Thoughts on academic situation analysis in higher vocational ideological and political theory courses Introduction: Post-academic situation analysis refers to the analysis of effective information obtained from teachers’ reflections on teaching, after-class surveys, and homework feedback after classroom teaching. During the implementation of classroom teaching, ideological and political teachers dynamically observe students' learning concerns and excitement and promote learning accordingly.
Fund project: Jiangsu Province College Philosophy and Social Science Research Fund Guidance Project? Research on improving the quality of ideological and political theory courses in colleges and universities based on "study situation analysis" (No.: 2015SJD785), host: Li Jianmei; Taizhou Vocational and Technical College Premium Resources Exclusive Course Project (No.: 1121714452), person in charge: Li Jianmei.
Academic situation analysis is a research and judgment analysis based on the comprehensive situation of students in the education process. It includes not only a comprehensive analysis of the student as a whole from multiple perspectives, but also a one-by-one analysis of the differences of individual students. It includes a two-way process from the outside to the inside and from the inside to the outside. From the outside to the inside, it mainly observes the influence of the family environment and social school education of the times, looks into students' daily life and learning activities, and understands their knowledge acquisition, emotional value, and character cultivation. From the inside out, we analyze and think about the education model based on the students’ existing characteristics, explore educational methods suitable for their personality differences, and analyze and evaluate the educational effect, that is, to study and judge the content and feelings of students. process. Academic situation analysis is a very important entry point in education and teaching. Its purpose is to "determine teaching based on learning". Through the analysis of the psychological, physiological and social comprehensive factors of students as "human beings", we can find the important factors that affect students' course learning. , providing the basis and pertinence of teaching practice for teachers to lead and guide students' learning, and promote students to learn better.
Ideological and political theory courses in higher vocational colleges bear an important mission in the higher vocational education system. However, when paying attention to the actual effect of the course, the actual evaluation of ideological and political course learning has encountered some difficulties. , students’ confusion about the reliability and validity of the course is worth pondering for teachers of ideological and political theory courses. The reason is that while teachers of ideological and political courses fully understand the importance of ideological and political courses, they should also pay more attention to the analysis of academic situation, have an accurate and profound grasp of the particularity of ideological and political courses and the characteristics of higher vocational colleges, and highlight the importance of ideological and political courses in higher vocational colleges. To understand vocational students, respect their uniqueness, and effectively combine the characteristics of ideological and political courses with the characteristics of higher vocational students. It is necessary to not only understand the students of higher vocational schools, but also strengthen their grasp of the ideological and political courses of higher vocational schools. Only in this way can the recognition, reliability and validity of ideological and political courses among students in higher vocational colleges be greatly improved.
1. The particularity of ideological and political theory courses and academic situation analysis in higher vocational colleges
Ideological and political courses in higher vocational colleges emphasize ideological guidance and practical guidance. Ideological and political courses in higher vocational colleges require higher vocational students to master basic ideological and political theoretical knowledge, connect it with students' rich spiritual world and complex social life, and learn how to discover, analyze and solve problems based on students' own cognitive structure. Methods and thinking strategies guide students to face the complex world, provide unique paths and different perspectives to solve confusion, evaluate real life, answer the meaning of life, plan and choose future life, realize personal pursuits, and continuously strengthen self-awareness education In the process, it provides a unique experience and experience that can only be found in the ideological and political theory courses, and ultimately forms students' thinking patterns and behavioral paradigms for correctly solving problems, providing students with unique opportunities to integrate into society and complete the transformation of "social beings" Course value.
The promotion of human growth by ideological and political courses in higher vocational colleges is a long-term transformation process, because the methods and abilities to correctly solve confusion and confusion at the level of thoughts and values ??are subtle and long-term, and are consistent with higher vocational colleges. Compared with professional courses, the impact of ideological and political courses on students cannot be immediately and directly displayed. Students cannot empathize with the correct ideas and scientific methods of ideological and political courses in the short term to guide their personal lives and talents. It is easy to ignore the subtle effects of the courses. In terms of inner feelings, it is easy to mistakenly believe that ideological and political courses have no practical use, which affects the importance students attach to ideological and political courses, which in turn leads to the phenomenon of ignoring the importance of ideological and political courses that is common in higher vocational colleges.
