Research on Differentiated Teaching Strategy of Computer Practice

Courses in Secondary Vocational Schools

Yuan Peng and Ran Lu

School of Information Science and Engineering, Shandong Normal University, Jinan, China

Keywords: Data Analysis, Information and Technology Education, Secondary Vocational Education, Differentiated

Teaching.

Abstract: In the teaching of computer related courses in secondary vocational schools, the traditional teaching method

of "combination of teaching and practice" still occupies the mainstream position, but the teaching effect of

this way is not ideal. The main reason for the above phenomenon is that the traditional teaching mode does

not pay attention to the individual differences of students. In order to solve the above problems, this study

adopted the form of questionnaire survey. Taking “Photoshop Image Processing” as an example. The course

questionnaire was distributed to students, and SPSS was used to conduct variance analysis. It was found that

students' knowledge base and interest affected students' learning tendency. Individual differences of students

affect teaching efficiency and teaching effect. Finally, we put forward the idea of using differentiated teaching

in computer practice courses of secondary vocational schools, demonstrated the reasons for the selection of

differentiated teaching, put forward the principle of differentiated teaching, and summed up the differentiation

teaching mode of seeking difference, magnifying difference, solving difference, developing difference.

1 INTRODUCTION

The year 2021 is the first year of the 14th Five-Year

Plan. It is also a crucial year for building on this mo-

mentum to embark on a new journey and march to-

ward the second centenary goal. Opinions on Promot-

ing the High-quality Development of Modern Voca-

tional Education issued on October 12, 2021 points

out that a modern vocational education system will be

basically completed by 2025, and the attractiveness

and training quality of vocational education will be

significantly improved (The People's Daily, 2021). In

order to improve the quality of vocational education,

we should innovate teaching mode, improve teaching

method and efficiency.

In the teaching of computer practice courses in

secondary vocational schools, the most common

teaching method is the combination of traditional

teaching methods, such as teaching method, case

teaching, etc., and the generation of "combination of

teaching and practice" teaching method. This method

combines the characteristics of traditional teaching

methods and presents some advantages. For example,

this method pays attention to operation and teaching

cases, and it is also convenient for teachers to com-

plete teaching design before class and teaching organ-

ization in class, which has a significant effect on im-

proving teaching efficiency. However, this method

also has limitations. First, this method will differ in

actual classroom teaching efficiency due to the differ-

ence of teachers' organizational ability and students'

learning situation. The teaching method is embodied

in the teacher's main quality, and the key to the ac-

ceptance of this method by most students is the teach-

er's own language quality. This quality directly deter-

mines the level of teaching and teaching efficiency

(Li et al., 2021). Second, this method will also lead to

the lack of creativity in students' works, and teachers

are prone to "over-teaching" in the actual class, show-

ing the situation of single teaching means and lack of

students' autonomy (Cheng et al., 2021). Thirdly, stu-

dents learn the operation completion method of a case

effect, while students can rarely make similar cases

that can be completed by using the same method. This

indicates that students have only learned the operation

steps of a case and have not perfected the knowledge

transfer of a class of problems. Fourth, this method

lacks interaction between teachers, students and stu-

dents, and the improvement of students' cooperation

Peng, Y. and Lu, R.

Research on Differentiated Teaching Strategy of Computer Practice Courses in Secondary Vocational Schools.

DOI: 10.5220/0011897600003613

In Proceedings of the 2nd International Conference on New Media Development and Modernized Education (NMDME 2022), pages 32-45

ISBN: 978-989-758-630-9

 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)

ability is limited. "Combination of teaching and prac-

tice" emphasizes more on the interaction between stu-

dents and knowledge in teaching cases, but lacks the

spiritual communication and ideological exchange

between teachers and students, which makes it impos-

sible for teachers and students to form a democratic

communicative teacher-student relationship, and it is

difficult for students to truly participate in the class-

room as "masters of learning" (Du 2018). In addition,

the student-oriented approach is more attractive to

some students, who feel that giving them creative

space helps them to do well in the course, while the

traditional "teaching-practice" approach is not the

most suitable for them. Therefore, we need to base on

the teaching practice of secondary vocational schools,

understand the students' and teachers' views on the

curriculum, and on this basis, further select and inno-

vate teaching models and teaching methods.

