Teaching Research Based On Action-Oriented Teaching Paradigm

Since the National Vocational Education Work Conference was held in 2014,vocational education has stepped into a period of opportunity for great reform and development.As an important part of vocational education,the curriculum reform of secondary vocational education is regarded as a key factor in the cultivation of vocational education talents.Based on this,this study will take a sample of 20 second year secondary school students of automobile operation and maintenance to carry out a teaching study of the secondary school course "Engine Construction and Overhaul" based on the action-oriented teaching paradigm.The purpose of the study is to explore the problems encountered in the teaching activities and the adjustment options,and to analyse the changes in students’ performance and learning satisfaction.This paper will use educational action research methods to carry out three rounds of teaching activities based on the action-oriented teaching paradigm for the secondary level "Engine Construction and Overhaul" course,collecting data from learning scenario task books,teacher observation and reflection record sheets,student interviews and assessment results to adjust the next round of teaching activities as well as to observe changes in learning outcomes.Finally,the learning satisfaction questionnaire and student interview data were analysed using SPSS26 and Nvivo12 software,and the results were used to determine student satisfaction with the action-oriented teaching and learning activities.Research has shown that solely focusing on student self-directed learning and group cooperation is not enough to achieve high-quality teaching.Traditional teaching and demonstrative instruction from teachers should also be timely incorporated.In addition,teachers should understand the distribution of roles within a group to avoid having too many students in a group,which may result in low participation.In terms of assessment and evaluation,theoretical and practical evaluations that can be quantified should be emphasized,alongside classroom observation evaluations from teachers.The proportion of self-evaluation and peer-evaluation grades should be appropriately reduced because its reliability is relatively low.Analysis of learning outcomes indicates that students’ average grades have steadily increased.Variability analysis demonstrates a significant difference in overall grades among the three rounds,with the final round being significantly higher than the previous rounds.Surveying student satisfaction shows that the overall average score is 3.644,indicating that students are relatively satisfied with their learning.Additionally,examining the results of theme analysis shows that each theme’s positive description level is higher than the negative,indicating a high level of satisfaction with the curriculum based on action-oriented teaching paradigms among students.The study found that by adjusting the teaching tasks,group member allocation,and assessment methods,the effectiveness and learning outcomes of action-oriented teaching can be significantly improved.Action-oriented teaching can effectively improve students’ academic performance.In addition,according to the results of quantitative and qualitative data analysis,students are highly satisfied with the curriculum and teaching activities based on the actionoriented teaching paradigm.These conclusions provide guidance for teachers to optimize vocational courses,meet the needs of students,and improve their learning outcomes and satisfaction.