Research On The Structured Problem Of Teaching Materials Of Vocational And Technical Education

Vocational and technical education teaching materials are a learning resource frequently used by thousands of students.At first glance,the problem of teaching material structuring is minor,but in fact it is significant.How textbooks become logically definite and clear signs not only affect the quality of textbook construction,but also restrict whether curriculum reform and education reform can break through the bottleneck.Since 2017,China has established the National Textbook Committee,the Ministry of Education Textbook Bureau,and a series of strategic measures such as the establishment of the separate National Research Institute for Teaching Materials of TVET;the policy document of the State Council clearly proposes the development of "new loose-leaf" and "manual-style" vocational and technical professional course teaching materials to strengthen the organizational model and content structure reform.The content structure of teaching materials has become a key project of the national education development strategic plan,and it is urgent to explore theories and practice.The key to solve the structural problem is based on the typical problem of the fragmentation of the content structure of the teaching materials,sort out the theoretical roots,and provide technical solutions.Specifically,it includes two aspects: The First is why the content of the teaching materials is fragmented in the theoretical reason,and the underlying reason is the lack of structure.The second is how to realize the structured design of teaching materials in practice.It is necessary to adopt a fan-shaped design model led by structural clarity.The reason for this problem is not only the fragmentation of the intuitive textbook appearance or the superficial structure of textbook symbols,but also the logical separation or disorder of the deep structure of the textbook,such as the lack of the transformation of professional ability,the formation of knowledge structure,and the type of symbols.The limitations of representation,teaching needs or learning conditions,the lack of structured thinking that integrates the above-mentioned logic for systematic design,and the disconnection of correspondence between various design logics.This research takes into account theoretical speculation,case analysis and empirical interviews,and directly solves the theoretical problems of "structuring" teaching materials and technical problems that guide the design and development of teaching materials.It integrates multiple research methods to maintain the theoretical self-consistent,truthful conclusions and practice effective of the research.Specifically based on the theory of educational organisms,based on the philosophy of multiple epistemology,drawing on the relevant conclusions of existing philosophy,logic,terminology,semiotics,linguistics,curriculum theory and pedagogical theory,it not only pays attention to the general principles of the organization of teaching materials,but also pay attention to the information statistics of the textbooks and the empirical analysis of the content of the textbooks and their classroom use.It also involves the author's summary and summary of the experience in the development of the textbooks,as well as the conceptual thinking and framework construction related to the design of the textbook content.The main research conclusions are as follows:(1)The lack of structured thinking is the fundamental reason for the fragmentation of the content structure of teaching materials.This problem has the characteristics of multi-layer structure,not limited to the analysis of the shallow structure of the textbook physics or symbol level,but also rooted in the series of logical order lost in the reproduction process of the teaching material content structure and the fragmentation of the deep structure.Such as the misalignment of the symbolic structure to the ability structure or knowledge structure,the loss of the symbolic structure to the teaching or learning structure,and a certain specific logic of vocation,knowledge,teaching or learning lacks in-depth analysis.The three theories of the educational organism theory,the philosophy of multiple epistemology and the curriculum theory of vocational and technical education are used as the foundation,which helps to understand and analyze the structural problems of the teaching materials as a whole,thereby promoting the formation of structured thinking about the content design of the teaching materials.(2)To solve the structured problem is to systematically understand the vocational and technical logic,knowledge logic,symbolic logic,teaching logic and learning logic that are related to and interrelated with teaching materials.The key to the synergy of the five logics is to make up for the structural theory model of multiple logics that have emerged at the same time with the logically successively connected funnel theory model,and to build a "work-world","thinking-world",and "symbol-world" trinity theory of knowledge model based on terminology theory.The "trinity" structure of the textbook content structure and the "action-effect" practical model of the use of teaching materials will finally complete the integration of the textbook logic system in the three worlds of the work world,the thinking world,and the symbol world.Therefore,the textbook design has a systematic Logical structure.