The author observed and summarized the perfor-

mance of the students of computer application major

in Photoshop Image Processing in a secondary voca-

tional school. Because of the impact of the teaching

schedule, the use of "teaching-practice combination"

teaching method is the most beneficial to complete

the teaching schedule on time and on demand, and it

is relatively easy to prepare for class in this way, and

it is also easier to organize students to learn in class.

However, in the actual teaching, it is found that the

consistency of the learning content prepared before

class causes students to show psychological re-

sistance to this slightly "standardized" teaching

method. Communication with the students under the

lesson learned that some degree of learning good stu-

dents think according to the steps to complete the task

assignments in class is very boring, they also can't fin-

ish my homework in the process of reflects the

uniqueness of their homework (some students say that

every classmate to content are the same, makes them

unable to get the joy of finish the homework). How-

ever, some students with average learning level think

that the arrangement of learning content is too tight,

so that they can not fully grasp the previous

knowledge, the later knowledge will start to learn,

which also makes them doubt whether they can learn

Photoshop, and then affect their sense of participation

in learning. Secondly, from the perspective of the ac-

tual teaching effect, we have counted the students'

midterm exam scores. Although there are not a few

students with high scores, the proportion of students

with scores lower than the median is high, so the

teaching effect is not ideal. Thirdly, from the perspec-

tive of students' daily homework completion, most

students can complete more than 60% of the task

points of the homework cases, but for some tasks with

high operation difficulty, only some students with

good degree can complete them. In addition, in terms

of the performance of homework, some students with

good grades often complete their homework "inde-

pendently", and their works are more personalized,

which is particularly outstanding compared with most

students with average grades (these students tend to

imitate the completion effect of demonstration draw-

ings more). Above all, the teaching effect of the main

causes of bad lies in the choice of teaching methods

of the conflicts and the needs of students, teaching

methods are applied to different status of students, the

ready state and study interest of students in reverse

also choose the teaching method, "speaking practice

combination" teaching method is not the practice

course of secondary vocational computer optimal so-

lution. The setting of teaching methods should not

only rely on the experience of teachers, but also re-

spect the individual differences of students in differ-

ent learning situations.

The concept of individual differences is under-

stood from the perspective of teaching mode. Teach-

ing is the process of guiding learners to complete

teaching objectives, and learners' learning style re-

stricts the time and degree of achieving teaching ob-

jectives (Du 2018). Learning style is a stable and

unique learning tendency of learners in learning ac-

tivities. Learning style is a unique behavior pattern of

learners in the process of completing teaching tasks.

Due to its unique characteristics, teachers rarely pay

attention to this problem in traditional teaching that

emphasizes "commonness". Learning styles have an

important influence on individual learners to com-

plete teaching objectives. Paying attention to the dif-

ferences in learning styles of learners can not only ef-

fectively improve learners' learning efficiency, but

also help teachers learn more about how learners ac-

quire knowledge, so as to help students become better

learners (Shenoy N et al., 2013 & Sarabi-Asiabar A

et al., 2015).

The concept of individual differences is under-

stood from the perspective of teaching methods. The

"teaching-practice combination" teaching method in-

tegrates the characteristics of traditional teaching

methods. Cases are taken as the main line of class,

and various tasks are completed step by step through

the form of "teacher demonstration, students follow

the operation", and finally summarized into a

knowledge system. The idea of applying this method

to design the teaching process is based on the collec-

tive needs of students, and the characteristics of

"most" students can be considered in the design. But

for with the "most" show differences in terms of "mi-

nority", this design not only failed to improve their

Research on Differentiated Teaching Strategy of Computer Practice Courses in Secondary Vocational Schools

study effect, for their participation in classroom learn-

ing is also have an impact - is too unified value stand-

ards often leads to the lack of unique individuals

value, this has to do with the education aim of "for the

students". Some new teaching methods emphasize the

cultivation of personal ability, the integration of rea-

son and practice, and the construction of activities.

The emergence of these methods makes up for the

shortcomings of traditional teaching methods, greatly

explores the enthusiasm and initiative of students in

learning, and plays an important role in improving

students' working ability and practical ability (Liu et

al., 2019). On the other hand, these methods are based

on students' high comprehensive ability and cannot be

applied to all students with different learning styles,

which may lead to low teaching efficiency. Moreover,

the flexible use of these methods also put forward

higher requirements for teachers' quality. This also

makes us when discussing the teaching method can

not be completely negative to the traditional teaching

method, also can not be completely positive to the

new teaching method. From the perspective of effi-

ciency, only by taking the individual differences of

students as the starting point, taking the advantages of

traditional teaching methods as the foothold and com-

bining the advantages of advanced teaching methods

can we effectively improve teaching efficiency and

teaching effect (Jiang 2016).

