Design and Research of APP Interface Based on the Psychological Characteristics of Secondary Vocational School Students (Take English Learning App for Example)

This paper mainly revisits the interface design of the English learning app which is currently used by secondary vocational students by exploring the English learning of secondary vocational students and the psychological characteristics of secondary vocational students.The author puts forward some suggestions to the interface design of English learning APP which is suitable for secondary vocational students,hoping to provide some help for English learning of secondary vocational students.

Application of Bandura's Social Learning Theory in the Moral Education of Secondary Vocational College Students

In recent years,with the high rate of juvenile delinquency,people pay more attention to the moral education of students in secondary vocational colleges.Based on the framework of social learning theory,this paper explores the systematic and comprehensive application of social learning theory in the moral education course.From the cognition of the behavior to the selection and internalization of the representation of the model behavior,and finally the selective extemalization of the representation symbol to generate the behavior,the influencing factors and their utility in each stage of the production of moral behavior are analyzed step by step,assisting students to establish correct outlook on life and values,and cultivating their"key abilities."When students face a complex and diverse social environment,they can make judgments in line with the general moral standards of the society,and then seek to improve the effectiveness of the moral standards of secondary vocational students,and strive to maximize the effectiveness of moral education.

Appeal of 3 ＋ 4 Program： Good Students are Few but Growing at Secondary Vocational Schools in Shanghai

Secondary vocational education in Shanghai continues to experiment in an attempt to find ways to solve the decline of student enrollment and adjust to rapidly changing social and economic environments. The 3 ＋ 4 Pilot Program （three-year secondary vocational education and four-year undergraduate education） has been under experiment since 2014. It has attracted more and more academically good junior middle school graduates to secondary vocational schools with the national and local favorable policies and laws. Except the three-year’s hand-on practice, what appeals most to the junior middle school graduates is the academic transfer under the Program, a breakthrough in history of vocation education in China. However, only initiating a new program is not enough. Shanghai government should map out a long-term plan to set up promotion to increase the public awareness to change the long prevailing outdated ideology in order to add more to its appeal of the Program. There is still much work to be done before expanding the scope of the Program.

Application of Context Theory in English Vocabulary Teaching in the Secondary Vocational School

This paper conducts a study of English vocabulary teaching in the secondary vocational school based on context theory. Through the quantitative research method, results of the study indicate that it is effective for the secondary vocational school students to improve their vocabulary mnemonic ability, English proficiency and words guessing ability through English vocabulary teaching based on context.

Chinese Vocational Students' Motivational Factors Pertaining to Gender within College English Curricula: a Study within a Southwestern Chinese Context

Predominant research within Chinese academic contexts focusing on students’ L2 motivational factors remain rooted inlarge-scale research that does not draw a distinction between students from different regional groups within Chinese higher educa-tion. This research seeks to focus specifically on a less-studied group within the Chinese College English curriculum: vocationalstudents—especially vocational students studying within an educational institution in the southwestern Chinese city of Chongqing.This small-scale survey(n = 129) was conducted in College English classes to determine if the motivational factors of vocationalstudents remained aligned or distinct from those of their peers across Chinese higher education. Subsequent analysis from the sur-vey findings have shown that while gender differences remain manifested and are aligned with established trends and assumptionspertaining to L2 motivational factors within this context, more research is required to delve into the reasons and rationale behindthe choices made by vocational students in southwestern China within this particular survey instrument.

Research on the Construction of Bilingual Chinese Culture Courses in Vo⁃ cational Colleges against the Background of the“Belt & Road Initia⁃ tive”— Taking Jiangsu Maritime Institute for Example

This paper first analyses the current situation and problems of Chinese culture courses for international students in high⁃er vocational colleges and then four strategies are put forward to improve its construction:enhance the importance of Chinese cul⁃tural education for international students,strengthen the cultivation of teachers for teaching Chinese culture,form standard of Chi⁃nese culture curriculum and highlight teaching characteristics of Chinese culture course.

Several Reflective Strategies of English Teachers in Secondary Vocational Schools

Nowadays, students in secondary vocational schools are required to have better English competence. How to improve English teaching quality in secondary vocational schools? One of the effective means is reflective teaching. By way of it, English teachers in secondary vocational schools improve English quality and promote professional development.

