Research On The Application Of Action-oriented Teaching Method In The Course Of "computer Assembly And Maintenance" In Secondary Vocational School

In 2019,the State Council issued the "National Vocational Education Reform Implementation Plan".The promulgation and implementation of the reform implementation plan shows the country’s determination from the top to the future of vocational education reform and development.The plan makes a comprehensive and in-depth elaboration of the future vocational education development.Highly implementable.The quality training of vocational education talents has always been the focus of educational work.The optimization of talent training can be studied from teachers,teaching materials,and teaching methods.Among them,teaching methods occupy the central position in the entire teaching work.At present,there are different teaching methods in vocational education However,from the overall situation,students still accept learning passively,and then undergo mechanical training,which is far away from the working workers needed by the society and cannot meet the needs of the market.To solve the problem of low quality of vocational education and training talents Draw lessons from German action-oriented teaching methods,aim at cultivating the market-oriented professional ability,method ability,and social ability as the goal of teaching methods,conduct investigation and analysis based on the situation in the country,and carry out teaching design and implementation.The action-oriented pedagogy has achieved great success in German vocational education.The action-oriented pedagogy allows students to become the main body of learning,is ability-oriented,and focuses on training students’ comprehensive abilities in the process of problem solving.This article introduces the action-oriented teaching method of the mainstream teaching method in German vocational education,and studies the course teaching of "Computer Assembly and Maintenance" in the secondary vocational school.This research summarizes the origins,theories,and development of action-oriented teaching at home and abroad after consulting a large number of documents.Through questionnaires and interviews to investigate the current teaching situation of "Computer Assembly and Maintenance" in secondary vocational schools,analyze the current problems in secondary vocational teaching,based on regional conditions,try to draw on the action-oriented teaching methods of mainstream foreign vocational education to design course cases and analyze the teaching effects And teaching reflection.This study is divided into the following sections.The first is an introduction to the basic situation of the study,from the background,purpose,significance,action-oriented research and action-oriented case overview at home and abroad.The second part introduces the theoretical basis,principles and teaching methods of action-oriented.The third part investigates and analyzes the problems existing in the "Computer Assembly and Maintenance" course of the provincial capital city vocational school in the form of a questionnaire,and conducts an action-oriented teaching model design in the national policy background.The fourth part selects "Computer Assembly and Maintenance" module 2 to assemble the computer.This part of the content is designed according to the action-oriented teaching method model.Finally,the teaching effect is investigated through questionnaire survey and after-class communication.On teaching reflection.The analysis of the effect of curriculumdesign implementation shows that the acceptance of action-oriented teaching is very high,the student ’s task completion is very high,the student ’s learning ability and social ability have been exercised,limited to the multi-person division of labor to complete the task,and the division of labor within the group,Part of the students’ abilities are trained,and their ability to analyze and solve problems in the process of cooperating to complete tasks is effectively improved.Since only one school was selected for limited time,it was impossible to implement large-scale and long-term implementation of action-oriented teaching.