Research On Project-driven Teaching Model Basedon Learning Progression

Vocational education is not only an extremely crucial component of China’s education system,but also the main force to promote the development of social productive forces.Nowadays,how to train the applied talents who have the critical ability and adapt to the production work of the social industry is the consensus of vocational education.Therefore,our country puts forward the goal of improving the quality of talent training in an all-round way.In order to help the secondary vocational school to clarify the teaching objectives,improve the educational concept and modify teaching deficiencies in the basic course of electrical engineering,this paper analyzes the teaching connotation and characteristics of learning progressions and project-driven teaching and then combines the characteristics and connections between the two to design a project-driven teaching model based on learning progressions.This paper takes secondary vocational students as the researcher object,comprehensively adopts an experimental research method,interview survey method and questionnaire survey method to carry out the research on a project-driven teaching model based on learning progressions for secondary vocational students.First of all,using the literature research method,sorting out the characteristics of learning progressions and projectdriven,and analyzing the educational and teaching value of project-driven teaching based on learning progressions.Second,through questionnaires and interviews survey,having a research and analyze about teaching situation and student learning status of a basic course of secondary vocational electrical engineering.And then,screen the knowledge of teaching materials,determine the advanced variables of each chapter,divide the achievement level,develop evaluation tools,design complete projects,construct a project-driven teaching model based on learning progression,and design an implementation plan of project-driven teaching model based on the learning progression.Ultimately,using the comparative research method to carry out comparative experimental of project-driven teaching based on learning progression and traditional teaching method.According to pro-test data,there are no significant differences between the experimental class and the control class.And the post-test data showed that there are significant differences between the experimental class and the control class.The results show that the project-driven teaching model based on learning progression can train the student’s ability to deepen their knowledge mastery and establish a complete knowledge system by completing projects in specific project situations.Moreover,it can also effectively promote the learning interest in secondary vocational school students consolidates the theoretical knowledge learning,improve the hands-on ability and the ability to apply theories,laws,theorems and methods to solve practical problems and provide a reference to the implementation of project-driven teaching mode based on learning progression of the professional curriculum of secondary vocational school.