Concluding Report
Langfang City, Electronic Information Engineering School Task Force
2008-9-26
Group Leader and Draft System: Shi-Ping Zhou
Writer: Li
Sub Project Leader: Li, Liu, Yang, Xue
**Teachers**: A Study of the Background
Currently, general characteristics and research strategies for primary and secondary students' learning have been widely carried out, and a lot of research on college students' learning characteristics has also gained attention from many educators. However, this project — a special study of vocational students’ (i.e., secondary vocational school students, same below) learning characteristics — has not yet formed domestic research with universal significance. With the national emphasis on vocational education, vocational education has seen its springtime, and the important role of secondary vocational education is gradually manifesting. At present, the level of secondary vocational education in the country is relatively low, while industries need a large number of secondary professional and technical personnel, so vocational education has a very broad space for development. The objects and secondary vocational education have undergone great changes compared to before. From the 1950s to the early nineties, the target of secondary vocational education was outstanding junior student achievement, whereas now, secondary vocational school students are junior high school students with poor academic performance. In view of this great change, a lot of older-generation educators feel concerned. This issue needs not only extensive theoretical study but more importantly, practical application of research results to play a guiding and facilitating role in vocational education and teaching in schools.
Secondly, Research Profile
(a) Definition of Core Concepts
From a psychological perspective:
1. Broad Learning: Refers to the study of human and animal learning. Currently, there are different opinions in the psychology of learning, and almost every learning theorist has proposed a personal opinion. We believe that there are actually three priorities: First, the subject must undergo some kind of change we can infer as learning occurred. Second, this change must be relatively enduring because some factors (such as adaptation, fatigue, etc.) can also lead to temporary behavioral changes. Besides, forgetting after learning is undeniable. Third, the main change arises from their interaction with the environment, excluding changes caused by maturity or innate response tendencies. At this point, we can provide a more complete definition of learning: Learning is a relatively long-lasting psychological change in the learner's behavior, ability, and propensity caused by experience, unrelated to maturity, disease, or drugs, though it does not necessarily manifest explicit behavior.
2. Narrow Learning: Refers to people’s learning. People's learning is an individual activity in social practice, using language (or extended to various media - my understanding) as an intermediary, accumulating experience through thinking activities, thereby leading to relatively long-lasting psychological changes in behavior, capacity, and tendency. The typical form of human learning is that students learn in school, which not only possesses all the essential characteristics of learning but also has its unique features. First, students in school mainly master indirect experience based on book (media). Students in school primarily focus on mastering human and accumulated social and historical experiences represented by linguistic signs, which are indirect. This crystallizes the spiritual wealth created by human social practice over a long period to understand and transform the world. It includes cultural and scientific knowledge, skills, and social life norms and standards of conduct, etc. The main purpose of learning is to master this knowledge and experience, incorporate it into their own spiritual wealth, and form the necessary competence and integrity. Although we emphasize mastering indirect knowledge and experience, we do not deny the necessity of direct experience in the learning process. In fact, knowledge is always based on a certain degree of direct experience to some extent. Second, students' learning in school is characterized by being organized under the guidance of teachers, considering the age, psychological characteristics, knowledge, and cognitive purposes of students, planned and organized in a manner distinct from everyday life or other loose ways of learning. The requirements for learning objectives, course content, timing, and forms of organization are clearly defined, enabling students to achieve the best learning results in a short period of time. Third, students' learning is not only about mastering the system of scientific knowledge and skills but also forming a correct worldview, values, and ethics. Student learning is a comprehensive process of understanding the world, mainly through controlling the accumulated scientific knowledge of predecessors, indirectly knowing the objective and subjective worlds. Therefore, this study differs from the awareness campaign where workers and scientists directly explore facts and truths yet to be discovered in practice. Although students may discover things during the learning process, although this process cannot be separated from social practice, their main focus and much of their time is spent learning and mastering the system of scientific knowledge and skills, developing their worldview, values, and morality through purposeful, organized, and planned educational activities, laying the foundation for further understanding and transforming the world in the future.
The topics discussed involve learning; from the perspective of learning content, both the teaching plan, outline of cultural courses, professional basic courses, professional courses (including theoretical knowledge and practical skills) learning, and also including a wide range of scientific knowledge and social experience learning, moral training, learning habits, etc. The complex characteristics of vocational students' learning cannot be exhaustively researched, but can only be analyzed in-depth and detail based on specific performances reflected within the school for students, drawing conclusions of universal significance.