中职生同伴关系对班级凝聚力的影响研究——以新乡市S中职学校为例

随着我国职业教育的不断发展,班级凝聚力不足已成为中职学校发展和人才培养质量的关键问题。同伴关系作为影响班级凝聚力的核心要素,对提升班级凝聚力起到了关键作用。基于群体凝聚力理论,在对新乡市S中职学校440名中职生进行问卷调查的基础上,使用SPSS 23.0软件对获取的数据进行统计分析。研究发现:同伴接纳、友谊关系对班级凝聚力具有显著正向影响。据此,可通过加深中职生相互认识、加强同伴关系正面引导、鼓励学生积极参与班级管理与决策等方式,提升班级凝聚力水平及班风学风建设。

高教版中职语文(基础模块)新旧教材比较分析

国家越来越重视职业教育的发展,教材作为教育载体具有研究意义和价值。文章通过比较新旧两版高教版中职语文(基础模块)教材的编排结构和教材内容(课文、练习和插图),深度挖掘新旧教材的异同。在编排结构方面,新旧教材都按照学习重点进行单元划分,旨在培养学生的学习能力;在课文方面,新教材篇目上更换了近一半的课文,内容上更注重中华优秀传统文化的传承,难度有所增加;在练习方面,新旧教材题量都较大、题型微观具体;在插图方面,新教材插图的表征性更强,图文联系更加紧密。

中职制造类专业学生学习投入对其职业认同的影响——基于领悟社会支持的中介作用

我国制造业在迈向高质量发展阶段后面临人才紧缺的发展困境,职业院校承担着培养制造业技术技能人才的关键任务。研究以10省、自治区、直辖市83所中职学校10 608名制造类专业学生为对象,通过相关量表调查了解学生学习投入、领悟社会支持和职业认同的主要特点及相关性关系。基于变量关系,研究认为提升中职制造类专业学生职业认同感还需从校企双方协同育人目标入手,同步创新人才培养模式,多方合力构建起系统全面的人才培养支持体系和权益监督保障体系,重塑技能社会文化生态,使学生产生持久的职业认同感。

高职院校大学生传承和传播中华优秀传统文化路径浅析

以高职院校大学生传承和传播中华优秀传统文化时面临的困境及寻求突破途径为讨论的中心,分析高职院校大学生遭遇的种种现实困境,并尝试结合高职院校大学生的优势和特点,从不同的层次和视角讨论行之有效的中华优秀传统文化传承和传播路径。

习近平新时代中国特色社会主义思想在高职生中大众化的逻辑条件、基本原则及现实路径

习近平新时代中国特色社会主义思想在高职生中大众化,现实的高职生是逻辑起点,理论内容的通俗化是逻辑前提,传播渠道的畅通是逻辑手段,社会实践是逻辑中介,全面发展的高职生是逻辑终点。应坚持尊重高职生主体地位、通俗化但不庸俗化、传播渠道与高职生相适切、理论联系实际并指导实践、服务高职生全面发展等基本原则,建立高职生分众体系,重构习近平新时代中国特色社会主义思想传播内容体系,打造校内校外协同的传播队伍,建立畅通的传播体系,构建实践应用体系,完善评价标准和反馈机制。

“五会同心圆”:开辟“三教”改革语文教师成长新赛道--以绍兴市中等专业学校为例

文章依据Foord教师职业发展同心圆理论,以“三教”改革为立足点,借鉴赛道特点,创新中职语文教师“五会”发展理念,即以会学习、会研究、会创新、会服务、会育人为主要内容,通过目标制定、路径实施、评价激励,打造“五会同心圆”教师成长模式,以促进教师增值赋能,获得职业成长与发展。

中职生负性生活事件与性行为的相关性研究

目的探讨中职生负性生活事件与性行为及不安全性行为的相关性。方法2021年3—5月分层整群随机抽取武汉市2所中等职业技术学校4378名在校生进行问卷调查。采用青少年生活事件量表(ASLEC)和自制《青少年生殖健康促进调查问卷》评定负性生活事件和中职生性行为发生情况,并采用Logistic回归分析两者之间的关系。结果回收有效问卷4282份,回收率为97.8%。调查人群中,中职生性行为发生率为4.13%,其中不安全性行为占58.2%。有性行为的中职生生活事件量表总分及6个因子的得分均高于无性行为组(P均<0.05)。多因素Logistic回归分析显示,控制人口学变量后,生活事件中“学习压力(OR=0.91,95%CI:0.84~0.98)”和“其他(OR=1.27,95%CI:1.17~1.38)”因子与性行为发生的关联性OR值具有统计学意义(P均<0.05);进一步分析显示,“受惩罚(OR=1.14,95%CI:1.04~1.25)”“丧失(OR=0.85,95%CI:0.71~1.00)”和“其他(OR=1.21,95%CI:1.08~1.35)”因子与不安全性行为发生的关联性OR值具有统计学意义(P均<0.05)。结论武汉市中职生性行为及不安全性行为报告率相对较高,且负性生活事件的不同因子对其影响程度不同。社会、学校及家庭在开展性教育的同时,也应减少不必要的批评惩罚,提高学生应对负性生活事件的能力,针对不同学生群体采取对应的行为干预措施,减少其性行为,尤其是不安全性行为的发生。

