Vocational Students’ Academic Self-efficacy Improvement Based on Generative PAD Teaching Mode

Abstract

Generative PAD teaching mode breaks through the restriction of traditional “presupposition-execution” teaching mode, emphasizes the generative feature of curriculum standard, teaching resources and teaching process on the basis of limited presupposition, and effectively changes the traditional passive teaching. It is widely applied in higher vocational colleges. In view of the common phenomenon of learning burnout and learning procrastination among the vocational college students, this research, based on the academic self-efficacy theory, constructs a model of generative PAD teaching to promote students’ academic self-efficacy, by influencing three factors, like students’ successful direct experience, high level of learning motivation and positive verbal evaluation. Through collecting the data of normal and experimental groups’ post-test of questionnaire, by analyzing the two independent T test sample with SPSS software, the results showed that students’ learning interest, learning confidence and learning attitude were significantly improved after the experimental teaching. The generative PAD teaching mode provides valuable references for the vocational teachers to practice teaching reform, by analyzing learners’ needs, setting teaching goals, building teaching resources, creating learning environment and improving teaching evaluation, which is helpful to improve classroom teaching quality in higher vocational colleges.