨大贡献，已经成为德国职业教育教学指导思想的主流。本文努力尝试将该理念融入到我国高职实训教学设计中，从而提高学生的综合职业能力。本文共分六章：第一章为绪论，主要介绍研究背景、研究意义及国内外对行动导向教学的研究现状；论述研究思路和方法，本文采用文献法、问卷调查法等研究方法。第二章主要论述行动导向教学的理论基础，诸如多元智能理论等；对高职学生特征进行了分析。第三章教学目标的确定，行动导向实训教学的根本目的是促进学生职业行动能力的发展；其设计原则是以学生为中心，以学生的兴趣为教学组织的起点并要求学生自始至终参与教学全过程；第四章教学内容分析，回答“学什么”的问题。指出默会知识在职业能力形成过程中具有重要作用，，默会知识要通过基于任务、情境和合作的学习方式来掌握。第五章回答“怎么学”的问题。介绍了基于“行动导向”理念的几种实训教学方法，包括项目教学法、角色扮演行动、手册引导法等，阐述了每种方法的基本内涵、过程模式与操作注意事项等。第六章为反思，主要论述在实训教学实践中存在的困难及今后需要进一步研究的问题，包括实训基地建设、教师的教学能力，对行动导向教学的理解程度。高职教育教学改革任重道远，希望我的研究能为提高我国高职实训的教学质量，促进我国高职教育教学改革贡献微薄之力。
[Abstract]:In recent years, China's higher vocational education has developed rapidly and the teaching reform of higher vocational education has been carried out extensively. Practice teaching is the most important link in higher vocational education, but because of the influence of discipline system for a long time, some higher vocational colleges have not established a scientific practice teaching system. The idea of "action oriented" originated in Germany, and made great contribution to the development of German vocational education. It has become the mainstream of German vocational education guiding ideology. This paper tries hard to integrate this idea into the practical teaching design of higher vocational training in our country, so as to improve the students' comprehensive vocational ability. This paper is divided into six chapters: The first chapter is the introduction, mainly introduces the research background, the research significance and the domestic and foreign research present situation to the action oriented teaching, discusses the research thought and the method, this article uses the literature method, the questionnaire survey method and so on research method. The second chapter mainly discusses the theoretical basis of action-oriented teaching, such as the theory of multiple intelligences, and analyzes the characteristics of higher vocational students. The third chapter is the determination of teaching goal, the basic purpose of action oriented practical training teaching is to promote the development of students' professional action ability, and its design principle is student-centered. Taking students' interest as the starting point of teaching organization and asking students to participate in the whole teaching process from beginning to end; The fourth chapter analyzes the teaching content and answers the question of what to learn. It is pointed out that tacit knowledge plays an important role in the formation of professional competence, and tacit knowledge should be mastered through task-based, situational and cooperative learning. Chapter five answers the question of how to learn. This paper introduces several practical teaching methods based on the concept of "action orientation", including project teaching method, role playing action, manual guiding method, etc., and expounds the basic connotation, process mode and operational matters needing attention of each method. The sixth chapter is introspection, mainly discusses the difficulties existing in the practice teaching and the problems that need to be further studied in the future, including the construction of the training base, the teaching ability of the teachers, and the understanding of the action oriented teaching. The reform of higher vocational education has a long way to go. I hope my research can contribute to improving the teaching quality of higher vocational training and promoting the reform of higher vocational education in our country.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G712.4

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