Research on Teachers’ Teaching Behavior in the Classroom of Modern Apprenticeship in Higher Vocational Colleges

Abstract

Modern apprenticeship is a combination of the traditional apprenticeship and modern school education. It is also a vocational education system implemented by enterprises and schools. In the Western countries, where vocational education is highly developed, modern apprenticeship has been widely carried out through the push of national strategy. In China, the Ministry of Education issued the policy—“Pilot Implementation of Modern Apprenticeship” in August 2014, which is the mark that modern apprenticeship is launched at the national level in the country. On August 5, 2015, the Ministry of Education announced the country’s first modern apprenticeship pilot units, which include 100 higher vocational colleges. With modern apprenticeship system in higher vocational colleges in our country gradually deepened, the trend of developing modern apprenticeship is irreversible, and teachers’ teaching in higher vocational colleges must also face new challenges. Based on this background, what changes do have taken place in higher vocational college teachers’ teaching behavior in the classroom of modern apprenticeship in China? What is their typical teaching behavior in the classroom? Under the perspective of local practice in higher vocational colleges, the characteristic of teachers’ teaching behavior in modern apprenticeship classroom is worthy of paying attention to and researching. This research adopts qualitative research methods through the national first batch of the pilot modern apprenticeship system in higher vocational colleges by the related teachers tracking survey, and it has been found that in modern apprenticeship classroom teacher’s teaching behavior consults of three major categories which are the presenting behavior, dialogue behavior, and evaluation behavior. Meanwhile, each category contains four kinds of teaching behavior. To be specific, presenting behavior includes telling, graphic, demonstration, and teaching others by one’s own example. Dialogue behavior includes question, answer, report, and supplementary answer. Evaluation behavior includes guidance, contrast, application, and production. It reflected the internal consistency of teacher’s teaching behavior between modern apprenticeship classroom and other types of education classroom and also reflects special teacher’s teaching behavior in modern apprenticeship classroom. At the same time, this study on the current classroom teaching in higher vocational colleges is interested to: introduce the real project, evaluate students’ academic with enterprise standard, and manifesting the authority of teachers’ technical skills.