Research On Teaching Design And Practice Of "Data Acquisition And Cleaning" In Secondary Vocational Schools Based On Problem Solving

Problem solving is a basic ability that talents should have in the new era,and it is the source of lifelong learning.In education and teaching,how to cultivate students’ problem-solving ability has gradually become the focus of curriculum reform.As a key node of general job diversion,secondary vocational education plays a basic guarantee role in the cultivation of skilled labor talents urgently needed by society.Problemsolving teaching is problem-centered,emphasizes attention to student initiative and the inquiry-based problem-solving process,and focuses on students’ self-construction of knowledge and the development of comprehensive abilities.Secondary vocational information technology professional courses have strong operational and practical characteristics,and how to effectively integrate problem-solving teaching with professional course teaching to cultivate students’ problem-solving ability is the focus of research.The main contributions of this study are as follows:Firstly,through literature research,it is found that there is less applied research on problem-solving-based secondary vocational classroom teaching,and the problem-solving ability cultivation of secondary vocational students needs to be solved urgently.Through classroom observations and questionnaires,field surveys were conducted on problem-solving teaching and the development of students’ problemsolving skills.According to the information,technical and practical characteristics of information technology,the process of information technology problem solving is sorted out,the specific training goals or curriculum standards of middle vocational information technology students’ problem-solving ability are analyzed,and four problem-solving teaching design construction principles based on problem solving are proposed: problem center principle,post demand principle,project training and timely feedback,which provide direction for the subsequent construction of teaching design model.Secondly,in view of the current situation of neglecting the learning process,weak students’ awareness of problems,and low classroom participation caused by excessive emphasis on teaching results in secondary vocational classroom teaching,focusing on the core of information technology problem solving ability cultivation of secondary vocational students,by splitting "big problems" into "small problems" and creating "small situations" to enable students to apply knowledge and technology transfer to problem "big situations",a system based on "situational information identification-problem information representation-technical solution formulation-software/hardware tool selection-programming implementation-is constructed" The classroom teaching design model of "Evaluation and Reflection" problem-solving process as the main line provides theoretical support for the subsequent teaching practice research on cultivating students’ problem-solving ability.Thirdly,based on the classroom teaching design model of middlelevel information technology,taking the middle-level "Data Collection and Cleaning" course as an example,a detailed and specific case of classroom teaching process is designed,and teaching practice is carried out in the classroom to verify whether this study has a significant effect in improving students’ insufficient problem-solving ability.After the teaching practice,students’ problem-solving ability is measured and evaluated.The results showed that students’ fear of difficulties and learning attitude changed positively,and their participation in the classroom was also improved.Be able to propose better solutions to problems through independent thinking and group cooperation;Moreover,students can take the initiative to summarize and reflect after class,and their learning initiative is improved.