ISSN: 2226-6348
Open access
Higher vocational education is an indispensable and vital component of national education. It bears the heavy responsibility of supplying excellent skilled labor talents to the country. However, through classroom observation by teachers and student questionnaires, it can be found that many higher vocational students have bad learning habits such as playing with mobile phones in class, over-reliance on network resources, ignoring classroom discipline, skipping classes without reason, not liking to do hands-on operations in practical teaching, and not actively thinking about problems. This article analyzes the reasons for the formation of these bad habits. Since classroom teaching is the central link of teaching activities, the success or failure of classroom teaching directly affects the formation of students' learning habits. Therefore, this article explicitly proposes the following six methods to change students' bad learning habits through classroom teaching: cultivate a positive learning attitude, establish clear learning goals, strengthen the management of classroom discipline, improve the ability of reasonable planning, enrich teaching methods, and enhance teaching ability. Make full use of classroom teaching to stimulate students' learning potential and develop good learning habits.
Burgan, M. (2006). Whatever happened to the faculty?: Drift and decision in higher education. JHU Press.
Calero López, I., & Rodríguez-López, B. (2020). The relevance of transversal competencies in vocational education and training: a bibliometric analysis. Empirical Research in Vocational Education and Training, 12(1), 12.
Chang, H. (2021). College English flipped classroom teaching model based on big data and deep neural networks. Scientific Programming, 2021(1), 9918433.
Gonczi, A. (2020). The new professional and vocational education. In Dimensions of adult learning (pp. 19-34). Routledge.
Han, H., & Qin, Y. (2023). Reshaping the New Paradigm of Classroom Culture Construction in Colleges and Universities. Journal of Contemporary Educational Research, 7(1), 13-26.
Hyland, T. (2019). Vocational studies, lifelong learning and social values: investigating education, training and NVQs under the new deal. Routledge.
Park, S. Y., Andalibi, N., Zou, Y., Ambulkar, S., & Huh-Yoo, J. (2020). Understanding students’ mental well-being challenges on a university campus: interview study. JMIR formative research, 4(3), e15962.
Passe, J. (2006). New challenges in elementary social studies. The social studies, 97(5), 189-192.
Said, A. (2018). Vocational teaching-learning through the eyes of undergraduate vocational students in Malta: A qualitative exploratory study. International Journal for Research in Vocational Education and Training (IJRVET), 5(1), 42-63.
Winterton, J. (2017). Competence-based vocational and professional education (p. 1). M. Mulder (Ed.). Dordrecht, the Netherlands: Springer.
Wlodkowski, R. J., & Ginsberg, M. B. (2017). Enhancing adult motivation to learn: A comprehensive guide for teaching all adults. John Wiley & Sons.
Zhao, Y., Emler, T. E., Snethen, A., & Yin, D. (2019). An education crisis is a terrible thing to waste: How radical changes can spark student excitement and success. Teachers College Press.
Shuijing, T., & Nasri, N. M. (2024). Cultivating the Learning Habits of Higher Vocational Students in Class. International Journal of Academic Research in Progressive Education and Development, 13(4), 1527-1538.
Copyright: © 2024 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode