"金师"塑造:职教师范生教学能力提升的实践与反思OA

Enhancing the teaching competence of vocational normal students is key to forging future Distinguished Teachers in vocational education.To address the common difficulty these students face in translating theoretical knowledge into teaching practice,an action research study was designed and implemented over six months,using Activity Theory as the framework.The study involved 48 vocational normal students,who systematically engaged in a complete practical process ranging from vocational analysis and curriculum development to project-based instructional design.The results indicate that the students'competency development process successively manifested four levels of contradictions.The first level involved self-doubt versus determined advancement when first encountering vocational education;the second level involved challenging interaction versus wholehearted effort in curriculum standard development;the third level involved action dilemmas versus agentic breakthroughs in project-based instructional design;and the fourth level centered on persistent issues of workload pressure and inadequate collaboration throughout the process.To systematically resolve these contradictions and bridge pre-service and in-service teacher development,the enhancement of Distinguished Teachers in vocational institutions should reconstruct knowledge logic through professional practice,catalyze reflective practice through standard development and application,foster holistic design thinking through project integration,and activate teachers'professional agency through collaborative inquiry.These strategies provide actionable pathways for cultivating reflective practitioners in vocational institutions.