A Study on the Improvement of Classroom Engagement of Secondary Vocational Students by Blended Learning Method with CBL and TBL : Automotive Engine Electronic Control Technology Course

다국어 초록 (Multilingual Abstract)

With the rapid development of automobile technology, there is a deviation between vocational education in China and the training objectives of employers. Faced with the traditional teaching mode, the classroom participation of vocational education students is getting lower and lower. In order to improve students' classroom participation in vocational education, it is necessary to reform the traditional teaching mode, and improve students' classroom participation by creating learning situations close to working situations. By studying the similarities between doctors and automobile maintenance workers, this study thinks that it is necessary to transfer the teaching method of training medical students to automobile maintenance teaching. The purpose of this study is to improve students' classroom participation in secondary vocational schools, and to use CBL and TBL blended learning method to conduct teaching experiments to test whether this teaching method is helpful to students' classroom participation in the teaching process, and to design the course "Automobile Engine Electronic Control Technology" based on CBL and TBL blended learning method. This study focuses on the subject "Automotive Engine Electronic Control Technology" in secondary vocational schools, and discusses the classroom participation of this subject in the context of the development of automobile industry and vocational education in China. The following questions are put forward: Question 1, the current situation of classroom participation in Electronic Control Technology of Automobile Engine in secondary vocational schools in China; Second, what are the influencing factors of classroom participation in Electronic Control Technology of Automobile Engine in secondary vocational schools in China? Third, what are the strategies to improve the classroom participation of "Automobile Engine Electronic Control Technology" in secondary vocational schools in China? Question 4: Does the CBL and TBL blended learning method have any impact on the classroom participation of "Automotive Engine Electronic Control Technology" in secondary vocational schools? Through literature analysis, this paper combs the theoretical basis and practical application research of CBL and TBL, and provides theoretical support for the mixed use of CBL and TBL teaching methods. Ten teachers were interviewed, and a questionnaire was designed to investigate the current situation of classroom participation among 332 students. It is found that secondary vocational education students' classroom participation in this course is low, and there are some problems in behavioral participation, such as poor autonomous learning ability, general interaction and poor time management. In terms of cognitive participation, the shallow learning effect is poor, the deep learning is insufficient, and the phenomenon of dependent learning is serious; In emotional participation, there is a lack of interest, obvious anxiety and low sense of accomplishment. The influencing factors include students' lack of learning motivation, learning ability and strategies, teachers' improper teaching methods, contents and evaluation, and boring learning situations. Conclusions and suggestions: In order to solve these problems, this study puts forward strategies from three aspects: students, teachers and learning situations. Stimulate students' learning motivation and interest, improve learning ability and initiative, and optimize learning strategies; Improve teaching methods, optimize teaching contents and improve teaching evaluation at the teacher level; At the learning situation level, create a learning situation close to the work situation, integrating occupation and academic studies. Based on the characteristics of CBL (Case-Based Learning) and TBL (Team-Based Learning) hybrid teaching methods, this study constructed an instructional design including learner characteristics analysis, teaching objectives, content, strategies, resource development and evaluation design. Based on this instructional design, a 15-week instructional experiment was carried out. By comparing the results of the experimental group of CBL and TBL blended learning with the control group of traditional teaching, it is found that CBL and TBL blended learning significantly improves students' participation in teaching (including behavioral, cognitive and emotional aspects) and improves academic performance. This study provides examples for the application of CBL and TBL blended learning method in automobile maintenance discipline, provides reference for teaching practice in secondary vocational schools, and is of great significance to improve the quality of secondary vocational education. However, there are limitations in this study, such as the research object only covers some secondary vocational school students, the number of samples is limited, and the teaching experiment time is short. Future research can expand the scope of research objects, increase the number of samples, prolong the teaching experiment time to deeply study the long-term effect, explore effective ways to improve classroom participation in combination with other teaching methods and technologies, strengthen teacher training and support to improve their ability and level of applying new teaching methods, and make greater contributions to the development of secondary vocational education. Key words: Secondary Vocational Education, Classroom Engagement, Blended Learning Method With CBL and TBL, Instructional Design

목차 (Table of Contents)

• Abstract iii
• Ⅰ. Introduction 1
• 1. Research Necessity 1
• 2. Research Purpose 5
• 3. Research Questions 6
• 4. Research content 6
• 1) Case-Based Learning (CBL) 6
• 2) Team-Based Learning (TBL)8
• II. Theoretical Background 13
• 1. Theoretical Basis13
• 1) Constructivism Learning Theory 13
• 2) Situational Learning Theory 17
• 3) Blended Learning18
• 4) Class Engagement 19
• 2. Prior Research and Analysis 21
• 1) Research on Classroom Engagement21
• 2) Research on Application of CBL Teaching Method24
• 3) Application Research of TBL Teaching Method26
• 4) Research on the Application of Blended Learning Method With
• CBL and TBL 27
• III. Research Methods30
• 1. Research Process30
• 2. Research Subjects 32
• 1) Classroom Engagement Status Survey Interview Subjects 32
• 2) Survey Respondents on the Status of Classroom Engagemene ·· 34
• 3) Subjects of Teaching Experiments 37
• 3. Research Tools38
• 1) Preparation of Questionnaires 39
• 2) Behavioral Engagement Test Questionnaire Analysis40
• 3) Cognitive Engagement Test Questionnaire Analysis 43
• 4) Emotional Engagement Test Questionnaire Analysis 46
• 4. Research Methodology 49
• 1) Literature Research Method 49
• 2) Questionnaire Method 50
• 3) Pedagogical Laboratory Method 50
• 4) Statistical Analysis Method 51
• Ⅳ. Instructional Design52
• 1. Automobile Engine Electronic Control Technology Course
• Analysis 52
• 2. Classroom Engagement Survey for Secondary Vocational
• Students 53
• 1) Teacher Interviews53
• 2) Student Engagement Survey55
• 3. CBL and TBL Blended Learning Method Model Construction ·· 65
• 4. CBL and TBL Blended Learning Method Teaching Design 66
• 1) Analysis of Teaching and Learning 67
• 2) Instructional Design 70
• 3) Development of Teaching Resources74
• 4) Implement the Process 75
• 5) Instructional Evaluation Design 79
• 5. Teaching Programs 79
• 1) Teaching Program 79
• 2) Lesson Plan Design Examples80
• 6. Implementation Plan86
• 7. Experimental Hypotheses87
• V. Research Results 88
• 1. Analysis of Student Engagement in the Classroom 88
• 1) Analysis of Differences Before and After Behavioral
• Involvement88
• 2) Analysis of Differences Before and After Cognitive
• Engagement 89
• 3) Analysis of Differences Before and After Emotional
• Engagement 90
• 4) Analysis of Differences Before and After Overall Engagement 91
• 2. Analysis of Achievements 92
• VI. Conclusion96
• 1. Research Summary 96
• 2. Discussion97
• 1) Problems of Classroom Engagement in "Automotive Engine
• Electronic Control Technology" for Secondary Vocational
• Students 97
• 2) Causes of Low Classroom Engagement in "Automotive Engine
• Electronic Control Technology" for Secondary Vocational
• Students 98
• 3) Strategies to Improve Classroom Engagement in Automotive
• Engine Electronic Control Technology for Secondary
• Vocational Students 101
• 3. Conclusion 103
• 4. Limitations and Outlook of the Research 104
• References107
• Appendix113
• 국문초록 121