Instructional design based on action-oriented research
|School||Guangxi Normal University|
|Keywords||Action -oriented teaching Higher Vocational Education Key Competencies Instructional Design|
Over the past decade, with the rapid development of higher vocational education, higher vocational education reform is also carried out in full swing. Many vocational colleges are exploring for our training model and curriculum, professional development, curriculum development, course construction, training base construction, teaching mode, teaching evaluation and so become the main content of vocational curriculum reform . As the traditional theory of teaching methods have been unable to meet the demand for vocational courses training objectives, and work-based curriculum development process is a mainstream vocational curriculum reform direction, combined with the practice and theory of action-oriented teaching has become inevitable selection. Action-oriented teaching is based on the completion of a professional work activities and actions necessary actions required to create and maintain the environmental conditions as well as practitioners regulatory mechanisms inherent to the design, implementation and evaluation of vocational education teaching activities. Action-oriented teaching the fundamental purpose is to promote the development of students' professional mobility; their design principle is student-centered, student interest as the starting point for teaching organization and ask students to participate in the teaching throughout the whole process; their reference standard is based on the actual work process as the basis. In this paper, literature, action research, surveys, interviews and other research methods, according to the teaching of the basic elements of design, exploring the concept of action-oriented integration in instructional design, instructional design theory for the lack of knowledge to provide a first line of professional teachers guidance and suggestions to make professional teachers' teaching ability is improved, teachers and students in action-oriented teaching to achieve \This paper is divided into five parts: The first part of the preface, the main statement of research background, significance and action-oriented teaching at home and abroad Research; The second part introduces the concept of action-oriented teaching at the typical characteristics and common methods, and in this explore the action-oriented teaching on the basis of the theoretical basis; third part is based on action-oriented discussion of instructional design process, including the teaching of objectives, characteristics of learners, teaching content analysis, teaching strategies designed to develop and evaluate teaching These five processes; fourth part is the experimental section, select Liuzhou Vocational \u0026 Technical College \Experimental section including experimental research program development and preparation, experimental instructional design process, experiment, analysis and experimental results the lack of analysis and recommendations. The fifth part is the conclusion of this study and reflection on the preliminary conclusions of the study obtained for analysis and reflection, and propose future research directions and research priorities. Through the analysis of the experimental data and data collation, preliminary draw the following conclusions: Compared with traditional teaching methods, training class lesson in action-oriented teaching to improve the professional skills of students is not obvious, but it can effectively improve the students' The key capabilities. The effective implementation of action-oriented teaching by more factors and constraints, such as teaching equipment, teaching environment, teaching content, learner characteristics, teachers' teaching ability and understanding of the action-oriented teaching degree.