A Case Study Of Learning Experience Of S Secondary Vocational Preschool Education Profesional Female Students

In recent years as the country’s emphasis on vocational education, developingand implementing the preferential policies for secondary vocational schools, more andmore students are into the secondary vocational school who are in junior high school.The secondary vocational female students are a group of important and special studentgroups. Thus the secondary vocational student’s experience is paid attention to bymore and more people. This study focused on their learning experience, andunderstand their experience to improve the education and policy support for thesecondary vocational students based on facts, and reflect on the current secondaryvocational education practice,help students improve learning poality.This research adopts qualitative research methods, based on the secondaryvocational student’s learning experience deep draw. Gradually show my researchquestions: What is the secondary vocational student’s learning experience? What arefactors influencing the secondary vocational student’s learning experience? With theirlearning experience what’s the meaning of life growing up?Based on a large number of data collection and analysis,we refine " classlearning","autonomous learning","examination","learning environment",etc.Thepeform following:The first, complex multivariate classroom learning experience: classroomteaching is "pretty tasty", the teacher punish is "fear","angry", theory courses is"boring", skill courses is "interesting and challenging";The second,"blind,mechanical" autonomous learning, after learning the effort, joy and a sense ofachievement;The third,examination experience is "tension","joy" and "helplesspain";The fourth, learning environment is "dirty, disorderly and poor" and thehumanistic school management system.S secondary vocational preschool education professional female students havesuch experience, the main reasons are:Education evaluation criterion is of one-sided; Teacher education ideas andeducation methods are out of date; The expectations of parents are lower or no hope;Students have weak and poor study habits, etc. Learning experience constitutes a part of the secondary vocational femalestudents’ personal knowledge; Learning experience constitutes a part of the secondaryvocational female students’ personal belief; Learning experience help secondaryvocational female students acquire self life value; Learning experience form thesecondary vocational female students constitutes personality artifacts.