Situational teaching system

Abstract

The invention relates to a situational teaching system, and belongs to the field of professional education teaching. The system comprises a course management module, a situational management module, a knowledge storage module, a task management module, an integral item module, an effect evaluation module, a class hour setting module and an ability evaluation module, wherein the course management module is used for building and managing courses, the situational management module is used for deconstructing the original subject knowledge system of the courses and reconstructing the original subject knowledge system of the courses into the situations, the knowledge storage module adds the corresponding basic theoretical knowledge according to the situations and sets knowledge points, the task management module designs a plurality of tasks for different situations and sets skill points, the integral item module is used for setting the comprehensive items and integrating the important knowledge points and the skill points of the whole course, the effect evaluation module evaluates and checks the study effect of each stage, the study hour setting module is used for setting the study time of each study link and content, and the ability evaluation module is used for obtaining the ability evaluation scores or giving the integral mark of the courses. The situational teaching system has the significance that the teaching quality and efficiency of vocational education can be effectively improved, and the skill level of students can also be effectively improved.

Description

technical field [0001] The invention relates to a teaching system, in particular to a situational teaching system, which belongs to the field of vocational education teaching. Background technique [0002] At present, in vocational education institutions, the use of the network to build a teaching system is mainly used to realize the network sharing and utilization of teaching resources, and to carry out network teaching through the teaching system. However, the existing teaching system has the following deficiencies: first, the existing system adopts the traditional subject knowledge system education development, lacks a development environment specifically for vocational education, and is difficult to apply to vocational education; second, the teaching content of the existing system , it is still based on the traditional undergraduate compressed biscuit-style teaching, which is difficult for students to adapt to, and it is easy to feel that the difficult and difficult cont...

AI Technical Summary

Problems solved by technology

However, the existing teaching system has the following deficiencies: first, the existing system adopts the traditional subject knowledge system education development, lacks a development environment specifically for vocational education, and is difficult to apply to vocational education; second, the teaching content of the existing system , it is still based on the traditional undergraduate compressed biscuit-style teaching, which is difficult for students to adapt to, and it is easy to feel that the difficult and difficult content is not easy to digest and boring, so it is not suitable to be promoted in vocational education; thirdly, the existing system still simply uses The knowledge instillation type based on online classroom teaching, even if students have accumulated knowledge, they do not know how to use the knowledge in which occasions, which is out of touch with the future occupation and work content; fourth, the existing system has no direction in terms of subjective initiative , teachers are actively "teaching" and students are passively "learning", which does not highlight the characteristics of vocational education to cultivate skilled, practical, and operational talents, and cannot achieve the comprehensive training effect of students' application ability and comprehensive ability; fifth. , the existing system mainly uses a network examination paper to assess students, which cannot evaluate the learning effect of each learning stage of students, especially the skill practice stage, and cannot achieve comprehensive ability assessment

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