How to improve the learning interest of secondary vocational students in the basic course of mechani

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1) Scientifically understand the connotation of comprehensive vocational ability, and establish the training goal of "comprehensive vocational ability".

The key to adhering to the cultivation of "comprehensive vocational ability" is to comprehensively and scientifically grasp the specific connotation of comprehensive vocational ability, and on this basis, form a correct view of vocational education ability. Only under the guidance of the correct concept of vocational education ability can we effectively carry out various teaching activities of vocational education and effectively promote the formation and development of students' comprehensive vocational ability.

1 The key to the goal of comprehensive vocational ability training is the "synthesis" of ability

Comprehensive vocational ability refers to the synthesis of multiple abilities that must be possessed in a certain occupation and manifested in the occupational activities, and is the ability to complete certain occupational tasks formed by the individual's classified, transferred and integrated knowledge, skills and attitudes in specific occupational activities or situations. It is not a single ability, nor is it a mechanical addition of unrelated isolated capabilities, but an organic whole that is interrelated and mutually influential, and it is the "synthesis" of various capabilities.

In terms of content: this ability not only includes skills, but also includes other conditions required for competence and competence, such as ideological character, professional ethics, scientific and cultural foundation, humanistic quality, professional ability, physical and mental health requirements, etc., in which any one-year-old Luxiao isolated ability elements are difficult to complete vocational activities, is the integration of quality elements such as knowledge, skills and attitudes of workers, and is a generalized concept that links general quality with certain occupational activities or work situations.

Structurally: Comprehensive vocational competence can be divided into three levels from the structural perspective: occupation-specific competence, industry-specific competence, and core competence.

They can be transferred to each other and together form a complex quality structure, which contains both the general qualities and abilities required for the development of the personality in the long term and the vocational competencies that point to the immediate career mobility, and through different combinations of various tasks can be accomplished.

Occupation-specific ability is unique to each occupation, and it is only applicable to the job position of this occupation, and the scope of adaptation is very narrow; There are 1,838 occupations in one occupation, and there are 1,838 occupations in our National Occupational Classification Dictionary, so the total number of specific abilities is the largest.

The general ability of the industry is based on the major categories of industries in the society, abstracted from the general occupational activities can be generalized basic ability, its adaptability is relatively wide, can be applied to various occupations or types of work in the industry, and according to the different nature of the industry or professional classification, the total amount of general ability is obviously smaller than the specific ability.

To achieve from passive learning to active learning, we must do the following: e69da5e6ba9062616964757a686964616f31333431356638

Encourage and reward teaching. Easy to learn.

In recent years, with the continuous increase of the country's investment in secondary vocational education, the society has paid more and more attention to secondary vocational education, and secondary vocational education has developed in full swing. As we all know, secondary vocational education is to cultivate grassroots skilled talents that meet the needs of society. However, this is not the case whether the talents cultivated by secondary vocational education are needed by the society and whether they meet the employment needs of enterprises.

Many secondary vocational students are not interested in professional courses, through several years of secondary vocational education, their own skill level does not meet the requirements of the employer, the number of people who find the corresponding position in the job search process is not particularly large, through understanding, most students are not interested in their own majors, many students say that they are not in contact with this major, the interest is still relatively strong, but with the deepening of learning, it is more and more lacking in interest. 1. Analysis of the reasons why secondary vocational students are not interested in professional courses 1Psychological factorsMany secondary vocational students are the losers who were not admitted to ordinary high schools in the high school entrance examination, and they were forced to accept secondary vocational education, not their initial choice, and even a large part of them were forced by their parents to come to secondary vocational schools.

They will unconsciously compare with their classmates who are admitted to ordinary middle schools, with different schools, different learning courses, and different learning methods, and they will invisibly feel inferior, resist the skills they have learned, and self-depreciate their existing learning state. In short, be sure to be with the old.