Research And Practice Of Item-stratified Teaching In Higher Vocational Colleges

Someone say that the competition of the world is the talented person's competition nowadays. Although China is a big manufacturing country of the world, it suffers the puzzle from low quantity and productivity, and the loss that bad products result in is up to annually 200,000,000,000. The main reason is badly lack of the talented person with high technique.At the same time, as the cradle of a talented person, vocational education universally exist the phenomenon that the teacher teaches hard and the student learns painfully. The effect of study is not optimism. One of the main reasons resulting in supply and demand antinomy is that an educational teaching of traditional vocational education has many problems. On the student's ability training, pay only attention to the professional ability but neglect the development of the comprehensive ability. During the teaching, take teacher as the center, mainly study the single knowledge and technical abilities according to the textbook, attach importance to theories, make light of practice. The content of course and teaching method fall behind, students are lacking the real occupation practice and can't resolve the actual problem. On the course structure and arrangements, the common cultural lesson, technique foundation lesson, professional lesson and the practice teaching divides the segment to arrange, each course has its own system and lacks the communication that should have. Thus, theories dislocate with practices, they can't become to the working knowledge. Therefore, we can hardly bring up the student who can resolve the difficulty problem within actual work, have the comprehensive ability and move freely in vastly of social activity. So, the further reform in the vocational education is put forward to the education system, course arrangement, content of teaching, teaching method etc.To satisfy the era demand and make up the shortage of the traditional teaching mode, the author combines many years teaching experience in vocational colleges, try to construct a new item-stratified teaching method. It can develop the individuality mental characteristic, explore no intelligence factors, pay attention to train student's comprehensive ability, make him obtain the education path that is match oneself condition and characteristic. The item-stratified teaching method makes respecting student's individual difference, knowledge layer and interests for premise, the layer teaching item for leading, organic combine of item teaching and stratified teaching for main form. The teacher guides each layer of student, make them progress on one's own initiative at recent development area, and achieve successful experience. It gives the teaching item of the layer with the problem that need to resolve or the finished mission to students. With the teacher's leading, students are carried on the information collections, item decision, item implement, result demonstration, evaluation and summary according to the complete procedure of the actual work by student's oneself.The item-stratified teaching initiates the student to participate to the whole process of "teach" and "learn", encourages the student to study, inspires inherent motive of the student. Take "study mission" as carrier, guide the student to study forwardly and investigate freely, the aim is clear and the efficiency is high. In consideration of the study request of the different layer student, we develop the main function of each student, make him become an active attendee, can show his literary or artistic talent daringly, deliver his opinions. This method have the teaching characteristics of across the subject, pay attention to the correlation and process studies of the related course, can develop the comprehensive analytical abilities and development thinking skills .During the group work process, the teacher only takes charge for guiding, while the student designs and makes the product independently. When meeting the problem, they exchange views mutually. Through the group work, the students can feel the importance of collective intelligence and the team work, taste the cooperation spirit of the team. It can bring each member the proud of feeling, the achievement feeling. Build up the self-confident heart and strengthen the team's coagulating power. The teacher plays a part of the study colleague or consultation member etc. Thus, a new democratic simpatico relation of teacher and pupil can be established, the teacher's function can be fully developed. A kind of environment that develops the organizational skill is built. At the time of study, the student can see to the other's standpoint, discuss with the others together, solidify and cooperate, perfect and deepen the knowledge that have been learned. The traditional teachings can't live up to these entirely.