A Study On Students' Conditions Analysis Of Professional Course Teachers In Secondary Vocational Schools

At present,classroom teaching has become a "forgotten corner" in the reform of secondary vocational education,and teachers' classroom teaching deserves attention.Among the many measures to optimize classroom teaching in secondary vocational education,students' conditions analysis is an important starting point.However,the analysis and application of students' conditions is the blind spot of theoretical research and practice in the field of vocational education.Therefore,it is urgent to strengthen related research.In this study,professional course teachers in Secondary Vocational Schools are taken as the research object,the connotation and extension of students' conditions analysis are expanded,and students' conditions analysis is run through the whole teaching process.Based on the theoretical foundations of Recent Development Zones,Constructivist Learning Theory,and Meaningful Learning Theory,combined with existing research references,classroom observations,in-depth interviews,etc.,a framework of students' conditions analysis for teachers in secondary vocational schools was constructed.The analysis framework is mainly based on three questions:Why do students' conditions analysis? How to analyze students' conditions? How to apply students' conditions analysis to optimize teaching? To be more specific,firstly,students' conditions analysis is not only an important manifestation of following the general classroom teaching laws,but also an important grasp of the characteristics of vocational education and teaching.Secondly,students' conditions should include students' pre-existing status,potential status and difference status;methods of students' conditions analysis should include quantitative analysis method and qualitative analysis method.Thirdly,application dimensions of students' conditions analysis should include teaching content design,teaching strategy design,teaching evaluation design.Later,based on the analytical framework,research tools were developed andrevised.On the basis of ensuring reliability,a questionnaire survey was conducted among 338 professional course teachers in Jiangsu,Zhejiang and Shanghai.The results of the survey are shown below:(1)The current degree of analysis of students' conditions by teachers is generally not high,and there is no significant difference in gender and academic qualifications.However,professional course teachers with a teaching age of 16-20 years have a significantly higher degree of analysis of students' conditions than teachers with a teaching age of 0-5 years;teachers with a deputy senior title have a significantly higher level than teachers with no professional title;teachers who have won awards at school level or above are significantly higher than those non-awarded teachers..(2)Qualitative analysis method is the main method for teachers' analysis of students' conditions.With the increase of teaching age and the promotion of professional titles,teachers' choice of students' conditions analysis tools tends to be diversified.(3)The overall level of teachers' application of students' conditions is not high,and the degree of application is the lowest in teaching strategy design.There is no significant difference in the application of teachers' academic status in gender,teaching age,professional titles,and academic qualifications,but the application of professional courses teachers with a teaching age of 16-20 years,undergraduate and master's degrees,and advanced professional titles is relatively high.Combining questionnaire data and in-depth interviews,we can see that there are still many problems in the analysis of students' conditions of professional course teachers in secondary vocational schools,such as lack of students' conditions content,narrowing of students' conditions analysis methods,and difficulty in applying students' conditions.Factors affecting students' conditions analysis include teachers' knowledge of students' conditions,teachers' ability to reflect on teaching,teachers' teaching energy,teacher-student communication status,class size,and school information equipment support.In order to optimize the students' conditions analysis,teachers should establish a systematic students' conditions analysis perspective and analyze students' conditions as needed;establish a scientific students' conditions analysis perspective and adopt analytical methods flexibly;establish a practical students' conditions analysis perspective and apply students' conditions to optimize teaching.In addition,in order to strengthen the guarantee of students' conditions analysis,individual teachers also need to improve their ability of analyzing students' conditions,and schools must also comprehensively create a environment for students' conditions analysis.