Study On The Integrated Teaching Mode Of Technical School

Fundamentally, the main purpose of vocational education is taking up an occupation.Therefore, vocational schools should train students in their operation, innovation and improvetheir overall quality, according to the development needs of enterprises and our society, andexplore the best teaching model of cultivating students. In fact, the effect of vocationaleducation under the traditional teaching model is not ideal, and may even run counter to theconcept of vocational education. Most traditional teaching only reflects the “teaching”, andteachers are the center of teaching activities. Others such as multimedia, textbooks,classrooms are the tools of “teaching”. The “integrated teaching mode” setting impartingknowledge, training ability and quality education in one, is conducive to cultivate students’practical abilities. Accordingly, the study of the “integrated teaching model” in this paper hasa great significance to the development of technical schools.In this paper, based on technical schools as the research background, we firstly analyzethe background of integration teaching mode from the situation of traditional teaching modeand the necessity of constructing integration computer teaching mode, secondly by reviewinga large number of integrated teaching model relevant literatures, we elaborate in detail on theconstruction basis of integrated teaching mode for technical school. The theoretical basisincludes comprehensive human development theory, constructivist learning theory, Dewey’s“learning by doing” theory, competency-based thinking, etc. These provide theoreticalguidance for the study of the below on the integration teaching mode. Then we focus on theimplementation of the "four in one" integrated teaching mode, mainly including creatingintegrated teaching venues, revising integrated teaching programs and curricula, preparingteaching materials and developing assessment methods, also we analyze the applicability andthe effect for the implementation of the integration teaching mode through the method ofquestionnaire survey and case interview.Next, we use questionnaires and cases to analyze the problems of integrated teachingmodel in the implementation process. And we come to accurate and comprehensiveconclusions, including the lack of hardware conditions in integration teaching, the toss-up inthe theoretical and practical teaching contents, the lowly initiative of teachers, the lack of teachers adapting integrated teaching mode, and the higher quality requirements for studentsof, etc. Integrated teaching requires higher hardware conditions, and we can see that theexisting teaching equipment and courseware is not suit for the requirements. And the rapiddevelopment of computer technology also makes teachers’ knowledge lag behind. At the sametime, as to students, the difference of gender, grade and duty have a negligible impact to theapplicability of the integrated teaching modes. In order to address the problem moreeffectively, after elaborated the above problems, this paper analyses the basic reason. Anddraw these reasons in four aspects: the teaching management system, the adaptable ability ofteacher, students’ role and assessment systems.Finally, raising some rationalization proposals in view of these existence questions, weoptimize the integrated teaching mode and improve the quality and efficiency of teaching intechnical training schools. For example, increasing the input of integration teaching hardware;strengthening the of teacher staffs of integrated teaching; changing teachers’ traditionalteaching concept; fully mobilizing the enthusiasm of teachers; class-division teaching by thequality of students; enriching students’ learning platform and improving the quality ofstudents; establishing standardized teachers’ and students’ evaluation system and so on. Theconstruction of training base is an important basis for the integration of theory and practice. Itnot only can increase the learning enthusiasm of the students, but also can improve students’practical skills. And class-division teaching can not only improve the ability of vulnerablesubjects, the learning enthusiasm of their advantage disciplines but also can maintain. Inaddition, whether of not an evaluation system for teachers or students can adapt to theintegration teaching has an important effect to the success of the entire teaching activity.