(3)The content structure design of textbooks also needs to grasp the inherent laws of a single logical structure,and be concretely specific to the analysis level of textbook content based on concepts and propositions,forming a proposition system with the meaning of textbook theory.Occupational logic is the most fundamental basis for teaching materials,which can shape the catalog structure,content structure,and knowledge structure to a large extent,while also improving the quality of knowledge content and information content.Refined processing of occupational logic should in turn establish the goal of the textbook "chapter content" based on the field of work,clarify the goal of the textbook "section content" based on the work task,clarify the goal of the textbook "course content" based on the professional ability,and follow the "work-areas work-tasks competence",the transformation mechanism of rationally choosing the specific transformation mode of cognition mode,action mode or comprehensive mode,so as to form or integrate the thinking framework of teaching material content ability elements and information elements.(4)Knowledge logic and symbolic logic are important clues for the design of teaching materials for professional courses in vocational and technical education.Refined processing of knowledge logic and symbolic logic requires categorization of the content of the textbook based on the above model.According to the relevant conclusions of logic,epistemology,terminology and curriculum theory,this research constructs a three-dimensional model of knowledge theory of "source-knowledge characteristics-knowledge form-knowledge",forming a three-dimensional framework of knowledge theory for understanding and analyzing the content elements of teaching materials.The framework can classify knowledge into seven types: intuitive narrative,abstract narrative,personal narrative,abstract explanatory,personal explanatory,abstract explanatory,and personal explanatory.The seven knowledge types are based on theoretical propositions,practical propositions and empirical propositions.It can also be subdivided into sub-level knowledge types.Correspondingly,based on the existing research on terminology,semiotics and professional course textbooks of vocational and technical education,a three-dimensional model of the symbol theory of "symbol-form cognitive-requirement referred-object" was constructed,which can clarify the type of knowledge and the “text” and “picture”.Corresponding to the seven ideal types of "tables" and their subtypes,it provides a theoretical basis for which symbols to choose or which knowledge to indicate in textbooks.(5)Teaching logic and learning logic also deeply influence the content structure of teaching materials.Unlike the previous vocational and technical logic,knowledge logic and symbolic logic,which presupposes the learning objects of textbooks as general first-timers,as a textbook for teaching blueprints,it is necessary to deeply analyze the teaching situation of teacher-student interaction in a professional background.In the need of teaching and learning,further adjust or perfect the textbook symbols.This is the manifestation of the practicality and practicality of the teaching materials for professional courses of vocational and technical education,that is,the consistency of the teaching materials to the teaching objectives,the support to the teaching content,the matching of teaching methods,the matching of teaching scenarios,and the evaluation of teaching Synergy;meeting the consistency of teaching materials and students' reading needs,matching with students' reading ability,matching with individual acceptance conditions and matching with group acceptance conditions;dialectical unity of teaching logic and learning logic.(6)This research draws on the concept of clarity in the existing professional course textbook research,and constructs the concept of textbook structure clarity that is in line with the characteristics of vocational and technical education.Based on the connotation of the concept and the theoretical ideas of the fan-shaped structure design of article learning,it builds a professional fan-shaped design model with the characteristics of teaching materials for professional education courses explores and solves practical problems in the structured design of teaching materials from the operating procedures and technical schemes.The fan-shaped design mode of teaching materials is to gradually expand the "points","lines" and "planes" of the design logic based on the fanshaped structured thinking mode,which in turn makes the five-layer connotation of the structural clarity concept practical and technical,and promotes the teaching materials form a structural system with clear objectives and structure of teaching materials,accurate content of teaching materials,adequate expression of teaching materials,and proper handling of teaching and learning limitations.Realize the structured thinking to ensure that the textbook becomes a complex composed of knowledge constructs,symbol constructs and teaching constructs.The theoretical research on the textbooks of professional courses of vocational and technical education is the "poor place".This research explores the content structure of textbooks at the level of description,standardization and interpretation.Although it can guide and standardize the design of textbooks,it can also promote the current disciplinary movement of textbook research,but it still needs to be specifically explored to be more domain specific.The theory of professional internal teaching materials structure.This is the direction in which the author will continue to work hard in the follow-up.