The study of ideological and political courses in higher vocational colleges is restricted and affected by the curriculum. The academic system of higher vocational colleges is generally three years, which limits the teaching of ideological and political courses in higher vocational colleges in two aspects. First, the course covers students for a short period of time. Students in higher vocational colleges systematically learn ideological and political theory knowledge mainly in the first year of college. , and the undergraduate program arranges two years of study time; secondly, the courses cover less content. Ideological and political theory courses in higher vocational colleges generally offer two courses, plus a very few hours of situation and policy courses, while undergraduate ideological and political courses offer Four courses. The impact of courses on students is limited by time and content, and teachers cannot effectively communicate emotionally and share values ??with students for a long time.
Vocational colleges emphasize skill training and ignore theoretical knowledge learning.
Many people believe that theory for higher vocational students only needs to be moderate and sufficient. The learning of relevant theoretical knowledge is entirely determined by limited knowledge needs. Students' learning activities can focus on the cultivation of skills. This kind of emphasis on practice and neglect of theory or even rigid isolation of theory The perspective of skills and skills has been highly recognized by some experts and teachers in higher vocational colleges for some time in the past. Higher vocational students treat various courses utilitarianally differently under the severe employment situation. These have a direct impact on the learning of higher vocational students. Positivity in Political Theory. As for ideological and political courses with strong theoretical nature, due to the influence of higher vocational students' social science and humanities foundation, learning ability, learning initiative, etc., their learning interest and acceptance are even lower.
Ideological and political courses are an urgent need for higher vocational students to learn how to judge the value of being a person and doing things. The goal of cultivating highly skilled talents has led most higher vocational colleges to generally implement the "2+1" talent training model, that is, students study in school for the first two years, and in the third year students go to companies for internships. For higher vocational students, In fact, there was only a short two years of studying in school. Leaving the campus life that is carefully set up mainly based on social needs and educational laws, and entering a natural workplace and society that is completely designed by oneself and complicated by distribution of interests, whether one can smoothly adapt and integrate into society and make correct value judgments? Whether you can choose people and things optimistically and wisely, and find your own life coordinates in the coordinate system of the individual and society, is a question for vocational students who only have two years of campus study and life instead of four or more years of undergraduate study. It is particularly urgent that having the correct methods and thinking strategies for dealing with people and doing things is their most real and urgent development need, and ideological and political courses can promote the improvement of their mental level.
2. Principles of academic analysis of ideological and political theory courses in higher vocational colleges
In order to correctly conduct academic analysis of ideological and political courses in higher vocational colleges and achieve more objective academic analysis results , give full play to the role of academic situation analysis in the study of ideological and political courses, and the academic situation analysis of ideological and political courses in higher vocational colleges should adhere to some basic principles.
