【摘要】：中等職業(yè)教育擔(dān)負(fù)著為社會(huì)培養(yǎng)生產(chǎn)、服務(wù)和技術(shù)管理一線的高技能、應(yīng)用型人才的重任。隨著社會(huì)經(jīng)濟(jì)的發(fā)展和企業(yè)技術(shù)的更新,企業(yè)對(duì)員工職業(yè)知識(shí)、職業(yè)技能、職業(yè)態(tài)度等方面的要求都在不斷提高。改革教學(xué)方法、提高教學(xué)質(zhì)量,迫在眉睫。行動(dòng)導(dǎo)向教學(xué)法是20世紀(jì)80年代在德國(guó)逐步形成的職業(yè)教育理念和教學(xué)模式及方法,它倡導(dǎo)“以活動(dòng)為導(dǎo)向,以學(xué)生為中心,以能力為本位”,要求形成師生互動(dòng)的教學(xué)模式。學(xué)生作為學(xué)習(xí)的主體,積極參與教學(xué)的全過(guò)程,充分發(fā)揮學(xué)習(xí)的主動(dòng)性與積極性,變“要我學(xué)”為“我要學(xué)”,而教師則成為學(xué)習(xí)的引導(dǎo)者與輔導(dǎo)者。在教學(xué)過(guò)程中通過(guò)對(duì)行為的引導(dǎo),提高學(xué)生的學(xué)習(xí)興趣,培養(yǎng)學(xué)生的創(chuàng)新思維,形成學(xué)生獨(dú)有的直接經(jīng)驗(yàn)、知識(shí)技能和全面綜合職業(yè)能力。中職學(xué)校的學(xué)生同樣也需要具備全面綜合的職業(yè)能力,以更好地適應(yīng)市場(chǎng)的需求和社會(huì)的發(fā)展,能夠在習(xí)得一技之長(zhǎng)的同時(shí),又具備自我學(xué)習(xí)、自我發(fā)展的能力。因此,行動(dòng)導(dǎo)向教學(xué)法與中職學(xué)校的教育理念和人才培養(yǎng)目標(biāo)具有很大的契合性。行動(dòng)導(dǎo)向教學(xué)法具有學(xué)生學(xué)習(xí)的自主性、教學(xué)過(guò)程的完整性、教學(xué)活動(dòng)的合作性、教學(xué)評(píng)價(jià)的多維性等典型特征,所以在教學(xué)實(shí)踐中要以多元智能理論、建構(gòu)主義理論、人本主義理論為指導(dǎo),強(qiáng)調(diào)學(xué)生在學(xué)習(xí)過(guò)程中的主體地位,注重學(xué)生綜合職業(yè)能力的培養(yǎng)。為了充分了解行動(dòng)導(dǎo)向教學(xué)法在中職學(xué)校的應(yīng)用現(xiàn)狀,選擇淄博市8所中職學(xué)校作為調(diào)查對(duì)象,對(duì)行動(dòng)導(dǎo)向教學(xué)法的認(rèn)知和應(yīng)用情況、采用行動(dòng)導(dǎo)向教學(xué)法時(shí)所面臨的困難及影響因素、行動(dòng)導(dǎo)向教學(xué)法相關(guān)培訓(xùn)等進(jìn)行了詳細(xì)調(diào)查。通過(guò)調(diào)查,找出現(xiàn)行中職學(xué)校在實(shí)施行動(dòng)導(dǎo)向教學(xué)法中存在的不足。隨后,搜集不同專業(yè)案例,對(duì)行動(dòng)導(dǎo)向教學(xué)法的常用方法進(jìn)行實(shí)施步驟及實(shí)施案例分析,從而總結(jié)出行動(dòng)導(dǎo)向教學(xué)法相對(duì)于傳統(tǒng)教學(xué)法的優(yōu)勢(shì)之所在。最后,從改革中職學(xué)校教育教學(xué)的視角出發(fā),提出了中職學(xué)校實(shí)施行動(dòng)導(dǎo)向教學(xué)法的有效策略。實(shí)踐結(jié)果表明,經(jīng)過(guò)不斷完善和優(yōu)化,行動(dòng)導(dǎo)向教學(xué)法在中職學(xué)校能夠更加合理地開(kāi)展實(shí)施,教師的教育教育質(zhì)量和科研能力得到較大提升,學(xué)生的學(xué)習(xí)興趣得到激發(fā),專業(yè)素質(zhì)和綜合職業(yè)能力得到全面發(fā)展,基本能夠培養(yǎng)出適合行業(yè)企業(yè)現(xiàn)代需求的高素質(zhì)、高技能應(yīng)用型人才。
[Abstract]:Secondary vocational education is responsible for the training of high-skilled and applied talents for the society. With the development of social economy and the renewal of enterprise technology, the requirements of employees' professional knowledge, skills and attitude are constantly raised. It is urgent to reform teaching methods and improve teaching quality. Activity-oriented teaching method is a vocational education concept and teaching model and method gradually formed in Germany in the 1980s. It advocates "activity as the guidance, students as the center, ability as the standard", and requires the formation of teacher-student interaction teaching model. As the main body of learning, students actively participate in the whole process of teaching, give full play to the initiative and enthusiasm of learning, change from "want me to learn" to "I want to learn", and the teacher becomes the guide and tutor of learning. In the course of teaching, we can improve the students' interest in learning, cultivate their creative thinking, and form their unique direct experience, knowledge and skills, and comprehensive vocational ability. The students of secondary vocational schools also need to have comprehensive professional ability to better adapt to the needs of the market and social development, can acquire a skill at the same time, but also have the ability to learn, self-development. Therefore, the action-oriented teaching method and the secondary vocational school education concept and talent training goals have great agreement. Action-oriented teaching method has the typical characteristics of students' learning autonomy, the integrality of teaching process, the cooperation of teaching activities, and the multi-dimensional nature of teaching evaluation, so in teaching practice, the theory of multiple intelligences and the theory of constructivism should be adopted. Under the guidance of humanism theory, it emphasizes the main position of students in the process of study and the cultivation of students' comprehensive vocational ability. In order to fully understand the current situation of the application of action oriented teaching method in secondary vocational schools, 8 secondary vocational schools in Zibo City were selected as the objects of investigation, and the cognition and application of action oriented teaching method were analyzed. The difficulties and influencing factors of using action-oriented teaching method and the relevant training of action-oriented teaching method were investigated in detail. Through investigation, we find out the deficiency in the implementation of action-oriented teaching method in current secondary vocational schools. Then, collect different professional cases, carry on the implementation step and the case analysis to the common method of the activity-oriented teaching method, so as to summarize the advantage of the activity-oriented teaching method compared with the traditional teaching method. Finally, from the perspective of reforming the education and teaching of secondary vocational schools, this paper puts forward effective strategies for implementing action-oriented teaching methods in secondary vocational schools. The practical results show that, through continuous improvement and optimization, the action oriented teaching method can be carried out more reasonably in secondary vocational schools, teachers' educational quality and scientific research ability have been greatly improved, and students' interest in learning has been stimulated. The all-round development of professional quality and comprehensive professional ability can basically cultivate high quality and high skill applied talents suitable for the modern needs of industry and enterprise.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G712.4

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