Dissertation
Dissertation > Culture, science,education, sports > Education > Vocational and technical education > Teaching theories,teaching methods

The Structure and Formation Strategy of the Secondary Vocational Teachers’ Teaching Design Competency under the Project-based Curriculum Perspective

Author YangXiuMei
Tutor XuGuoQing
School East China Normal University
Course Vocational and Technical Education
Keywords classroom instructional design secondary vocational teacher the project-based curriculum competency
CLC G712.3
Type Master's thesis
Year 2011
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In the new round of secondary vocational educational reform, the project-based curriculum reform become the main direction of reform. Project-based curriculum is entering into implementation phase which will see the results from the development phase. However project-based curriculum implementation in class level appears the alienation situation, affecting the curriculum of implementation effect. One of the most important reasons is that project-based curriculum implementation of class lack reasonable quality of the classroom instructional design. Secondary vocational teachers because of the classroom instructional of weak consistent design awareness and lead to the low design competency, and the classroom instructional design of the project-based is much harder than traditional teaching, project-based curriculum reform to secondary teachers instructional design competency put forward the unprecedented high demand. Therefore, we carry out the study for secondary teacher project-based of the classroom instructional of curriculum design competency, and build this structure and explore the formation of competency strategy, it is very urgent and necessary, which makes the starting point of the study, the research process started mainly from the following aspects.First of all, from secondary projects of the implementation of the Real classroom status quo, we understand the secondary vocational teachers’competency to the classroom instructional design status of project-based curriculum through questionnaires, interviews and classroom observation, and explore the phenomenon by the analysis of underlying factors.Secondly, according to the general process of the project-based curriculum of the classroom teaching, namely the project preparation, project implementation and project evaluation of the three basic stage, we start the discussion of specific tasks by each stage, and then propose that the teachers in the classroom instructional design should have the capacity requirements according to the relative task of the content and features, this is the core part of this research.Again, combining with the real situation and ability ought to demand from secondary vocational teachers, we explore this ability to form strategies form promoting the teaching classroom design capability to generate the main elements of an effective starting, namely training, teacher self-awareness, and the four aspects of learning community.Finally, the teaching practice is the powerful backing of the theory research. In this paper last chapter, according to previous studies of the formation of the instructional design aspects of the project and teacher’s competency requirements, author practices teaching, and then verifies, reflects and revises in practice, ultimately show the case of teaching practice. This paper attempts to explore the secondary vocational teachers competency of the classroom instructional design of the project-based curriculum, so as to formation competency description for the project, it can provide certain reference and reference of the competency for the teacher of the curriculum reform.

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