(1) Guiding Principles
The academic analysis of ideological and political courses in higher vocational colleges is to truly understand the actual situation of higher vocational students and proceed from the actual needs that are conducive to the individual development of students. Carry out targeted education in ideological and political teaching, thereby improving the overall effect of students' education, and playing an effective guiding role in the development of students' thoughts and values. Ideological and political teachers further enhance students' subjective awareness through academic situation analysis, and take practical measures to effectively play the student's subjective role and become guides and promoters of students' lives. The content of academic analysis should be determined based on the requirements of modern society for students' knowledge, abilities, and moral character, and should guide students to value the indispensable role of knowledge, abilities, and values ??as an overall quality. Therefore, the guiding principles of academic analysis of ideological and political courses in higher vocational colleges must be grasped from the following aspects: First, grasp the educational goals and strategies of ideological and political courses to improve higher vocational students’ understanding and absorption of what ideological and political teachers hope students will recognize and absorb. Ideological and political education information, and then through the assimilation and construction of knowledge, form correct value judgment; the second is to grasp the overall improvement of students' quality, especially the improvement of ideological and moral quality. American scholar Laue said: Education is nothing more than what is left when everything that has been learned is forgotten. ?This thing is quality, which includes thoughts, culture, body and mind, etc. Ideological and moral quality is the foundation of quality; the third is to grasp the student's dominant position and individualized development direction. Academic situation analysis should capture the desires and interests of higher vocational students, understand the confusion of students' thoughts and values, and identify the touching points of prospective students' thinking and souls, so as to truly teach students in accordance with their aptitude, practice students' dominant position, and promote students' individualized development. . (2) Principle of comprehensiveness
The principle of comprehensiveness requires that when constructing the academic situation analysis system, pay as much attention as possible to the relationship between the subjectivity of learning and the learning objects, and clarify who learns? and why learn?. In order to analyze the actual needs of educational goals and content of ideological and political courses, comprehensively and accurately examine the actual situation of higher vocational students, reflect the overall situation of students from multiple dimensions, and cannot judge from a single aspect, which requires analysis The field of view should be as wide as possible. The theory and practice of modern education have proven that students cannot simply be judged by their quality or badness, but should compare the differences between students to view students more rationally and comprehensively; "score-only theory" cannot objectively reflect the situation of higher vocational students, The shortcomings of relying solely on skills have been fully revealed. Modern society is more reasonable and scientific about the function of higher vocational education in serving society. It does not want higher vocational students to become "robots" in social professions, but to have good ideological and moral qualities, healthy physical and mental qualities, and professional professional qualities [1] , this requires ideological and political teachers to analyze the academic situation of higher vocational students as much as possible on the basis of answering "Who learns?" on the basis of a broad vision, and find out the relationship between higher vocational students and ideological and political courses Cultivate the "distance" of the goal.
(3) Principle of individualization
The teaching effect of ideological and political courses in higher vocational colleges is not satisfactory. An important reason is that the teaching of ideological and political courses is generally taught in large classes for all majors in the school. , students’ cognitive structure, professional personality and style are very different, which brings great difficulty to the targeted teaching of ideological and political teaching in higher vocational colleges. The essence of academic analysis is to carry out personalized analysis according to the characteristics of different students and implement targeted and effective education.
The formation of human personality is the result of the simultaneous interaction of family, school, and society. The influence of family, school and society on the adult process and growth process of life individuals creates the existence of each independent and special individual. Personalities, temperaments, and temperaments are different. Each student's knowledge reserve, learning tendency, thinking reaction, learning interest, and personality psychological characteristics are different. These personality differences have a great impact on the teaching of ideological and political teachers in higher vocational colleges. Whether it can satisfy students' knowledge needs and emotional desires, in addition to following the general laws of the psychological and behavioral development of higher vocational students, the principle of individualization has more important practical significance. In the personalized differences in academic analysis of ideological and political courses in higher vocational colleges, we should be good at integrating the requirements of professional background, professional skills, professional emotions, and professional quality.
(4) The principle of hierarchy
The principle of hierarchy is to enable the learning situations of students at different stages to be presented separately. The academic situation analysis is divided into different stages and levels according to a certain structure. The levels are organically combined and related to each other to form an academic situation analysis system with distinct levels, complete elements and different emphasis, in order to achieve scientific academic situation analysis. Result[2]. The hierarchical principle mainly has three stages: the first is the "current level", understanding and mastering the students' current situation, focusing on the analysis of the students' past background, and mainly understanding the students' overall views on ideological and political courses such as learning style, learning style, etc. content, learning objectives, learning interests and attitudes, etc., so as to grasp students’ relatively stable understanding formed by their previous observation, thinking and experience of ideological and political courses. The second is the current level, the observation and summary of the students' current situation. Accurately grasp the starting point of knowledge and experience of higher vocational students, understand students' basic knowledge reserves, observe the actual situation of the teaching process of ideological and political courses and students' learning process, mainly including students' emotional identification, application of knowledge and improvement of abilities. Political courses should pay special attention to students' emotional touch and value recognition; finally, the "potential level" evaluates the student's situation, estimates the student's possible development through the degree of student participation in the class, and stimulates the student's own potential ability.
