Research On Pre-instructional Strategies Of Moral Education In Secondary Vocational School

As the secondary vocational school students was not enthusiastic about the moral educationlearning,and the learning progress was lack of effectiveness and pertinence,I drew lessons fromthe theoretical achievements“begin class strategies” at home and abroad,and then presented mytheory“Pre-instructional strategies of Moral Education”to deal with the problem.Pre-instructionalstrategies meaned the moral education teachers use the strategies to make the students smoothlyand efficiently study into the moral education class several minutes before the class begin.Onone hand it can mobilize the enthusiasm of the students from the emotion,on the other hand,itcan make the students prepare to learn the new knowledge from the cognition.Carrying outapplied research on pre-instruction strategies of moral education in secondary vocational schoolwas an important breakthrough to deal with the problem of having moral education class.Usingthe Pre-instructional Strategies in moral education class as a unique research category to analyzethe pre-instructional strategies was significantly important to improve and deepen the theory.Based on relevant theory and experience of “Pre-instructional strategies”which havesummarized,induced and refined,studied on the importance and connotation,function and andcharacteristics,I will use questionnaire, novice and expert case study to make a survey.Thedesigned questionnaire“pre-instructional strategies of moral education”will investigate193moral education teachers in secondary schools from Guangdong province,while the novice andexpert case study will investigate5pairs of expert teachers and novice teachers throughobservations and interview for one term.It will directly know about the difference and problemfrom the two kinds of teachers through the content,use of time,react of the students,effect ofevaluate and so on.The survey turned out that the moral education teachers in secondary vocational school hadhigh lever understanding of the connotation and significance,necessity of design theory ofpre-instructional strategies,but they had low level of application of design theory.In type, theyhad high level of attracting students’attention,stimulating students’ interest,recalling students’oldknowledge to inspire new knowledge,but they had low level of summarizing and informing theteaching goal to their students,and they had significant difference in teaching age groupfactors;The design method was single,traditional and rigid,and the teaching age was the significant factor to effect the design and apply of the pre-instructional strategies.According to comparative analysis,it turned out that the expert teachers and the noviceteachers had significant difference in the above four dimensions.The novice teachers had lowerlevel than the export teachers in design method,control,flexibility and innovation, the use oftime,the react of the students, overall effect and individual effect of evaluation.It had confirmedthe above conclusions.Based on the results,my research had presented four dimensions of suggestions to thepre-instructional strategies of moral education:Firstly was updating the concept,raising theawareness of the importance of pre-instructional strategies of moral education,establishing thestudents’concept about “student-oriented”,the teachers’concept about“generation”,the teachersand students’concept about“interactive”,the education concept about “life”.Secondly wasemphasizing on professional development, improving the design level of pre-instructionalstrategies of moral education, Which was improved by the teachers’self-development, theinnovation of school management mechanism.Thirdly was emphasizing on categoriesdesign,enhancing the scientific application of pre-instructional strategies in moraleducation,which was apart designed by declarative knowledge, concepts, principles, proceduralknowledge, problem solving, cognitive strategies and attitudes. The last was emphasizing onflexible regulation,reflecting a strong artistic design of pre-instructional strategies,focusing ongrasp of time, control of content, control of strategies and use of language.In theory,drawing lessons from foreign research results,making pre-instructional strategies as adistinct field of study, abandoned the previous studies which had more scattered, one-sideddrawbacks,will make breakthrough on the breadth and depth. On a practical level,conductingapplied research on moral education,seeking reasonable,targeted,systematic pre-instructionalstrategies design program were innovative attention and discussion on the reform of moraleducation, which will improve the validity and reliability of the research.The study also hadsome deficiencies,for example,the collection of related literature was not systematicallyenough,the analysis was not comprehensive,there were some unreasonable problems indesigning questionnaire, some suggestions were lack of depth and so on.These researchers were required to further studies in the future study.