Research On Differentiated Teaching Practice Of Mechanical Drawing Course In Secondary Vocational Schools

With the promulgation of China’s Education Modernization 2035,more and more emphasis is placed on education for all and teaching according to students’ abilities.The purpose of modern education is to promote the personalized development of each student,and differentiated teaching is an important way to achieve the purpose of modern education by adapting to the current educational environment.The starting and ending points of education and teaching are always the growth and success of students.To grasp students’ differences and respect and accept them is the prerequisite for education and nurturing,and also the key to achieving teaching effectiveness.Teaching is designed according to students’ learning differences,and providing students with suitable teaching resources and platforms is an effective way for secondary school education to enhance the service ability of vocational education.At the same time,the course of Mechanical Drawing is a compulsory basic theoretical course for mechanical,automotive and electrical majors in secondary schools,which not only affects the learning effect of practical courses,but also serves as a source of students’ knowledge of diagramming and drafting and is a technical foundation course that must be mastered for future practice.Although many scholars have put forward many methods to improve the teaching effect of this course,but teaching is a very large and complicated system,students are a complex and changing learning community,in the actual teaching process of this course there are still many problems to be solved.This paper utilizes the research methods of literature research method,questionnaire survey method and natural observation method to conduct the study.Firstly,the research background and purpose of this study are discussed to clarify the necessity and important value of this study.Secondly,it compares the relevant domestic and foreign researches to understand the progress and foundation of the current research on this topic,clarifies the feasibility conditions and research ideas of this study,and identifies the concept of differentiated teaching,analyzes the correlation between differentiated teaching and tiered teaching and personalized teaching,and expands the research ideas and scope.Finally,we clarify the research problem by investigating the current teaching status of the middle-level "Mechanical Drawing" course,analyze the reasons for the problem and develop initiatives to implement differentiated teaching in this course.Analyzing the results of the questionnaire survey on the current teaching status of the middle-level "Mechanical Drawing" course,we found that there are problems such as large gap between students,dull classroom atmosphere and low effectiveness of teaching evaluation,etc.The reasons for these problems are mainly that teachers do not take care of different students’ learning needs and learning ability,classroom teaching design ignores students’ gap,students’ lack of self-confidence and reluctance to perform and lack of targeted teaching evaluation.The main reasons for these problems are teachers’ failure to cater to different students’ learning needs and abilities,classroom design ignoring students’ gaps,students’ lack of confidence and reluctance to perform,and lack of relevance of teaching evaluation.Based on the theoretical bases such as teaching according to students’ abilities,recent developmental zone theory,learning scaffolding theory,and Bloom’s education goal classification theory,we propose differentiated teaching initiatives such as analyzing students’ differences in multiple aspects to dynamically reduce student gaps,integrating students’ differences in teaching design to provide equitable learning opportunities,and tapping multiple perspectives in teaching evaluation to empower students’ personal growth,covering the analysis of sources of students’ differences in differentiated teaching,the adjustment path of students’ It covers the analysis of the sources of student differences in differentiated teaching,the adjustment path of student levels,the development of classroom motivation strategies,the differentiation of teaching processes,and the differentiation of teaching evaluation subjects and criteria.In order to verify the effectiveness of the related initiatives,teaching practice was carried out,and the pre-test and post-test cases of teaching practice were elaborated,and the analysis of students’ learning changes before and after,homework completion,statistics of answering questions in class,and teaching effects were carried out respectively.Through several practical verifications,the relevant initiatives proposed in this study can solve the current problems of teaching Mechanical Drawing course to a certain extent,and the changes and progress of students can be obviously seen,which indicates that the initiatives have certain effectiveness and can be explored and referred to by relevant researchers.