(5) Feasibility Principle
The feasibility principle means that the process of academic situation analysis must be practical and feasible, which can not only meet the needs of academic situation analysis, but also gain the enthusiasm of students. Response, support and understanding are the driving force for the smooth progress of academic analysis and the guarantee of its authenticity.
Because the impact of ideological and political courses on students is subtle and a long-term process, there are no measurable specific standards for professional course teaching in higher vocational colleges. It is also open to students in all majors, and academic analysis and comparison complex. First of all, the content of academic situation analysis must be scientifically and detailedly decomposed. Ideological and political teachers can analyze from the perspective of physical and mental quality, moral quality, cultural and scientific literacy and general professional qualities; secondly, analyze the comprehensive situation of the three states of students, that is? The development of the current state, the current state and the potential state; again distinguish the measurable explicit content and the unmeasurable implicit content. For example, the analysis of the knowledge mastery of ideological and political courses is easier to implement and belongs to measurability. Explicit content, and students' emotional identity and value analysis are implicit analysis contents that are difficult to implement. It is difficult to understand the real situation, making the implicit content explicit and making the academic situation analysis measurable. It should be the academic situation Difficulties in analysis.
3. Elements of academic analysis of ideological and political theory courses in higher vocational colleges
(1) Coordination of analysis of family, school and social factors
Human There are different influences from family, school, and society throughout life. Family has a "founding" significance and direct effect on the cultivation of people's abilities and comprehensive qualities. The experience, knowledge, abilities, value orientation and other educational resources of family members are unique and rich. , some of which have a lifelong impact. School is a specialized and systematic educational organization. It is the basic position for students to learn knowledge and cultivate their abilities. It is also a special place for students to form their self-awareness and values. Society is the decisive factor that affects people's growth and development. The living educational materials of society affect people's knowledge, emotion, intention, belief and behavior, and change people's way of thinking and acting style. Ideological and political teachers in higher vocational colleges must fully consider the positive and negative effects of family, school, and society on the multidimensionality, multi-level, and comprehensive nature of students. Through academic situation analysis, we should pay attention to the huge impact that family and social influence may have on the teaching effect of ideological and political courses. Ideological and political teachers should effectively answer social hot spots, difficulties and doubts with credible facts to convince students.
(2) Combining students’ knowledge, abilities and value requirements
Ausubel believes that among the various factors that affect student learning, the primary factor is his knowledge reserve. Research and understand the degree of knowledge reserves associated with new knowledge learning, and design teaching reasonably to achieve effective learning [3]. The study of ideological and political courses in higher vocational colleges can promote the formation of people's good emotions, attitudes, and values. It focuses on the long-term improvement and development of higher vocational students and also requires the teaching of knowledge. Therefore, academic situation analysis cannot ignore the analysis of its knowledge reserve status. Knowledge is the basis of ability. Without "knowledge", "emotion" and "thought" will be unable to move due to lack of raw materials. The improvement of ability is like water without a source; knowledge is also the basis of values, and the construction of values ??depends on the understanding of the objective world. Awareness, without knowledge and values, is the end of nothing [4].