At present, the relevant research on differentiated

teaching mostly focuses on primary and secondary

school teaching, focusing on the supplement of previ-

ous teaching theories or the specific situation applica-

tion of different subjects. Differentiated teaching has

been widely applied in the practice of education and

teaching at all levels. However, in the computer prac-

tice courses of secondary vocational schools, the

classroom teaching research on the application of dif-

ferentiated teaching strategies is very rare, and the tra-

ditional teaching methods still occupy the main posi-

tion in most classroom teaching. It has been demon-

strated above that the nature of computer practice

courses in secondary vocational schools determines

that the traditional step-by-step teaching method can-

not play a very good effect, and the differences of stu-

dents' preparation and practical ability in practice also

need to be taken into account in the pre-class teaching

design. The differentiated teaching strategy focuses

on the difference of students' ability, and the teaching

method taking into account the difference of students'

ability can naturally help students with different abil-

ity levels to learn knowledge in the most suitable way

and develop their own ability at the same time in com-

puter practice courses of secondary vocational

schools. Therefore, it is very important to introduce

differentiated teaching into secondary vocational

computer practice courses for improving classroom

teaching efficiency and teaching effect.

Therefore, we need to further understand the indi-

vidual needs of students, find the individual differ-

ences of student groups, and work out a teaching pro-

gram that is really suitable for practical teaching.

2 EXPERIMENTAL DESIGN AND

PROCEDURE

Found in the actual teaching, students will study the

teaching effect of ultimate for students and the foun-

dation of student's class performance of different

showed differences, in order to confirm this idea, this

study adopts the method of questionnaire survey, tak-

ing a secondary vocational school computer applica-

tion of professional high school class two, grade 2

students as the research object of the experiment,

Take the course Photoshop Image Processing opened

in this semester as a case for investigation, and hand

out the course questionnaire.

Photoshop Image Processing is one of the com-

pulsory courses for computer majors in secondary vo-

cational schools. Its teaching objective requires stu-

dents not only to learn the basic operation of Pho-

toshop software, but also to develop the basic "artistic

quality" in the process of learning, and to cultivate

students' artistic creativity in the process of getting fa-

miliar with the operation of software. The teaching

goal of this course makes it not only have the charac-

teristic of high proportion of practical teaching con-

tent in computer practice courses, but also its influ-

ence on the improvement of students' ability, so that

the teaching design can not be unified, but should be

a complex teaching design that pays attention to the

differences of each student. Due to the above reasons,

the selection of Photoshop Image Processing as the

study of differentiated teaching in the application of

computer practice courses in secondary vocational

schools has a very profound representative of the

course sample.

Before setting up the questionnaire factors, we

want to analyze the influence of students' pre-class

preparation and their interest in the course on their

orientation or opinions in class, such as homework

methods, case selection and teaching methods, by

means of data analysis. Questionnaire set up nine fac-

tors, therefore, whether the nine factors for learning

before contact with PS, willingness to work, class

practices tendency, interested in whether the PS,

tended to case selection, material selection, class

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practices tendency, view of teaching methods, teach-

ing approach, each factor under several options.

Through the study of the correlation between nine

factors to provide strong data support for practical

teaching, and put forward some valuable teaching

strategies.

A total of 120 questionnaires were collected, of

which 114 were valid, with effective recovery of

95%.

SPSS26.0 was used to analyze the obtained data,

focusing on the difference and correlation among var-

ious dimensions.

This experience first analyzes the influence of the

two dependent variables in the questionnaire --

whether they have been exposed to PS before learning

and whether they are interested in PS -- on other var-

iables through analysis of variance. The difference

between the two variables is known by calculating the

significant relationship between this factor and other

variables. For the relationship with significance value

less than 0.05, in the second part, we made a detailed

analysis of the variables showing differences through

contingency table, and analyzed the causes of the phe-

nomenon through the gravity difference of different

options. Finally, the nine research factors are con-

nected to analyze the correlation between each factor

through correlation analysis, and the reasons for some

options that conform to the correlation are summa-

rized.

3 RESULTS

3.1 Analysis of Variance

This part is mainly used to study whether changes in

multiple factors will lead to changes in test results.

