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情境学习理论兴起于20世纪80年代,并于90年代逐渐形成。从职业教育的广泛意义上来说,情境教学在职教课程中的应用可以追溯到古代社会学徒制出现时期。职业教育与普通教育最大的不同即是职业教育以实践为导向,因此相应的职业教育课程也应该注重实践能力的训练,而这正是情境学习理论的内容。目前独立设置成人高校正在积极进行基于情境教学理论教学改革,但是效果还没有达到理想状态,原因之一是教师的教学策略存在问题。因此,本文对情境学习理论观点、基于情境学习理论的独立设置成人高校教师教学策略存在的问题以及改进建议进行论述,以期能够在独立设置成人高校中更好地运用情境教学理论。
Situation learning theory rose in the 1980s, and gradually formed in the 90s. From the broad sense of vocational education, the application of situational teaching in vocational education courses can be traced back to the advent of ancient social apprenticeship. The biggest difference between vocational education and general education is that vocational education is practice-oriented. Therefore, the corresponding vocational education curriculum should also focus on practical ability training, which is the content of the situation learning theory. At present, the independent establishment of adult colleges and universities is actively carrying out teaching reform based on situational teaching theory, but the effect has not yet reached the ideal state. One of the reasons is that teachers’ teaching strategies have some problems. Therefore, this article discusses the situation learning theory, based on situational learning theory to set up an independent teaching strategy for adult college teachers, problems and suggestions for improvement, in order to be able to set up higher education in independent colleges and universities to better use of situational teaching theory.