Research On Question Teaching Based On Situation Creation

As our country enters a new stage of development,all walks of life become more and more urgent for technical operation and innovative talents.Secondary vocational education is the foundation and the key to develop vocational education.At present,the technical operation and innovation ability of students in secondary vocational and technical education is uneven.And the level of classroom participation,knowledge transfer and application need to be improved.Question-based teaching takes high-quality problems as the core and integrates them into students’ learning.It provides them with opportunity to solve practical problems.And it could cultivate students’ ability to discover,analyze and solve problems.Scene creation can stimulate students’ enthusiasm for learning and desire for inquiry.The purpose of study is to stimulate the initiative of classroom participation,develop students’ ability to discover,analyze and solve problems.And it optimizes the teaching process and improve the teaching quality by constructing a scenario-based question-based teaching model and applying it to the course of Environmental Monitoring Technology in secondary vocational schools.The research of paper includes the following six aspects.First,on the basis of the analysis of research background,research significance and research status at home and abroad design the research methods and ideas of this paper.Second,define the concept of scene creation and question teaching.Analyze the compatibility of scene creation and question teaching.And sort out the theoretical basis of this study,which mainly includes constructivism theory,experiential teaching and the theory of recent development zone.Thirdly,through the questionnaire of teachers and students,analyze the application status of scene creation and questionbased teaching in the environmental monitoring technology course of secondary vocational education.And it can acquire the existing problems in the teaching of environmental monitoring technology course.The research found that students existed some problem.Including students lack the awareness of scene creation and question teaching.Students’ classroom participation needs to be improved.Questioning and critical thinking needs to be strengthened,and they ignore the connection and application of knowledge.In terms of teachers’ problems,teachers lack in-depth understanding of scene creation and question teaching,lack of innovation in teaching design cases,low quality of design problems,weak ability to grasp learning situation,neglect curriculum standards and the value of theoretical knowledge,lack of diversity of evaluation.Fourthly,through the analysis of relevant literature,teaching content and basic learning situation,select the content suitable for question teaching in the environmental monitoring technology course of secondary vocational education.At the same time,basing on the analysis of the teaching mode program,combining with the characteristics of "Environmental Monitoring Technology" course,the characteristics of students in resources and environment majors of secondary vocational and technical education and the actual teaching situation of teachers,the paper constructs the problem-based teaching mode which is suitable for secondary vocational environmental monitoring technology course.This design two teaching cases of environmental monitoring technology course.Fifth,through quantitative evaluation and qualitative evaluation,compare the learning effects of students in control class and experimental class using test paper and classroom performance scale.And then it reflects and summarizes the constructed teaching model and teaching design.The result shows that the problem-based teaching model has a significant effect on improving students’ learning.Finally,it summarizes the main conclusions and puts forward the shortcomings and prospects.It hopes that this study can verify the teaching effects of the teaching model.And it could provide new ideas for the teaching reform of resources and environment majors in secondary vocational education.So that secondary vocational schools can cultivate technical operation and technical innovative talents in line with social development.