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1、1Action-oriented pedagogy in vocational secondary education teaching analysisAbstract economic and technological development of vocational education raised new challenges that require the goal of vocational education, professional curriculum, skills-based training model and other appropriate reforms
2、. Action-oriented teaching principles and practice of teaching from both the research work in vocational and technical education can improve students innovative ability, creativity, professional activity, with curriculum and teaching materials, teaching building, teaching staff and teaching resource
3、s to provide new educational building strategies for vocational high school students professional competence, social skills and other requirements of the corresponding increase in the degree of integration, a good grasp of skills and be able to update, complement and extend their knowledge and skill
4、s, and have the flexibility to adapt to market changes and innovation. Keywords constructivist learning self-evaluation 2of action-oriented teaching a wide range. Analysis of modern vocational education from vocational education in the historical period in which the point of view, the high overall t
5、emperature in general, the impact of various types of high school enrollment, and a variety of factors, the status and role of vocational education is being unfairly treatment, vocational schools, increasing survival by in recent years the theory of our school freshmen level, skill level and ability
6、 to acquire knowledge of the comparative analysis of the generally poor quality of todays students, the overall quality of the year by year, students generally lack positive spirit, motivation to learn, self-awareness is poor. traditional teaching methods often make vocational education courses teac
7、hing the theory and practice operating out of touch, different professions and different courses of horizontal penetration is not enough. to develop high-quality technical vocational schools workers are difficult to achieve the goal, so we only reform teaching methods and teaching methods and the as
8、sociated test methods and materials processing to reform, to change the current status of the low quality of students, improve 3their overall quality to meet the business demand for talent. vocational education have new life, and vocational schools in order to survive and develop. 2. Action-oriented
9、 pedagogy features. Action-oriented (Handlung-sorientierung is a form of teaching methods, teaching programs, teaching methods, teaching methods, teaching system, action-oriented pedagogy course evaluation is a new concept, a complete model of vocational education, A new trend, which emphasizes the
10、center of the learning process of students, teachers, organizers of the learning process and coordination of people, teachers follow the consultation, planning, decision-making, implementation, monitoring, evaluation, the complete action process sequence (German Federal Institute for Vocational Educ
11、ation, 1991, in teaching and student interaction, students in their hands on practice, job skills, knowledge acquisition, learning to know, learning to do, learn to live, learn to survive four capacity. to foster and develop students powers of observation, imagination, creativity, problem-solving sk
12、ills and 4practical hands-on ability, students and even moral values. the concept of learning-oriented teaching for learning The teaching guidelines, emphasizing the students motivation and interest in learning the glow of the training. 3. Action-oriented pedagogy in the teaching outline. Action-ori
13、ented teaching to help students access to information, skills, values, ways of thinking when, to teach them how to learn, so that students can improve in the future easier and more effective ability to learn, students not only gained knowledge and skills, but also to master the learning the process.
14、 action-oriented pedagogy emphasis is on peoples critical abilities. 3.1 clear teaching objectives of vocational education is to train students in key competencies, focus on professional education at the same time, ability and quality of training can not be ignored because it is the lay students as
15、well as professional knowledge necessary for lifelong learning, the common foundation of basic knowledge . 53.2 integration of teaching content according to the characteristics of vocational school students must break the shackles of material frame section, the coherent integration of knowledge toge
16、ther, the book knowledge and integrate the reality of the situation and establish new fields of study. All the business needs, orientation training to adjust the teaching content of the reading, listening and speaking ability, ability to judge, analytical ability into teaching, teaching students the content closer to the reality of life, more practical. 3.3 the use of diversity of teaching methods for students to become true masters of the classroom, crea
