A Study On The Pattern Of 'Questions-interaction' In Foundamental Theory Of Electrical Engineering In Secondary Vocational Schools

The lasting problems in the teaching Foundamental Theory of Electrical Engineering for students in secondary vocational schools, such as lack of question- awareness, no interests and initiative in learning have resulted in low teaching efficiency. A new teaching pattern is needed and expected to solve such problems to improve validity of teaching and the quality of teaching.The study on the design of the lesson of An Open-mouthed Balloon with a new teaching model is expected to raise students'question- awareness and stimulate their interests. Based on the Constructivist theory, the study was conducted in the teaching of Foundamental Theory of Electrical Engineering for students in secondary vocational schools with the content of electromagnetic induction. As a student-based teaching pattern, it aims to stimulate students'interests, raise their question- awareness, help them to construct new knowledge and develop integrated professional abilities. The thesis is to define the model of'Questions-Interaction'with teaching objectives, teaching principles and strategies and teaching procedures to analyze and interpret how it helps to develop students'integrated professional competence.An interview is organized to get information about the students. A teaching experiment is conducted for the first-year students in the author's school with the teaching content of ampere and electromagnetic induction. The existing problems have been found are students'lack of knowledge and strategies of self-management, low abilities in reasoning, selecting information and applying theoretical knowledge to practice. With such background of the students and based on the learner differences and needs in learning, the teaching model of'Questions-Interaction'is carried out based on the following six principles: Principle of subjectivity, Practical principle,Generative principle, Principle of question-oriented, Teacher-student interactive principle and teaching in accordance with students'aptitude. The teaching procedures are designed with four phases: the first phase of Situation-creating---Question-raising; the second phase of students'supposition, interaction and discussion---Question-confirmation; the third phase of Information-collecting---Experiment; and the fourth phase of Evaluation /Reflection ---Summarization. The following teaching strategies are suggested: 1) An interview to study students in secondary vocational schools; 2)A situation-creating method to arouse cognitive conflict so as to increase students'interest;3) To organize cooperative learning activities in groups; 4) The adoption of advance Organizer--object model;5) Scientific content arrangement and a focus on the connection between the basic courses and professional courses;6) Encouragement-based verbal assessment. The teaching practice shows that the'Questions-Interaction'with teaching objectives, teaching principles and strategies and teaching procedures can help to stimulate students'interests, maintain learning motivation and improve the quality of teaching.The results from the present study were generally in favor of the implementation of the model of'Questions-Interaction'in increasing students'interests and initiative and raising their awareness of questioning. The model helped the subjects to learn better by thinking, doing and speaking and it was welcomed by the students and other teachers. It is expected that the findings and the discussion in the present study will provide some useful and practical implications for teachers who are trying to modify the traditional teaching methods and adopt the model of'questioning-interaction'in teaching of Essentials of Electrical Engineering for students in secondary vocational schools.