This article will analyze the theory of behavior-guided teaching methods, hoping to have a deeper understanding of this teaching concept, so as to more appropriately apply this teaching method to actual teaching and better cultivate vocational school students' independent learning ability, practical ability and innovation ability.
The behavior-guided teaching method originated from the vocational activity-oriented teaching model in the field of vocational education in Germany. Its theoretical basis is the multiple intelligence teaching theory, constructivist teaching theory, and activity-based teaching theory. Its teaching design follows Mr. Dewey's educational philosophy of "learning by doing". Therefore, from the perspective of theoretical support, the behavior-guided teaching method is very suitable for achieving the goal of vocational education - to train students to become "workers who have both the professional ability to perform specific jobs and the ability to adapt to new and strange work situations."
The specific concept of behavior-guided teaching method refers to a teaching method in which students devote themselves to learning under the guidance of teachers. The entire behavior-guided teaching method system consists of eight classic doctors email list methods: brainstorming teaching method, project teaching method, guided text teaching method, case teaching method, role-playing teaching method, simulation teaching method, poster board teaching method and future design teaching method, as well as various innovative methods developed by teachers based on these methods and combined with the characteristics of their own teaching courses.