The analysis of this part is divided into two dimen-

sions, which respectively study the influence of dif-

ferent degrees of exposure to Photoshop before learn-

ing courses on other factors and the influence of stu-

dents' different degrees of interest in courses on other

factors.

Table 1. Influence of different exposure to Photoshop software before learning the course on other factors.

Factors F Significant value

1.Tendency of homework style in class 10.273 0

2.Case selection tendency 8.101 0

3.Material selection tendency 1.199 0.03

4.Views on teaching Methods 0.038 0.99

5.Teaching style tendency 24.173 0

The results were analyzed as shown in the table.

The significant values of dependent variables 1, 2, 3

and 5 were less than 0.05, which were significant at

the significance level of 0.05. This means that differ-

ent degrees of exposure to Photoshop before learning

lead to significantly different views on homework

methods, case selection tendencies, material selection

tendencies and teaching methods.

Table 2. Influence of students' different interest levels on other factors.

Factors F Significant value

1.Tendency of homework methods in class 3.85 0.024

2.Case selection tendency 2.979 0.055

3.Material selection tendency 3.341 0.039

4.Homework after class 2.733 0.069

5.Views on teaching methods 4.703 0.011

6.Teaching methods 4.503 0.013

The results were analyzed as shown in the table.

The significant values of dependent variables 1, 3, 5

and 6 were less than 0.05, which were significant at

the significance level of 0.05. This means that stu-

dents' different degrees of interest in courses lead to

significant differences in their tendency of in-class

homework methods, material selection, after-class

homework methods, views on teaching methods and

teaching methods.

Research on Differentiated Teaching Strategy of Computer Practice Courses in Secondary Vocational Schools

3.2 Contingency Table Analysis

According to the conclusion of variance analysis, sev-

eral valuable indicators are selected here to analyze

them, hoping to get beneficial experience for practical

teaching.

3.2.1 Influence of Different Degrees of

Exposure to Photoshop before

Learning the Course on Various

Indicators

The data in the table below is summarized from the

results of the questionnaire.

Table 3. Differences in the tendency of homework methods in class whether they have been exposed to PS before learning

The tendency of homework

methods in class

Sum F

Signifi-

cant value

Step by step

according to

the require-

ments of the

teaching mate-

rial

Design in-

de-

pendently

according

to the

learning

content

Whether

contact

with PS

before

learning

Have

learned

Count 7 11 18

10.273 0

Proportion 6.10% 9.60% 15.8%

Simple ap-

plication

had been

done

Count 14 38 52

Proportion 12.30% 33.30% 45.6%

Have heard

Count 20 6 26

Proportion 17.50% 5.30% 22.8%

No contact

Count 14 4 18

Proportion 12.30% 3.50% 15.8%

Sum 55 59 114

Proportion 48.20% 51.80% 100%

According to the data in the table can learn, learning

this course, students come into contact with Pho-

toshop software before the class practices tend to be

more "according to the independent learning content

design", especially to do a simple application of stu-

dent in the overall proportion reached 33.3%, far

higher than the choice of "step by step according to

requirements of the teaching material production" op-

tion number; However, students who have not learned

Photoshop before class are more inclined to make

homework step by step according to the requirements

of the textbook.

Table 4. Differences in case selection tendency between students exposed to PS before learning

The tendency of case selection Sum F

Signif-

icant

value

Use case from the

textboo

Use case outside the

textboo

Whether

contact

with PS

before

learning

Have

learned

Count 7 11 18

8.101 0

Proportion 6.10% 9.60% 15.8%

Simple ap-

plication

had been

done

Count 17 35 52

Proportion 14.90% 30.70% 45.6%

Have heard

Count 19 7 26

Proportion 16.70% 6.10% 22.8%

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No contact

Count 15 3 18

Proportion 13.20% 2.60% 15.8%

Sum 58 56 114

Proportion 50.90% 49.10% 100%

According to the data in the table, students who

have been exposed to Photoshop before learning this

course tend to choose cases "using content outside the

textbook", especially those who have done simple ap-

plications, accounting for 30.7% of the total, while

those who have not learned Photoshop before learn-

ing this course prefer to use content in the textbook.

