Study On Practical Teaching Competency Construction For Agriculture And Forestry Teachers In Secondary Vocational Schools

Practical teaching competency is very important, which is directly related to thequality of the practical teaching and the level of students′practical competency. Thetraining goal of agricultural specialty in secondary vocational schools is to providethe first line of skilled workers for agricultural production. Practical teachingcompetency for agriculture and forestry teachers in secondary vocational schools isrelated to practice competency and skills of these workers. However, the study on thepractical teaching competency for agriculture and forestry teachers in secondaryvocational schools has just begun. In this paper, on the basis of canalization thesupport of the vocational training goal of agricultural students and teachers afterpractice teaching activities, the paper puts forward some practical teaching competencycontent, and strategies and suggestions of cultivating the competency. This paper ismainly discussed on this subject from the following four chapters.The fist chapter is discussed the study of ideas, contents, methods, purpose andsituation of such research, and explains related concepts, especially the concept ofpractical teaching. This paper argues that the practical teaching is to enable studentsto gain practical knowledge and master practical skills to enhance professional ethics,and ultimately enhance the overall professional competence of students in the process,with practical and educational features.The second chapter is discussed the relevant theory which is related to practicalteaching of teachers. Through explaining the related content of constructivism theory,competency-based education ideas and working process of teachers guide theory, thispaper builds the content of practical teaching of teachers and provides somedeveloping strategies.The third chapter is the type of student majoring in vocational training objectives andteachers’ practice teaching activities for students, and correspondingly summarizes the practicalcompetency of some requirements and teachers’ practical teaching activity characteristic. And putforward a few generality teacher practice teaching competency, including teaching competency, professional contact industry development competency and agricultural extension competency.The fourth chapter puts forward several measures training and advices forteachers’ practical teaching competency from the government, schools and personallevels. The government can expand the scope of teachers training and encourageteachers to go to rural areas and formulate the development of competency standardswhich are to improve teachers’ practical competency in vocational agricultural classes.The schools should cooperate fully to encourage teachers to improve practicalteaching competency with the hardware and software. Individual teachers also needefforts in three areas, which are the agricultural extension skills, the use of scientificresearch and professional teaching skills.