Research On The Learner Characteristics And Teaching Strategies Of Vocational College Students

Higher vocational education has already occupied half of the higher education in China.With the construction of higher vocational colleges entering the era of "double-high",the pursuit of higher vocational education with more characteristics and higher level has become the new goal of higher vocational education.High-quality development is the future direction of higher vocational education in China.However,it seems that the quality development of higher vocational education has entered a bottleneck period,and the massive input in instruction reform has not been matched by the output.How to improve the quality of higher vocational education is still a problem to be solved;at the same time,it can be seen that there is an obvious mismatch between higher vocational instruction and learner characteristics that needs to be solved.The improvement of education quality is obviously inseparable from the improvement of teaching quality.At present,the research on the improvement of teaching quality in the field of higher vocational education is mostly from the perspective of teaching,but less from the perspective of learning;the instruction reform is also mainly in the field of technique and organization,but less in the field of individuals.The attributes of the type of vocational education not only determine its own characteristics,but also indicate that learning and students also have their own characteristics.Therefore,to improve the quality of higher vocational education,it is obvious that not only research on instruction but also research on learning is needed,and the research on learning is also inseparable from the research on students,the subjects of learning.Therefore,it is important to study the characteristics of learners,which is a key factor affecting teachers’ teaching.In terms of theoretical perspective,based on Bandura’s reciprocal determinism,we integrate the two clues of individual and behavior,synthesize theories related to vocational education learning such as action regulation theory and situated learning theory as the basis of analysis,build the analysis line of the whole text,and form the analysis framework of learner characteristics by combining with practice.In terms of research content,the problem-oriented approach takes "how to improve the quality of higher vocational teaching" as the starting point of the study,and decomposes it into specific issues such as "What are the elements of learner characteristics of higher education students?" "What are the learner characteristics of higher vocational students?" "How to improve the teaching quality of higher vocational education according to the characteristics of learners?" and so on.In terms of analysis,the framework of learner characteristics analysis is used to analyze,summarize the learner characteristics of vocational college students from two levels:individual and behavioral,and from two elements: emotion and ability.In terms of research method,the technical route of mixed research is adopted,and data collection and analysis methods such as interview survey,questionnaire survey,classroom observation,and case study are used comprehensively to implement theoretical research and practical exploration of higher vocational students’ learner characteristics and teaching strategies with the help of research tools such as Spss25.0,Amos 21.0,Mplus 8.0 and Nvivo 11.0.The specific studies and explorations are as follows.Firstly,an analytical framework of the characteristics of higher education student learners was constructed.First,we explored the elements of the analysis framework of higher vocational student learner characteristics from the practical level through teacher interviews;second,we further explored the structure of the elements of the analysis framework based on theories related to vocational education learning such as action regulation theory and situated learning theory;third,we constructed the analysis framework of higher vocational student learner characteristics by synthesizing the theoretical and practical results,and verified and improved the research framework through exploratory and validating factor analysis.The study framework was validated and improved through exploratory and confirmatory factor analysis.Secondly,the learner characteristics of vocational college students at the individual level were explored.On the basis of this analysis framework,the Learner Characteristics Questionnaire for Higher Education Students was self-administered and tested for reliability and validity by combining the student learning behaviors reflected in the interviews and the existing mature scales.A stratified random sample was used to implement the questionnaire nationwide,and 7,183 valid questionnaires were collected to measure the current status and differences of individual characteristics of vocational college students.Then,learner characteristics at the behavioral level of vocational college students were explored.Video recordings of three actual classroom learning and teaching processes were analyzed through classroom observation and case study methods based on fieldwork and video recording,and student behaviors in the videos were recorded through Nvivo 11.0,and the behavioral recordings were analyzed based on the analytical framework of learner characteristics.Finally,based on the comprehensive analysis and generalization of individual characteristics and behavioral characteristics of vocational college students,the learner characteristics were formed,and based on these characteristics,teaching strategies to promote teaching quality improvement were proposed from three perspectives: the foundation,core and key of higher vocational teaching quality improvement.Through the study,the main findings of the research on the characteristics of vocational college students and teaching strategies are as follows.First,the inner structure of the analysis framework of vocational college students’ learner characteristics is mainly composed of two major elements: emotion and ability.The emotional element consists of learning motivation,professional identity and self-efficacy;the competence element horizontally includes six stages of competence: information acquisition ability,content processing ability,task decision-making ability,practical application ability,checking and evaluation ability and internalization and migration ability;vertically,it includes four layers of competence: operational ability,cognitive competence,collaboration competence and problem solving competence.Second,the