Table 5. Whether you have been exposed to the difference of material selection tendency of PS before learning

The tendency of material selection Sum F

Signif-

icant

value

Choose their own

material

Choose the material

chosen b

the teache

Whether

contact

with PS

before

learning

Have

learned

Count 15 3 18

1.199 0.314

Proportion 13.20% 2.60% 15.8%

Simple ap-

plication

had been

done

Count 41 11 52

Proportion 36.00% 9.60% 45.6%

Have heard

Count 16 10 26

Proportion 14.00% 8.80% 22.8%

No contact

Count 13 5 18

Proportion 11.40% 4.40% 15.8%

Sum 85 29 114

Proportion 74.60% 25.40% 100%

As for the selection of materials, it can be seen

from the data analysis in the table that no matter how

basic the software operation is, students tend to

choose materials suitable for their own works by

themselves. The reason for this phenomenon is not

difficult to understand. Choosing the elements re-

quired by their own works is the basis for their

uniqueness and creativity. Therefore, they are more

inclined to choose some fresh materials that have not

been done before or are suitable for themselves, and

use these new materials to make innovative works.

Table 6. The difference of teaching method tendency caused by exposure to PS before learning

The tendency of teaching method Sum F

Signif-

icant

value

Teacher demon-

strate, students fol-

low the operation

The teacher points

out the task and the

students operate in-

dependentl

Whether

contact

with PS

before

learning

Have

learned

Count 5 13 18

24.173 0

Proportion 4.40% 11.40% 15.8%

Simple ap-

plication

had been

done

Count 12 40 52

Proportion 10.50% 35.10% 45.6%

Count 22 4 26

Research on Differentiated Teaching Strategy of Computer Practice Courses in Secondary Vocational Schools

Have heard

Proportion 19.30% 3.50% 22.8%

No contact

Count 17 1 18

Proportion 14.90% 0.90% 15.8%

Sum 56 58 114

Proportion 49.10% 50.90% 100%

As can be seen from the data in the table, students

with different foundations show two completely dif-

ferent tendencies in teaching methods. For the stu-

dents who have a foundation before class, they prefer

to operate independently. Teachers do tasks for them

and they design their own works. For students who

have no foundation before class, it is more appropri-

ate for the teacher to guide the demonstration step by

step and push them to complete the phased opera-

tional tasks.

3.2.2 The Influence of Students' Interest in

Courses on Various Indicators

The data from the questionnaire, we summarize the

following content.

Table 7. Differences between students' interest in the course and their homework methods in class

The tendency of homework methods in

class

Sum

Signif-

icant

value

Step by step ac-

cording to the re-

quirements of the

teaching material

Design inde-

pendently according

to the learning con-

tent

0.024

Students' in-

terest in the

course

Interested

Count

27 24 51

Proportion

23.70% 21.10% 44.7%

General

Count

17 31 48

Proportion

14.90% 27.20% 42.1%

Not inter-

ested

Count

11 4 15

Proportion

9.60% 3.50% 13.2%

Count

55 59 114

Proportion

48.20% 51.80% 100%

According to the data in the table, there is no great

difference in the survey results of students' homework

methods in class, but the different interests of students

in the course lead to the differences in the way stu-

dents make homework in class. 27.2% of the students

with "average" interest in the course are more willing

to finish the homework independently designed ac-

cording to the learning content. The students who are

not interested in the course are more likely to follow

the requirements of the textbook step by step, ac-

counting for 9.6% of the total. Therefore, to improve

the quality of homework by guiding students to en-

hance their interest in the course plays a very im-

portant guiding role in improving the course effect.

Table 8. Differences of students' interest in courses and material selection tendency

tendency of material selection

Sum

Signif-

icant

value

Choose their own

material

Choose the material

chosen by the

teache

0.039

Interested

Count 43 8

Proportion 37.70% 7.00%

44.7%

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Students' in-

terest in the

course

General

Count 34 14

Proportion 29.80% 12.30%

42.1%

Not inter-

ested

Count 8 7

Proportion 7.00% 6.10%

13.2%

Count 85 29

114

Proportion 74.60% 25.40%

100%

It can be seen from the data in the table that stu-

dents' interest in courses significantly affects students'

tendency to choose materials. When students' interest

in courses is "interested" or "average", students are

more inclined to choose materials to complete course

assignments by themselves, accounting for 37.7%

and 29.8% of the total, respectively. However, the

students who are not interested in the course have no

obvious difference in their choice of materials. There-

fore, in practical teaching, teachers should fully give

students the environment to choose materials inde-

pendently, so as to improve students' enthusiasm and

autonomy in course learning.

