Questing The Hidden Truth About "The Separation Of Body And Mind"

As a type of higher education in China,higher vocational education plays an important role in the cultivation of well-qualified technical and skilled talents.The same as other types of education,classroom teaching is a basic approach to develop talents in the process of higher vocational education.Ideally,students should listen to the teacher carefully,think positively,and speak actively in order to grow their knowledge and enrich themselves in the process of classroom teaching.However,the behaviors of tacit truancy such as playing with the mobile phone,sleeping and doing some other irrelevant things are very common in the classroom of higher vocational colleges.Classroom which should be a sacred and vibrant place seems to be the "heaven" for recreation to some students.In the face of the gap between ideal and reality,we can't help but ask:what characteristics do the students of vocational college show in their behavior of tacit truancy?How do they see the problem?Are there some "hidden reasons" behind the behavior of tacit truancy?Based on the above considerations,from the perspective of higher vocational students,this study attempts to outline the main performances of the vocational students' behavior of tacit truancy and the journey of heart about 13 students in vocational and technical college of Q,Hubei province,by using the method of qualitative research and the data collection methods such as literature reading,semi structured and structured observation and in-depth interviews.In addition,on the basis of sorting out,coding,analyzing and categorizing the data of observation and interviews,this study attempts to analyze and explain the mechanism that drive the behavior of tacit truancy of vocational college students combining with relevant theories and analysis framework.Conclusions:1.The 13 subjects had a deep degree of tacit truancy,mainly playing with mobile phone,sleeping,desertion and chatting.The degree of tacit truancy in practical and professional courses is much lower than that in public and theoretical courses.In addition,the behavior of tacit truancy also has significant differences in the class of different teaching styles.In terms of specific characteristics,the subjects belong to the three types,such as "participation without access"," selective listening according to will" and "unintentional learning" under the mentality of idleness.2.The mechanism of driving the behavior of tacit truancy includes three stages:the formation of the need of tacit truancy and driving force and the stage of the occurrence of the behavior.The formation of the need is mainly due to the lack of internalization of the need to listen,excessive dependence on electronic products,and unmet need at lower levels;the driving force is mainly due to the lower expectation of listening efficiency and the biased value of the listening;the stage of the behavior are mainly based on the subject's judgment on the possibility and importance of the behavior.In addition,under the influence of family,school,teacher,society and other external factors,the internal factors of students' behavior of tacit truancy are formed.3.The suggestions and countermeasures of this study are as follows:firstly,the classroom teaching should be optimized and improved;secondly,the higher vocational students should be cared for and helped more;secondly,the overall layout should be made to change the students' learning values;finally,the classroom management should be strictly managed and the classroom performance should be incorporated into the academic assessment system.