Influence Of Teaching Process Structuration On The Practical Ability Of Students In Secondary Vocational School

In recent years,with the increased emphasis on vocational education by the government and the public,there are various reforms in this field,such as the project curriculum reform,the teaching reform,the establishment of modern vocational education system,the pilot work of modern apprenticeship and the like.Although the achievement of these reforms is remarkable,it is undeniable that the practical ability of students in secondary vocational school is still unsatisfactory.They are frequently criticized for the low skill level and the bad problem-solving ability.s However,the improvement of practical ability does not occur spontaneously.It needs to be cultivated with reasonable instructional design.Therefore,in the context of Industry4.0 and smart manufacturing,how to improve the practical ability of students in secondary vocational school through the optimization of the teaching process is becoming increasingly important.Based on the action research and the literature analysis,the author conducts in-depth communication and cooperation with teachers and directors of education in secondary vocational school,trying to make a structured design for the teaching process.It is supported by the Scaffolding Instruction and the theories of skill acquisition process and problem-solving features by experts.On the basis of the design,this paper will conduct a case study to compare the skill level and the problem-solving ability of students who are taught traditionally and in structuration by observing,interviewing and testing to provide practical suggestions for the following teaching reform.This study mainly analyzes the influence of the structured teaching process on students' practical ability through two teaching cases.Case 1 focuses on skills operation courses,analyzing the impact of structured teaching process(experimental class)and traditional teaching process(traditional class)on students' skill level.Through classroom observation and interviews with teachers,the author draws two conclusions.On one hand,the skill level of students in experimental class is higher than those in traditional class because they learn quicker and their success rate of test welding is much higher as well.On the other hand,the teamwork is much better in the experimental class.Case 2 is to analyze the impact of the structured teaching process and the traditional teaching process on students' problem-solving ability.By papers test,classroom observation and interview,the author reaches three conclusions.First of all,the skill mastery level of students in the experimental class is significantly higher than those in the traditional class.Secondly,the problem-solving ability of students in the experimental class is much better.t Thirdly,students' thinking development level is much higher in the experimental class.At the end of the article,according to the research results and combing with the teaching practice in secondary vocational school,the author puts forward some suggestions for the future teaching reforms,aiming to improve the practical ability of students in secondary vocational school through optimizing the teaching process.