Table 9. Differences between students' interest in courses and the view of teaching methods

The view of teaching method Sum F

Signif-

icant

value

Teacher demon-

strate, students

follow the opera-

tion

The teacher points

out the task and the

students operate in-

endentl

0.011

Students' in-

terest in the

course

Interested

Count 27 24 51

Proportion 23.70% 21.10% 44.7%

General

Count 25 23 48

Proportion 21.90% 20.20% 42.1%

Not inter-

ested

Count 14 1 15

Proportion 12.30% 0.90% 13.2%

Count 66 48 114

Proportion 57.90% 42.10% 100%

By analyzing the data in the table, it can be seen

that students' interest in courses also affects their

opinions on teaching methods. Among the students

whose course interest is "interested" and "average",

both the way of "teacher demonstrates and students

follow the operation" and the way of "teacher points

out the task objective and students operate inde-

pendently" are recognized by some students, showing

no obvious difference in these two dimensions. But

for students who were not interested in the course,

they preferred the traditional teaching method of

"teacher demonstrates and student follows", account-

ing for 12.3 percent of the total, far exceeding the

overall proportion of the other option.

Table 10. Differences between students' interest in courses and their tendency of teaching methods

The tendency of material selection

Sum

Signif-

icant

value

Teacher demon-

strate, students

follow the opera-

tion

The teacher points

out the task and the

students operate in-

endentl

0.013

Interested

Count 30 21 51

Proportion 26.30% 18.40% 44.7%

Research on Differentiated Teaching Strategy of Computer Practice Courses in Secondary Vocational Schools

Students' in-

terest in the

course

General

Count 16 32 48

Proportion 14.00% 28.10% 42.1%

Not inter-

ested

Count 10 5 15

Proportion 8.80% 4.40% 13.2%

Count 56 58 114

Proportion 49.10% 50.90% 100%

Data can be seen from the table, the interest in the

course of "interest" and "not interested" of students,

more students tend to "teachers' demonstration, stu-

dents follow operation", and interest in the course of

"general" of the students, but more students chose

"teacher pointed out the task, students' operation".

Such divergence, while not evident in overall perfor-

mance, did appear in the results of categorical varia-

bles. The two methods have their unique advantages

in different teaching environments. According to dif-

ferent situations in practice, the combination of the

two methods seems to be the key to improve class-

room efficiency.

3.3 Correlation Analysis

Due to the large number of correlation data expressed

in this table, some data that are most meaningful to

the improvement of actual teaching effect are selected

to illustrate.

Table 11. Summary of correlation of various factors

1.Wh

ether

con-

tact

with

be-

fore

learn-

2.Will-

ingness

to un-

dertake

rele-

vant

work

3.The

ten-

dency of

home-

work

methods

in class

4.Stu-

dents'

inter-

est in

the

cours

The

ten-

dency

case

selec-

tion

6.The

ten-

dency

of ma-

terial

selec-

tion

7.The

tendency

of home-

work

methods

after

class

8.The

view

teach

ing

meth

9.The

ten-

dency

teach-

ing

metho

Whether

contact

with PS

before

learnin

Pearson

correla-

tion

Sig.

2. Will-

ingness

to under-

take rele-

vant

wor

Pearson

correla-

tion

.348*

Sig. 0

3. The

tendency

of home-

work

methods

in class

Pearson

correla-

tion

-.372

-.319** 1

Sig. 0 0.001

4. Stu-

dents' in-

terest in

Pearson

correla-

tion

0.053 .534** -0.035 1

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the

course

Sig. 0.576 0 0.714

5. The

tendency

of case

selection

Pearson

correla-

tion

-.369

-.366** .773**

0.033

Sig. 0 0 0 0.725

6. The

tendency

of mate-

rial se-

lection

Pearson

correla-

tion

0.125 .360** -0.162 .237*

0.171

Sig. 0.183 0 0.086 0.011 0.069

7. The

tendency

of home-

work

methods

after

class

Pearson

correla-

tion

-.439

-.491** .545**

0.063

.570*

-.510*

Sig. 0 0 0 0.503 0 0

8. the

view of

teaching

metho

Pearson

correla-

tion

0.028 -.295** 0.112

-.201

.193*

-.498*

.238* 1

Sig. 0.767 0.001 0.234 0.032 0.04 0 0.011

9. the

tendency

of teach-

ing

metho

Pearson

correla-

tion

-.553

-.455** .561** 0.059

.509*

-.393*

.706** .198* 1

Sig. 0 0 0 0.535 0 0 0 0.034

** At 0.01 level, the correlation was significant.

First of all, students' exposure to PS before class is

different, which significantly affects students' choice

of homework methods, cases and teaching methods.