Therefore, academic analysis that only focuses on students’ cognition is one-sided. In practice, it has been found that the same knowledge content has different effects when meeting different students. With the understanding of students' prior knowledge, teachers of ideological and political courses in higher vocational colleges should also fully understand the students' emotions, attitudes and values ????and their impact on course learning. The academic situation analysis of higher vocational ideological and political teachers should be a combination of students' knowledge, abilities and values. The analysis of emotions and values ????in ideological and political courses in higher vocational colleges should reflect the demands of majors and occupations, because every higher vocational student, when entering the workplace, must be mentally prepared to integrate into the profession and construct values. The latter is Intrinsic factors that restrict or promote the lifelong growth and development of higher vocational students. (3) Comprehensive analysis and emphasis on the integration of individuality
People are always in the context of a specific era and society. The multi-directional interaction between people forms a unified whole. Through various The way establishes the relationship with the surrounding world, and the external social environment interacts with this whole. As a social group, higher vocational students cannot exist in isolation from society. Their ways of thinking, behavior, and lifestyle have distinct sexual characteristics. Finding the laws of student growth from the pulse of the times and social development, and then exploring and studying the laws of contemporary higher vocational student education, is the significance of persisting in comprehensive analysis of academic situation analysis in higher vocational colleges.
Adhere to comprehensive analysis and cannot ignore the personality analysis of higher vocational students. The regularity of education comes from the universality of personality. This is an era of respecting individuality, advocating individuality, and highlighting individuality. As far as ideological and political education in higher vocational colleges is concerned, comparing the two "preserving differences" and "seeking common ground", in a sense, "preserving differences" education is more conducive to the development of higher vocational students and reflects the curriculum value of ideological and political theory courses. , but also represents the direction of current and future educational development, and the basis of "preserving differences" education is to grasp the individual differences of higher vocational students.
In the ideological and political teaching in higher vocational colleges, emphasis is placed on personality analysis. Being as detailed and specific as possible in personality analysis is an important ability for ideological and political educators in higher vocational colleges. This requires a large number of class hours and the number of people teaching. It is a challenge for higher vocational ideological and political teachers with multiple, complex professional backgrounds and high teaching content requirements, but this is the professional requirement for higher vocational ideological and political teachers. In fact, personality analysis, when looking for differences, the side of personality will also appear. Personality reflects personality, and personality contains personality. Therefore, personality analysis is based on the basic analysis of universality. When analyzing, understand and master the unique differences. The intersection of these unique differences is the essence of academic analysis.
4. The path of academic analysis of ideological and political theory courses in higher vocational colleges
To become a complete system, academic analysis cannot be separated from the organic combination of the three stages.
(1) Pre-school academic situation analysis
Before the implementation of classroom teaching, ideological and political teachers analyze and grasp the overall situation and individual characteristics of higher vocational students, including life experience and cognitive maturity , knowledge reserve, ability basis, emotional attitude, etc. Before students enter the classroom, each student, as an organic subject, has formed a certain cognitive structure and knowledge experience through learning and practice in the basic education stage. They use their original knowledge and experience as a growth point to form a unique own characteristics of psychology and learning style, and use newly generated knowledge, information and cognitive experience to make inferences and judgments. The essence of education is generative and developmental, and students are the important components and generators of teaching resources [5].
The analysis of students’ pre-school learning situation directly affects the teaching design of one class or one course by ideological and political teachers in higher vocational colleges, and becomes the basis for “what should be taught” and “how to teach”. Ideological and political education in higher vocational colleges Based on the current mental development level of higher vocational students, teachers find out the latest development zone for learning new content, preset possible learning states and effects, select teaching content and handle teaching design, and design a sequence that is consistent with students’ experience and acceptance. The sequence enables students’ knowledge and experience to be connected before and after, thereby producing positive learning transfer [6].
(2) Analysis of learning situation during class hours
During the implementation of classroom teaching, ideological and political teachers dynamically observe students’ learning concerns and excitement and promote learning accordingly [7]. Compared with the static characteristics of preschool learning situation analysis, this process is dynamic, changing in real time and irregular, which sometimes makes ideological and political teachers more difficult to control and at a loss as to what to do. Grasping students' classroom learning status is the focus of academic situation analysis, and it is also the difficulty in implementing academic situation analysis. Since the overall level of student investment in higher vocational ideological and political classes is low, it is more difficult to grasp the academic situation in higher vocational ideological and political classes. To solve the difficulty of "analysis of learning status during class hours" in ideological and political courses in higher vocational colleges, the premise is that teachers of ideological and political courses understand "classroom". If the classroom is just for teachers to teach, teach textbooks or implement lesson plans, and there is no student learning, If there is teaching but no learning, it is impossible to analyze the learning situation during the school hours and give full play to the students' dominant position. This is the key to ensuring the smooth progress of the learning situation analysis during the school hours.
