Diagnosis and Countermeasures of Teaching Behavior Problems of Professional Course Teachers in National Secondary Vocational Model Schools——Empirical Research Based on Classroom Observation Method
The classroom teaching behavior of secondary vocational school professional course teach-ers is a key factor affecting the quality of teaching.Based on the analysis of domestic and foreign literature on classroom teaching behavior,this study used five classroom observation methods:problem type analysis,teacher-student dialogue in-depth analysis,classroom effectiveness questioning analysis,S-T analysis,and group cooperative learning behavior analysis,studied 48 professional course teachers from two national secondary vocational model schools,coded and analyzed their lesson samples,and compared the results with 8 lesson samples of 4 teachers from a national secondary vocational model school in Beijing.The re-sults show that there are common issues in the classroom teaching of teachers from both schools,such as teacher-centered,emphasis on theoretical knowledge learning,neglecting the cultivating of students'com-prehensive professional abilities,weak professional practical teaching ability,weak teaching organization and application ability,low quality of group cooperative learning,and single evaluation method.Based on the aforementioned pain points,combined action oriented teaching theory,constructivist learning theory and performance management theory,the study proposes national implementation of the vocational school teacher admission system,establishment of"industrial colleges"jointly established by the government,vo-cational schools,enterprises,or industries to provide teachers with in-depth enterprise practice opportuni-ties;schools should strengthen pre-job training for novice teachers and establish an assessment mechanism for teacher internships;professional course teachers should strengthen the study of vocational education frontier theories,transform traditional teaching models,optimize classroom teaching design,and adopt mul-tiple evaluation methods.
secondary vocational educationteacher's teaching behaviorteaching diagnosisclass-room observationteacher professional developmentsecondary vocational model school
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