Research on the i-Experiment Teaching Model in Vocational Education
Zhang Shaogang
The Open University of China
Beijing, China
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Wei Shunping
The Open University of China
Beijing, China
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Zhao Xuan
The Open University of China
Beijing, China
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Wang Mobin
The Open University of China
Beijing, China
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[Abstract] Online education and on-site campus education have been developing from separate to integrated. Through the construction of the i-Experiment Teaching Model for Vocational Education, “i” is connected with the “love” for knowledge and practice to explore a solution that integrates information technology with cultural education, in order to build an ecosphere of online platforms, course resources, human-based management, and learner support, and thus promoting the structural reform of vocational education.
[Key Words] vocational education; teaching model;ecosphere; online platform; experiential learning
I. INTRODUCTION
Education institutions at all levels are advancing the profound integration of information technology with education. Relevant research on vocational education includes the following: (1) Informational teaching models are explored to accommodate vocational education and to demonstrate practical, competence-based training. Attention is paid to the comprehensive use of multi-media supported by modern information technology and based on the online environment, such as paper media, props media, audio-visual media, web-based media, blended media, and field practice. Attention is also paid to interactive learning, situational learning, and experiential learning, so as to equip the students with comprehensive professional abilities, particularly with regards to innovation and learning[1][2]; (2) Teaching platforms and resources for digitization are developed to suit vocational education, for example, the construction of a virtual and simulative teaching environment catering to practice and pre-graduation practice[3][4]; (3) In response to the requirements of vocational education digitization, challenges may be posed to teachers’ competency in digitized education[5][6][7]; (4) The construction and practice of an digital teaching management system that conforms to the laws of vocational education teaching[8].
These research projects attempt to address issues such as: (1) social discrimination, meaning that general education is superior to vocational education, and degree education is placed before skill training; (2) lack of funding for vocational education, insufficient input and poor school operating conditions; (3) teacher shortage, in particular those with dual qualifications; (4) lack of communication between second and tertiary vocational education, and general education and vocational education; (5) the necessary involvement of enterprises in vocational education, and the lack of a systematic guarantee for university-school cooperation leading to low initiative for some enterprises to participate in vocational education; (6) vocational education is managed by several departments, requiring systematic integration so as to optimize the management system and mechanism; (7) further improvement of the overall quality of vocational education. [9]
The key focus is to promote the further reform and development of vocational education with the participation of teachers in scientific research and with the help of new technologies such as the Internet, big data, and learning analysis to optimize vocational education teaching models. Moreover, the breakthrough lies in class teaching and blended campus education. “i-experiment” is an educational teaching model that has come into being against such a vast backdrop in an attempt to reform vocational education teaching.