Research on the Multi-modal Digital Teaching Model Centered on Higher Vocational Learners
- DOI
- 10.2991/978-2-38476-158-6_9How to use a DOI?
- Keywords
- Higher Vocational Education; Digital Teaching; Multi-modal Teaching; "Learning-oriented" Tasks
- Abstract
In the context of the development of digital technology, vocational colleges, as an important front for cultivating high-level vocational skills talents, are bound to undergo changes in their education and teaching. In order to study the learner-centered digital teaching model and cultivate high-quality vocational talents with digital literacy, a learner-centered multimodal digital teaching method for higher vocational education is proposed. By combining digital teaching resources, designing multimodal teaching activities, and constructing multimodal assessment systems, personalized learning support can be provided. After undergoing "learning-oriented transformation," tasks are transformed into "learning-oriented" ones that serve as effective carriers for curriculum implementation. By utilizing digital resources, the goal of curriculum teaching is achieved and students' professional skills are developed.
- Copyright
- © 2023 The Author(s)
- Open Access
- Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.
Cite this article
TY - CONF AU - Yujing Qiao AU - Ning Lv AU - Janhong Zhang PY - 2023 DA - 2023/12/18 TI - Research on the Multi-modal Digital Teaching Model Centered on Higher Vocational Learners BT - Proceedings of the 2023 International Conference on Applied Psychology and Modern Education (ICAPME 2023) PB - Atlantis Press SP - 54 EP - 61 SN - 2352-5398 UR - https://doi.org/10.2991/978-2-38476-158-6_9 DO - 10.2991/978-2-38476-158-6_9 ID - Qiao2023 ER -