(b) Contents and Goals of This Project
To study the characteristics of vocational students, find common features. Categorize for different situations and find solutions. Focus on resolving issues such as learning attitude, learning interest, learning methods, learning outcomes, etc., aiming for personalized practices. Ultimately, enable students to grasp necessary knowledge and skills, possess necessary qualities, and achieve learning that can be used as primary skills or talent management talents. Address key issues and innovations: One of the characteristics of vocational students' learning is grasping common problems overall. The second is identifying characteristics of different types of students and finding countermeasures. Third, extensive practice, summarize, and spread.
(c) Important Points
1. College students have poor self-learning abilities, lack confidence in learning, weak willpower in learning, poor learning environments, and poor learning habits.
2. Improving learning efficiency hinges on finding appropriate methods and strategies, with the core being personalization.
(d) Research Methods
1. Observation: Through general observation and focused observation of the main targets, students gain an initial impression of the current status.
2. Survey Method: Investigate within a certain range to qualitatively understand students' learning conditions.
3. Statistical Method: Use questionnaires to obtain absolute numbers and proportions.
4. Inductive Analysis: Analyze survey results to summarize and conclude the characteristics of students' learning status.
5. Discuss Laws: Use brainstorming to summarize the general situation, draw a series of measures or methods.
6. Experiment: Experiment with the discussed measures and methods.
7. Summary Method: Summarize experimental results and conclusions.
8. Reflection Method: During experiments, continuously reflect and make timely adjustments to strategies and methods to make them more effective and reasonable; summarize the pros and cons of experimental results.
9. Literature: Access literature, draw on previous research experience and results, and find theoretical basis.
(e) Steps
1. Determine the General Idea: First, conduct extensive research on students and leverage the educational and teaching experience of project team members to grasp the overall characteristics of vocational students' learning. Then, organize classifications among task force members (such as cultural courses and specialized courses, specialized courses in liberal arts and sciences), discuss, and find characteristics and responses suitable for different categories of students respectively. Finally, implement teaching practice, summarize, and identify patterns.
2. Determine Research Procedures and Time
(1) Before June 2006, conduct extensive internal and external research, analyze survey results and theories, and summarize preliminary conclusions.
(2) From July 2006 to June 2007, discuss strategies and methods, design projects, implement a series of molecular strategies, programs, and further experiments.
(3) From July 2007 to December 2007, summarize sub-project results in text materials and focus on them.
(4) Until June 2008, aggregate sub-topic research, summarize theories, and write research reports.
3. Determine Subproject Names and Completion Times
Component 1: Characteristics and Countermeasures of Vocational Learning for Literature and History Majors
Subproject II: Characteristics and Strategies of Vocational Institute of Technology Class Students' Learning
Subproject III: Characteristics and Countermeasures of Basic Courses in Vocational Students' Learning
Completion time for the three subprojects: December 2007
Third, Research Process
(a) Learning Survey and Analysis
Group members are experienced teachers with years of coaching and teaching management, having a certain degree of understanding of college students. To gain a more objective understanding of the current level of students' learning characteristics, we drew on collective wisdom, designed detailed questionnaires, and conducted surveys among several other local schools and secondary vocational school students.
1. Questionnaire (see attachment)
2. Survey Statistics (see attachment two)
3. Questionnaire Analysis and Summary
Impact Factors on Student Learning Outcomes (Horizontal Axis) and Students' Selection Rate (Vertical Axis) are visually represented by histograms. Statistics show that the main reasons affecting students' learning are basically attributed to:
1. Interest in Learning
2. Subjective Efforts
3. Teachers' Teaching
4. Study Base
5. Help from Other Students
6. Learning Methods
(b) Implementation Methods
Survey results indicate that our qualitative understanding aligns closely with many aspects. Task force members have tried different solutions in daily teaching, some of which have begun to take effect. In the study discussion, we developed further measures, divided tasks, and conducted further experimental studies.
Experimental Study One: Comprehensive Quality Teaching and Capacity Building in Arts (Annex E)
Experimental Study Three: Evaluation Studies (See Attachment Six)
Fourth, Overall Results of the Study
(a) Changes in Students
Through the process of implementation and practice, students' interest in learning, study habits, learning attitudes, learning abilities, autonomy in learning, etc., have significantly improved.
