Research On Multi-level And Interaction Teaching Mode Of Cultural Basic Course In Secondary Vocational School

This paper firstly analyzed the causes of difficulty teaching of cultural basiccourse in secondary vocational school, facing more distinct difference of students,pointed out disadvantages existed in teaching on class teaching mode, put forwardimproved forms of class teaching mode, explored the effective ways to enforceteaching. According to students' aptitude towards students' stuff on the condition ofclass teaching, which has important realistic meaning to both solve present centralissue and create teaching organization form. This paper defined cultural basic course and Multi-level and InteractionTeaching Mode, based on modern teaching theory, educational psychology andinitial nature structure theory, reflecting quality education. It initially builtMulti-level and Interaction Teaching Mode, and elaborated its main characters. This paper made systematic and thorough analyze on class teaching system,found out key factor that influenced teaching application, that is same quality. On thebasis of it, this paper improved traditional class teaching system though changingcharacter of key element, elaborated the thought and ways to build Multi-level andInteraction Mode. Based on distance formula, it built mathematic mode, interpretedthe concept of "beginning and ending" in teaching, revealed the inner relationsbetween "beginning and ending" in teaching and learning and efficiency and effecttowards individual and stuff. It also drew a conclusion which is the best sufficient and necessary condition ofefficiency and effect in teaching and learning, which is beginning of leaning andwhat's more ending of Teaching equals ending of learning which provided Theorybasis for Multi-level. According to the theory of "latest development zone", it interpreted therelations between two kinds of developmental level of students and teaching. Pointedout that interaction is necessary situation of keeping students' same quality. It alsoprovided theory for interaction. In the light of 3 key elements of teaching, builtteaching effect math mode, put toward applied counter-measure and suggestion. Finally, the paper pointed out key conclusion, creativity and some questionneeded further research.