The Research On Structure Of "Learning By Doing" Vocational Education Teaching Material

The vocational education materials as a significant object of education activitiesthat undertaking multi task such as ideological and civic education, humanexperience smriti, psychological structure construction, interest motivationdevelopment in the activities of teaching and education are difficult to design.For the past few years, Along with further research, a large number oflearning by doing teaching materials have emerged. Behind the prosperity oflearning by doing teaching materials, there exists many problem. The constructionof learning by doing teaching materials needs to be normalized and the teachingmaterials structure needs to be classified. In view of its research value andimmediate needs, this direction of research mainly concentrated in the location oflearning by doing teaching materials structure.Textbooks and teaching materials used for vocational education as an object ofteaching and learning,whose structure is determined by learning and teachingperspective. The study of cognitive psychology indicates: the formation of goodcognitive structure have a close relation with the quality of the structure oftextbooks. Therefore, the teaching materials structure design of vocationalactivity-oriented curriculum is quite necessary for the formation of vocationalcollege students’ professional ability and idiosyncrasy.The teaching materials structure design of vocational activity-orientedcurriculum should follow the principle of vocational activities, motivationdevelopment and ability-oriented and be designed as textbooks of process oriented,scene oriented and results oriented respectively.The process oriented textbooks should be design as the general process ofcompleting work, according to the vocational activity-oriented principle. Thestructure of the textbooks should include process description, process analysis andstandard; According to the ability-oriented principle, The structure of the textbooks should include relevant knowledge, skill training, attitude development andcapability integration.The motivation oriented textbooks should be design as target advanced,according to motivation development principle; and scene description, scene analysis,etiquette election, according to vocational activity-oriented principle; and relevantknowledge, skill training, attitude development, capability integration, according toability-oriented principle.The results oriented textbooks usually include results description, resultsanalysis, results achievements and results exceeding.