The data showed that the correlation coefficients of

exposure to PS before learning and the tendency of

homework mode in class, case selection tendency, af-

ter-class homework mode tendency and teaching

mode tendency were -0.372, -0.369, -0.439 and -

0.553 respectively, and the significance levels were

all less than 0.01. There is a strong correlation be-

tween the exposure to PS before learning and the

above four factors, and all of them are negatively cor-

related. According to the specific option Settings, in

terms of homework, the more students are exposed to

PS before class, whether in class or after class, they

are more inclined to design homework independently

according to the learning content, otherwise, they

tend to make homework step by step according to the

requirements of textbooks. In terms of case selection,

the more exposed students are to PS before class, the

more inclined they are to use cases outside textbooks

for learning, and vice versa. In terms of teaching

methods, the more students are exposed to PS before

class, the more likely they are to choose the teaching

method of "teachers point out the task objectives and

students operate independently"; otherwise, they are

more inclined to choose the teaching method of

"teachers demonstrate and students follow the opera-

tion".

Secondly, the different tendency of students'

homework styles in class has a significant influence

on the choice of students' cases and teaching styles.

The data showed that the correlation coefficients be-

tween students' tendency of homework style in class

and their tendency of case selection and teaching style

were 0.773 and 0.561, respectively, with significance

levels less than 0.01. There was a strong correlation

between students' tendency of homework style in

class and the above two factors, and both were posi-

tive. In terms of the selection of teaching cases, the

Research on Differentiated Teaching Strategy of Computer Practice Courses in Secondary Vocational Schools

students who tend to make their homework step by

step according to the requirements of the textbook

think that using the content in the textbook will get

better teaching effect. In terms of the teaching

method, they also tend to use the method of "teachers

demonstrate and students follow". However, students

who tend to design their homework independently ac-

cording to the learning content in class think that us-

ing the content outside the textbook will get better

teaching effect in the selection of teaching cases. In

terms of teaching methods, they are also more in-

clined to use the method of "teachers point out the

task objectives and students operate independently".

Finally, the different teaching methods have a sig-

nificant impact on students' choice of homework

methods, cases and materials. The data showed that

the correlation coefficients of students' teaching

method preference to in-class homework method, af-

ter-class homework method, case selection tendency

and material selection tendency were 0.561, 0.706,

0.509 and -0.393, respectively, with significance lev-

els less than 0.01. There was a strong correlation be-

tween students' teaching method preference and the

above four factors. It is positively correlated with in-

class homework style, after-class homework style and

case selection tendency, and negatively correlated

with material selection tendency. In terms of teaching

methods, students who prefer "teachers demonstrate

and students follow" are more inclined to complete

their homework according to the requirements of text-

books. In terms of cases, students tend to choose text-

books as teaching cases. In terms of material selec-

tion, students are also more inclined to directly use

ready-made materials handed out by teachers. Teach-

ing methods, in contrast, tend to "teacher pointed out

the task, students' actions" of the students on the prac-

tices tend to be in accordance with the independent

learning content design job content, tend to choose

the textbooks on the case as case teaching, the content

of the material selection are also more likely to

choose suitable for their work characteristic of the

material.

4 DISCUSSION

Through the above data analysis results, we can find

that different students often have different demands

for course learning. In the above survey, students with

higher exposure to Photoshop before class and strong

interest in Photoshop prefer tasks that can exert their

autonomy. However, students with low exposure to

Photoshop before class and low interest in Photoshop

tend to choose a "passive" relationship in actual

teaching, and they prefer to follow the teacher's ideas

step by step. The root causes of the above phenomena

all point to the individual differences shown by stu-

dents, which further leads to the differentiated learn-

ing tendencies shown by students.

From the perspective of students, the key to teach-

ing success lies in whether teaching meets the needs

of students. Only by paying attention to students'

learning needs and interests can we truly "understand

your students" (Van Geel M et al.,2019). Students

prefer to meet their own learning needs in different

ways and forms(Ismajli H et al.,2018), and it has be-

come an issue that must be taken into account in

teaching design to formulate different learning plans

for groups with different needs.

