Analysis On The Effectiveness Of Classroom Teaching In Secondary Vocational Schools

Classroom teaching is the most fundamental type of teaching organization in China at present.The effectiveness of classroom teaching directly affects students' cognition and grasp of professional knowledge,and affects the quality of personnel training.Effective teaching theory has developed rapidly in China since the last century,and has become an important theoretical basis for evaluating the effectiveness of classroom teaching.Therefore,the research and discussion of the effectiveness of secondary vocational school classroom teaching can not only judge the teaching quality of secondary vocational schools,but also encourage teachers to improve teaching and guide students to learn actively,so that students can learn from their actual work and life,and learn to apply their knowledge.This paper chooses the classroom teaching of X teacher and Z teacher of accounting major in Y secondary vocational school as the research object,and deeply observes the whole teaching process of the randomly selected X teacher and the selective Z teacher's two classes,and the teaching organization and students' classroom performance of the two teachers are recorded and written.It interviews the teachers and students for the problems found in the process after the class in time.To understand the teachers' self-evaluation of teaching,the evaluation of the students' classroom performance,the students' evaluation of the two classes,students' suggestions to two teachers in the classroom teaching and so on.In the analysis phase,we obtained the curriculum standard of Y school's accounting major and the teaching plan of teachers.This passage is guided by the related teaching and learning theory,such as "Learn in doing","Optimization of teaching process","Construction theory" and so on.According to the three dimensions of "efficiency”,“effect” and “effectiveness" in the effective teaching theory of Professor Wen-Sen Yu,compared with the teaching text material,combining the organization and arrangement of the class,students' classroom performance as well as teachers' self-evaluation and students' evaluation of classroom teaching of teachers,the validity of these two classes is judged.From the teaching efficiency,the two teachers have carefully prepared lessons according to the curriculum standards,and have completed the stipulated teaching content in the unit time,reflecting the efficiency requirements.But compared with the teaching implementation process,the exertion of teacher role,the embodiment of students' central position,learning effect,students' reflection,teachers' self cognition and so on,the effect and effectiveness of teaching are quite different.The effectiveness of Z teacher's classroom teaching is obviously higher than that of X teacher.Although there is no uniform standard on the judgement of teacher's classroom teaching effectiveness,and it is biased to judge the effectiveness of the teacher's classroom teaching only from one lesson,but through the comparison and analysis of the teaching process of the two teachers of X and Z,we can still get a lot of enlightenment to let the students clearly know the teaching tasks,meticulous curriculum design,refined classroom instruction,precise guidance and timely feedback of classroom organization and learning effectiveness and so on.These are all important aspects to improve the effectiveness of classroom teaching.