(b) Changes in Teachers
Teachers' changes are obvious, their concepts, teaching behaviors (such as teaching methods) have undergone significant changes. And these changes are positive, helping to advance our educational reform and improve the quality of teaching in secondary vocational schools.
(c) Degree of Achievement of Research Topics
Significant gains in research and practice have achieved desired results, and we will promote the results within the school.
Five, Conclusions and Reflections
(a) Should Have the Courage to Break the Routine, the Courage to Practice. For example, understand and use. Therefore, there is no absolute scientific and rationality, and effectiveness is the best.
(b) In the Teaching Process, Should Not Look at the Surface, But Should Dig Deeper and Improve Things, Also Cure Symptoms. For students without learning motivation due to weariness, we found the root cause: lack of self-confidence, unclear goals, and fundamental education and guidance, receiving very good results.
(c) Competence and Quality Are More Important Than Knowledge and Skills. Knowledge and skills can be trained to meet requirements in a short time, but moral character, behavior, learning ability, and other aspects of quality and ability require more than just one or two days of effort; naturally, they become sufficient enough and beneficial for life.
References:
1. Liang Qiao Xing edited: Innovative Education Teaching Innovation M·Hillman Book; Lu Yi Ru Translation Social 2002.1 7.
(U.S.) Claire Ellen Wdinstein Laura M. Hume Wu Chinese New Year Qinxian Gang, Bruce Campbell Dee Dickinson with Huo Yan Sally Translated L·A·Balloch Keep Hammer Wu Huaqing Was Translated With Student Teaching Side Of The Little Teaching The Skills To Try Wu Liwen Essay Competition Prize (Institute Of Hebei Province, Hebei Vocational And Technical Education Department Of Education And Vocational Education And Adult Education Department) 2007.9
3. Theory of 'Lobby and Rooms Fine Service' 9/F.374 First Deputy Editor of China Tourism Publishing House 2007.1
4. Theory of 'Tourist Hotels Subtle Management'.8
Paper to Enhance Body Awareness to Foster Innovation: Secondary Vocational School Students Questionnaire Professional School Students Hello: Take the survey anonymously, just for research use, do not judge my performance in school as a basis. Please carefully read and complete the following survey items, choose only one answer for each question. Thank you.
1. Do you think learning in school is important? □ Very Important □ Important □ Somewhat Important □ Not Important
2. How much of your spare time is spent on learning? □ Most □ Some □ Little □ None
3. What is the purpose and motivation for your learning? □ To improve employment capabilities and levels □ To obtain diplomas □ Prevent parents' hard-earned money from being wasted □ No motive, no idea
4. What depends on your interest in learning? □ Teacher's teaching process □ Teacher's likability □ Amount of homework □ Own interest
5. Can you experience the fun of learning? □ Always □ Occasionally □ Never
6. Why don't you like to learn? □ Poor base □ Can't keep up □ Too much content and boring teaching □ Feel learning is boring □ Affected by the environment, poor self-control
7. Is your learning efficiency high? □ High □ Moderate □ Low □ Very Low
8. How do you think your learning is going? □ Good □ Fair □ Don't Know
9. Do you think self-learning ability is important for future development? □ Important □ Unimportant
10. Is your learning willpower strong? □ Strong □ Fair □ Weak □ Not Mentionable
11. What level are your grades in the class? □ Good □ Fair □ Poor
12. Are you satisfied with your grades? □ Very Satisfied □ Satisfied □ Unsatisfied
13. What do you think are the reasons for unsatisfactory academic performance? □ Lack of effort □ Teacher lectures poorly □ Other reasons
14. Do you feel like putting effort into learning? □ Yes □ Sometimes □ Lack of Effort
15. What is the learning atmosphere in your class and school? □ Good □ Fair □ Bad
16. What are your study habits? □ Planned self-study time □ Fully utilize classroom teacher layouts to complete serious learning tasks □ Others □ Gansha I Gansha Completely Meet
17. Do you have your own learning goals and plans? □ Yes, and have always insisted □ Yes, but didn't persist long □ Never had
18. Can you stay attentive in class? □ Always □ Most of the time □ Sometimes □ Often Cannot
19. How do you think about your IQ? □ Higher than average □ Average □ Lower than average