MOA理论视角下中职学生职业能力提升路径研究——基于28个职业技能大赛获奖者案例的定性比较分析

职业能力建设是推进制造强国、质量强国的重要议题。选取职业技能大赛获奖者为典型案例,基于MOA理论识别动机、机会、能力三个层面的5个前因条件,运用模糊集定性比较分析方法探讨影响中职学生职业能力提升的组合路径。研究发现:动机、机会和能力均不构成高水平职业能力的必要条件;职业能力的提升是多因素联动的结果,且存在多种实现路径;自主学习能力对职业能力提升发挥普适作用,非高学习环境是高水平职业能力发展的制约因素。基于此,中职学生职业能力的提升路径为:多措并举培养学生自主学习能力;建立以自我奋斗精神、学习环境和自主学习能力为核心条件的职业能力提升组合模式;针对不同类型学生实施不同职业能力提升组合模式。

困局·布局·破局:中职生升学问题刍议

发展更加公平、更有质量的教育是教育改革的方向。中职生升学政策经历了严格限制、小幅提高、适度放开和快速增长四个阶段;当前中职生存在升学路径狭窄、本科录取率低、报考受限等困局,解决中职生升学困局要通过贯彻落实“为党育人、为国育才”崇高使命、确立中职学校“就业与升学并重”培养目标和“三融”培养路径来规划布局,各级政府要强化政策支持,量身打造中职生职教高考制度、统筹确定中职生招生计划、构建多样中职生录取制度等;职业教育本科、应用型本科、研究型大学等本科院校要勇于担当,为中职生提供更多升学机会;中职学校要练好内功来破解中职生升学问题。

未来30年城市中等职业教育生源趋势及应对策略——以广州市为例

高度城市化的背后,我国生育率持续走低,进入“人口负增长”时代。在国家统筹推进职业教育与普通教育协调发展的背景下,是否有足够的生源来支撑城市中等职业教育发展?文章以广州市为例,基于历年来官方公布的活产婴儿数及2020年第七次人口普查数据,预测未来30年城市中等职业教育生源变动趋势。结果显示:2023—2036年广州市高中阶段生源存在一定的波动,但对中等职业生源影响不大,然而由于2022年及以后出生人口逐年下降,2036年开始城市中等职业学校的生源或将出现萎缩。为确保城市中等职业教育持续发展,需要科学掌握高中阶段学龄人口变动趋势,做好普职分流规划;完善中高职衔接培养体系,积极推进普职融通;增强城市中职教育的适应性与吸引力。

基于TPACK理论—滞后序列分析的中职教师课堂教学行为研究

通过研究常州某中职校交通运输类X教师和加工制造类W教师的课堂教学行为,旨在揭示中职教师的课堂教学行为、教师TPACK能力的现状,并提出优化策略。研究采用滞后序列分析和TPACK理论框架,通过视频分析软件和GSEQ程序对教师课堂行为进行编码和分析。发现W教师和X教师的课堂均以教师主导,学生参与度有待提高,两位教师在TPACK能力的应用上存在不足。建议提高学生主动性,提升课堂互动质量,优化课堂控制行为,并深化教师的TPACK能力。未来应采取多元策略,拓展研究范畴,持续跟踪教学行为对学生学习成果的影响,并加强教师培训与专业发展。

优秀传统文化对高职学生职业素养的影响研究

中华优秀传统文化是中国五千年文明历史的积淀,也是中华民族的精神财富,更是高职院校育人的重要组成部分。高职院校不仅要将学生培养成为技术技能人才,更要将其培养为具有良好职业素养的高素质人才。将中华优秀传统文化融入高职院校教育教学中,可以增强高职院校学生对中国传统文化的了解和认同,提升他们的职业素养。基于此,通过分析中华优秀传统文化对提升高职学生职业素养的影响,希望为相关研究提供积极帮助。

中职生歧视知觉影响创新动机的中介模型分析

目的 探讨中职生歧视知觉对创新动机的影响,以及心理资本和学习投入在两者间的中介作用。方法 采用个体歧视知觉量表、积极心理资本量表、学习投入量表和创新动机量表对1 060名中职生进行问卷调查,分析中职生的表现及各因素间的相互关系。结果 中职生群体的歧视知觉水平显著高于相似年龄段的普通中学生群体及农村留守中学生群体,与贫困大学生群体的歧视知觉水平相似。中职生歧视知觉得分与心理资本、学习投入、创新动机呈显著负相关(r=-0.49,P<0.01;r=-0.38,P<0.01;r=-0.36,P<0.01),创新动机与心理资本、学习投入呈显著正相关(r=0.70,P<0.01;r=0.92,P<0.01)。心理资本和学习投入在歧视知觉与创新动机之间起完全中介作用,包括2条路径:心理资本的单独中介作用与心理资本和学习投入的链式中介作用,中介效应分别占总间接效应的11%和80%。结论 中职生的歧视知觉通过心理资本、学习投入的中介作用间接导致创新动机的降低。