提高中职电工课堂学生参与度,使学生更加自主、主动参与学习,是中职教育亟需解决的难题。通过实施课堂参与度调查问卷,从行为参与、认知参与、情感参与三个维度对乐山某职业高级中学的实验班和对照班进行了分析。研究结果发现,自导式教...提高中职电工课堂学生参与度,使学生更加自主、主动参与学习,是中职教育亟需解决的难题。通过实施课堂参与度调查问卷,从行为参与、认知参与、情感参与三个维度对乐山某职业高级中学的实验班和对照班进行了分析。研究结果发现,自导式教学法在增进学生的认知参与和情感参与方面,展现出了显著的优越性。在行为参与层面,两种教学方法的差异并未达到显著水平。建议中职电工课堂应深入探索和优化自导式教学策略,结合中职学生心理特征,灵活运用多种教学方法,以全面提升学生的课堂参与度。It is an urgent problem for secondary vocational education to improve students’ participation in electrician class and make students more independent and active in learning. Through the implementation of the classroom participation questionnaire, the experimental class and the control class of a vocational high school in Leshan were analyzed from the three dimensions of behavioral participation, cognitive participation and emotional participation. The results show that self-di- rected teaching method has obvious superiority in improving students’ cognitive participation and emotional participation. At the level of behavioral participation, the differences between the two teaching methods did not reach a significant level. It is suggested that the class of secondary vocational electricians should deeply explore and optimize the self-guided teaching strategy, combine the psychological characteristics of secondary vocational students, flexibly use a variety of teaching methods, in order to comprehensively enhance the class participation of students.展开更多
文摘提高中职电工课堂学生参与度,使学生更加自主、主动参与学习,是中职教育亟需解决的难题。通过实施课堂参与度调查问卷,从行为参与、认知参与、情感参与三个维度对乐山某职业高级中学的实验班和对照班进行了分析。研究结果发现,自导式教学法在增进学生的认知参与和情感参与方面,展现出了显著的优越性。在行为参与层面,两种教学方法的差异并未达到显著水平。建议中职电工课堂应深入探索和优化自导式教学策略,结合中职学生心理特征,灵活运用多种教学方法,以全面提升学生的课堂参与度。It is an urgent problem for secondary vocational education to improve students’ participation in electrician class and make students more independent and active in learning. Through the implementation of the classroom participation questionnaire, the experimental class and the control class of a vocational high school in Leshan were analyzed from the three dimensions of behavioral participation, cognitive participation and emotional participation. The results show that self-di- rected teaching method has obvious superiority in improving students’ cognitive participation and emotional participation. At the level of behavioral participation, the differences between the two teaching methods did not reach a significant level. It is suggested that the class of secondary vocational electricians should deeply explore and optimize the self-guided teaching strategy, combine the psychological characteristics of secondary vocational students, flexibly use a variety of teaching methods, in order to comprehensively enhance the class participation of students.