learner characteristics of vocational college students at the individual level mainly show that the emotional element has a significant positive influence on the competence element,and their competencies have significant differences in terms of gender,grade,birth origin and professional nature.Through the large-scale questionnaire survey,it is found that the emotion and competence elements of higher vocational students are in the middle level overall.Through the analysis of differences,we can find that the factors above are all important factors affecting individual characteristics of senior vocational students,among which the influence of grade,student origin and major category is the most obvious;meanwhile,the questionnaire reveals that senior vocational students mainly have the following characteristics: the emotional factor of senior vocational students has a significant positive influence on the competence factor,and self-efficacy is However,students still lack in cognitive and comprehensive problem solving competence;the differences between male and female students’ learning activities are mainly reflected in the nature of the profession and the nature of classroom tasks;in terms of development,the influence of higher vocational students’ competence level between adjacent school years is greater than that between non-adjacent school years,and the influence between adjacent school years gradually decreases as the school year goes up;The first grade is the basic period of learning development,so we should pay attention to the development of students’ methodological skills and the accumulation of knowledge and skills.The second year is a critical period for the development of emotional elements,so we should consider how to maintain students’ motivation and enhance their self-efficacy,and pay attention to the transformation of students’ knowledge and skills and the integration of their methodological skills;in terms of different student sources,there is a significant difference between the single-examination students and the National College Entrance Examination students in terms of their competencies in the learning process.There are significant differences between students of independent examination and enrollment students of general college entrance examination in their learning process,and the difference of students’ sources is significant;the performance of students’ abilities in the learning process of different major categories is similar,and it varies according to the nature of major categories and teaching characteristics,and the nature of major has obvious influence on students’ learner characteristics;students with excellent academic performance and those with independent choice have better performance in all abilities in the learning process.Third,the learner characteristics of vocational college students at the behavioral level are mainly manifested in four aspects.1.more skillful in operation,lack of effective connection between knowledge and practice;2.cognitive processing needs practical support,low level of internalization and migration,processing depth needs to be improved;3.student interaction with students is dominant,the interaction with teacher is poor,along with interaction to increase the level of cognitive processing;4.revision and improvement of programs in action,shallow level of problem solving,learning behavior is limited by individual experience and other behavioral characteristics.Fourth,higher vocational learners present eight characteristics.1.learning emotion is in medium level,the better students performed has the better emotion,the self-efficacy is the key factors in emotional element;2.basic generation of operational competence,mastery of operational steps,lack of knowledge-practice linkage;3.shallow level of cognitive development,knowledge processing relies on practical support,internalization migration competence is yet to be formed;4.well-developed collaborative competence,interaction and cooperation promote the learning 5.insufficient task solving competence,learning behavior is confined to experience,and the depth of reflective evaluation is insufficient;6.significant changes in grade level development,motivation to learn first decreases and then rises,and competence level is increased later;7.obvious differences among different students,cognitive development of high school students takes precedence,and practical competence of upper secondary school students is better;8.competence level has quite professional attributes,and the overall development is not very different.The individual abilities have different characteristics.Fifth,the key to improve the quality of higher vocational instruction is to adopt teaching strategies based on the characteristics of vocational college students.1.Stimulating the emotional elements of higher vocational students is the basis of teaching quality improvement.For this reason,it is necessary to construct learning process scaffolding aids to enhance students’ self-efficacy;provide individualized teaching guidance to promote late-starters to build successful self-images;guide students to clarify their professional development goals and enhance their sense of independent learning.2.Following the characteristics of vocational college students’ competence elements is the core of higher vocational teaching quality improvement.Therefore,in the teaching process,teachers need to pay attention to the characteristics of information acquisition and promote the effective selection of students’ learning information;optimize the activity structure scientifically according to the characteristics and rules of students’ cognitive process;optimize the group of learning tasks to enhance students’ problem solving and migration competence;attach importance to the linkage and transformation of knowledge-practice and build a learning process of knowledgeaction integration;provide timely feedback and guidance to consolidate students’ The teaching community is formed to form a multilateral practice relationship;attention is paid to the intersubjectivity of teachers and students to build a benign learning soft environment.3.Paying attention to students’ different characteristics is the key to improve the quality of higher education teaching.Thus,it is necessary to implement targeted teaching strategies according to the stage characteristics of students’ development;effectively structure the classroom learning environment based on the characteristics of different student sources;combine the characteristics of majors and reasonably design the professional learning environment.