The Theoretical Construction Of Concept-Map-Based Instructional Model For Practicing Curriculum In Higher Vocational Education

Concept map, used in the domain of curriculum and instruction as cognitive measuring tool, knowledge representing tool, support cooperates, communication tool and reflection tool, has become one of hot topics both home and abroad. But the research focuses mainly on science curriculum and instruction in middle and primary schools. There is still a wide blank in practical curriculum and instruction, especially in the practical curriculum and instruction of higher vocational education.Reforming traditional instruction model of practical curriculum, exploring new ways and methods of practical instruction, to realize the instruction model effective, feasible and systematic, is key and hot research area of instruction reform in higher vocational education. And the key to instruction reform is curriculum and instruction design, which should follow the rules of practical skill's formation. Concept map is exactly suitable for the externalization of these rules. Thus, to practical curriculum instruction, concept map not only provides modem technological condition and instruction conception, but also points out the direction of instruction reform.Recently, practical curriculum's instruction model in higher vocational education has drawn the extensive attention of scholars at home and abroad. However, there is no theoretical foundation yet to set up the system of the instruction model. So, under the background of flaw in meta-study of this instruction model, this paper tries to put forward a new theoretic frame to explain the general rules of practical curriculum's instruction model, using concept map as assistance analysis tool. According to the logical sequence of "what-why-how", this paper was divided into these major parts:The former part mainly answers the question about what is practical curriculum's instruction model in higher vocational education and why to construct it theoretically. Based on the scientific definition of concept map, practical curriculum and instruction model in this part, the meaning of practical curriculum's instruction model in higher vocational education is expatiated. Meanwhile, the paper explains its theoretical proofs as the logical staring point of theoretical construction of this instruction model.Then, the paper specifies the driven factors of practical curriculum's instruction model on the next part, a micro-framework including instruction objective design, instruction content organization, instruction process implementation and instruction process inflection is displayed, using the qualitative model setup as the research method, the concept map as analysis tool. Around the logic clues of students' practical skill formation mechanism, this part analyzes these prominent content: objective design should focus on the integration of knowledge objective, emotion objective and skills objective; content organization should analyze students' cognitive ways; process implementation should be accord with students' cognitive regularity in the learning process; process reflection should enhance the optimization of students' cognitive structure. At last, the overall function of this instruction model is described.In the latter part, a number of case studies regarding the practical curriculum, accounting computerization, are introduced in detail. According to the analysis of different practical content, practical subject, and different objective orientation, this paper separately discuss the implementation process and key technical links in three types of practical instruction: foundation and demonstrating type; design and developing type; research and innovating type.This paper has three main points of innovation: first, use the concept map as a research tool, initially move it to the essential discussion of instruction model's structure, factors, and operational mechanism; second, put forward a theoretic frame of practical curriculum's instruction model, access to the rules of practical skill formation; third, through the case studies strengthened, tries to promote changes of practical curriculum's instruction in higher vocational education toward cognition and behavior.