The classroom should be an interactive process in which teachers and students of ideological and political courses are constructed through dialogue of knowledge and emotions, and exchange of thoughts and ideas. The teaching content is constantly added and deleted based on the students’ timely conditions to suit students’ understanding and learning construction.
At this point, the analysis of learning situation during the class will be easily solved. Ideological and political teachers only need to pay attention to controlling and mastering several important points in the classroom in each class, such as the intersection of classroom interaction links, the intersection of teacher and student thinking, and the entry point of classroom discussion. These points constitute the key points of the academic analysis of each class. The mastery of the key points means that the ideological and political teachers analyze and judge the various data in the student learning activities required for each class. The key points include students’ various state reactions in class, mainly including participation state, emotional state, etc., such as enthusiasm for discussion and communication, expression and demeanor of classroom learning, and satisfaction with learning results, which are all ideological and political issues in higher vocational education. Teachers look for clues and evidence of students’ classroom learning.
(3) After-class learning situation analysis
After-class learning situation analysis refers to the analysis of effective information obtained from teachers’ teaching reflections, after-class surveys, and homework feedback after the classroom teaching. Teachers analyze the degree to which students achieve teaching goals, analyze the reasons for different degrees, find deficiencies for improvement, identify problems for correction, examine the value of new knowledge learning to students, summarize the gap between teaching assumptions and teaching reality, and readjust teaching Objectives and teaching methods lay the foundation for subsequent teaching activities and accumulate necessary academic information to determine the starting point of students' re-learning.
Teaching reflection is the teacher’s review, review and analysis of the teaching behaviors that have occurred after the classroom teaching, in order to continuously improve and innovate teaching activities, so as to improve the rationality and pertinence of classroom teaching. It is also Further in-depth analysis of academic situation. Post-class surveys include direct surveys where teachers and students communicate directly, and indirect surveys that use tools or are carried out by third parties. Indirect surveys such as student evaluations of teaching. The post-class investigation of ideological and political courses in higher vocational colleges should combine the theory of multiple intelligences and respect the teaching ideas of individual differences. According to the particularity of ideological and political courses that internalize ideological quality as the course value, some specific situations should be set up to allow students to make behavioral choices so as to obtain a comprehensive academic information. Extracurricular assignments are an important way to provide feedback on academic performance. Extracurricular assignments for ideological and political courses in higher vocational colleges should be less but more precise. Extracurricular assignments that are combined with subject content, rationally and scientifically designed, and close to the actual situation of students and society are the prerequisite for truly reflecting academic performance.
Due to the differences in education subjects and teaching content, the principles followed in academic situation analysis have different emphasis, and the content methods are also chosen and have their own characteristics due to the differences in the professional abilities of ideological and political course teachers. With the guidance of advanced educational theories, the continuous accumulation of practical teaching experience, the enhanced awareness of academic situation analysis, and the improvement of academic situation analysis capabilities, the academic situation analysis of ideological and political courses in higher vocational colleges will also be more targeted, comprehensive and effective. As far as the starting point of the analysis of the academic situation of ideological and political teachers in higher vocational colleges is concerned, it is to implement the spirit of "stratified requirements, respect differences, determine teaching based on learning, and teach based on learning", pay attention to students, and regard students as generative teaching Resources, constantly adjusting the relationship between teachers' provision and students' needs, and teaching according to what is learned, can ideological and political teaching have a guiding direction and a guiding focus, thereby achieving effective student-centered classroom teaching.
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