20. Do you like positive thinking? □ Like □ Dislike
21. How do you deal with difficulties in learning? □ Ask the teacher □ Ask classmates □ Think of ways to solve □ Abandon
22. Do you always pay attention to others' strengths in learning? □ Sometimes □ Pay Attention □ Always Pay Attention
23. What do you think are the main factors affecting your learning? □ Poor foundation, did not understand □ External environmental interference □ Subjective desire to study
24. Can you fine-tune your mindset after setbacks? □ Can □ Cannot
25. Can you learn the courses you are studying now? □ Will Not □ Part Can Not Understand
26. When faced with subjects or learning content you dislike: □ Make minimal input and prefer superficial understanding □ Every effort to complete the task altogether
27. Do you think studying basic courses is important for you? □ Very Important □ Important □ Not Very Important □ Useless
28. How is your memory? □ Strong □ Fair □ Poor
29. Do you have a habit of memorizing? □ Yes, record what the teacher says □ No Record □ Do Not Remember
30. How strong is your comprehension ability? □ Strong □ Fair □ Poor
31. How do you analyze reading? □ Good □ Fair □ Bad
32. What is your expression ability? □ Clear, Structured □ Poor □ Unclear, But Rational
33. Do you often do homework after school hours? □ Often □ Sometimes □ Rarely
34. Can you do a daily summary of learning content? □ Will Not □ Thought About It
35. Before exams, can you do self-examination and planned review? □ Will Not □ Does Not Review
36. Before each test, can you face it with confidence? □ Can □ Cannot
37. Do you think test scores matter? □ Important □ Unimportant □ Passing Line
38. How do you handle cheating? □ Believe in your own strength, never cheat □ Copy if others cheat, feel unbalanced □ Cheat and feel guilty afterward □ Just do not learn
39. Do you want to practice the knowledge you learned? □ Want to Practice □ Do Not Want to Practice, Repeat Afterward
40. Do you have curiosity and eagerness to learn? □ Strong □ Fair □ Weak □ None
41. Do you often study extra-curricular knowledge? □ Often □ Sometimes □ Never
42. What is your attitude toward your major? □ Very Much Like □ A Little Bit Interested □ Not Interested
43. Do you understand the future employment prospects of your major? □ About □ Do Not Know
44. Do you emphasize studying specialized courses? □ Yes □ No
45. On specialized courses, do you feel theory or skills are more important? □ Theory Important □ Skills Important □ Both Important
46. Which class do you like more, theory or practice? □ Theory Course □ Practical Course
47. Do you have this feeling: the knowledge the teacher taught you in class is basically understood, but soon forgotten after a few days? □ Yes □ No
48. Do you often ask questions in class? □ Often □ Sometimes □ Never
49. Do you often discuss class knowledge with classmates? □ Often □ Sometimes □ Never
50. Does the relationship between students and instructors affect students' interest in this course? □ Does Not Affect □ Clearly Affects
51. Within a class, how long can you concentrate on learning? □ 30 Minutes or More □ 15-30 Minutes □ 15 Minutes or Less
52. Do you always lack school spirit or class spirit? □ Yes □ No
53. Why do you think you lack school spirit or class spirit? □ Do Not Like the Subject □ Do Not Understand What the Teacher Says Well
54. If you feel understood in class, are you willing to listen in the next class? □ Yes □ No □ Not Necessarily
55. After the teacher finishes teaching a knowledge point, do you like to stay and read for some time? □ Yes □ No
56. If you do not understand something in school, why do you not ask the teacher? □ Embarrassed to Ask □ Teacher's Attitude is Bad □ Do Not Know How to Understand □ Does Not Matter to Ask
57. Do you have ideas for your own future? □ Yes □ Occasionally □ Thought About It
58. Do you have plans for future work and preparation for it? □ Yes □ No
59. Do you have a sense of responsibility? □ Yes □ No □ Do Not Know
60. Do you remember your ideal before secondary school? □ Started Going to School I Remember □ Long Ago Forgotten □ Attached
Attached Second: Questionnaire Results
5. Can you experience the fun of learning? □ Yes 21% □ Occasionally 71% □ Never 9%
6. Why don't you like to learn? □ Poor base, can't keep up 15% □ Content and form of teaching is boring 54% □ Learn science is not less useful 8% □ Affected by the environment, poor self-control 24%
7. Is