From the perspective of teaching effect, some

scholars have found in their studies that differentiated

teaching can effectively solve the problems in mixed-

ability classes. It can provide teaching to students at

all levels in the class, which makes differentiated

teaching effectively improve the overall scores of stu-

dents(Magableh I S I et al.,2020).

From the perspective of improving students' abil-

ity, differentiated teaching with interactive strategies

can help students transform from traditional

knowledge acquisition to active learning, which is

also a process of improving students' comprehensive

ability.

From the point of view of the training goal of sec-

ondary vocational computer major, the training goal

of secondary vocational computer major is to train

students to be competent in the information technol-

ogy of computer professional skills. The training tar-

get for employment makes the simulation of the ac-

tual working environment and the training of stu-

dents' practical ability become important indicators

throughout the whole teaching process. However, due

to students' different employment tendencies and dif-

ferences in their own abilities, such differences tend

to be amplified in actual teaching, and students' learn-

ing states and final learning effects appear to be strat-

ified. In order to make every student shape them-

selves according to the most suitable route, teachers

must pay attention to the individual differences of stu-

dents. Therefore, differentiated teaching is in essence

consistent with the training objectives of computer re-

lated majors in secondary vocational schools, and has

a high degree of adaptation with computer practice

courses in secondary vocational schools.

Therefore, in the process of constructing the

teaching mode of computer practice courses in sec-

ondary vocational schools, we should fully consider

the individual differences of students and use the idea

NMDME 2022 - The International Conference on New Media Development and Modernized Education

of differentiated teaching to construct the teaching

mode.

5 CONCLUSIONS

5.1 Principle of Differentiated

Teaching

5.1.1 Unity of Individuality and Generality

Differential teaching is not a complete "individual

teaching". Individualized teaching emphasizes the de-

velopment of students' personality, and everyone has

his own learning plan. However, too much emphasis

on "individual uniqueness" tends to make the "com-

monness" of teaching itself disappear in the scattered

"individuality". The commonness of teaching plays a

crucial role in helping students master knowledge and

improving their comprehensive ability. In addition,

too much emphasis on "individuality" will often lead

to the disunity of teaching objectives, teaching plans

and evaluation standards, and the classroom effi-

ciency has not been significantly improved, with rel-

atively large randomness (Hua 2012). Therefore, dif-

ferentiated teaching is necessary for students, but it

must be cautious—it completely depends on how

teachers make use of the individual differences of stu-

dents. How to meet the individual differences of stu-

dents and unify the needs of the whole class has be-

come the direction that every teacher should pay at-

tention to in teaching design. Differentiation teaching

should take "harmony without uniformity" as the

basic starting point of teaching design.

5.1.2 Interest is the Root of Difference

Data show that student interest and student autonomy

are positively correlated, and they complement each

other to improve teaching efficiency and effect. In the

actual teaching test, we found that students with high

enthusiasm for the course and strong initiative in class

achieved better course results and achieved better

teaching effects. Therefore, helping students improve

their interest in the course is an excellent means to

improve the teaching effect.

5.1.3 Use Complexity Factors to Guide

Grouping

The important premise of differentiated teaching is

"know your students", that is, teaching should adjust

the teaching content, process and evaluation process

based on students' different interests, preparation and

learning style. However, the formulation of teaching

programs should not be completely "personalized",

but should also reflect "groupization", that is, the rel-

ative consistency within groups and the relative dif-

ferences between groups should be balanced. It is an

effective method to solve individual differences

through classroom grouping. The key to successful

differentiation is not only to group students, but to

adapt teaching to the needs of groups with different

abilities (Yan, 2021). This requires teachers to distin-

guish students with similar needs after observing dif-

ferent needs of students, but the complexity level of

students is different in different cases (Van Geel M et

al.,2019), so it is necessary to determine the complex-

ity factors suitable for the classroom to guide the

grouping of students.

5.1.4 Balance of Evaluation Criteria

In practical teaching, because each student has a dif-

ferent degree of knowledge, the construction of

knowledge structure is also different, which leads to

the difference in the final learning effect. If the stand-

ard of educational evaluation is unified and the struc-

ture is single, the final result of educational evaluation

often lacks rationality and motivation. The value ori-

entation of differential evaluation is neither society-

oriented nor individual-oriented. It integrates the two

values to ensure the common development of all stu-

dents and promote the development of each student's

personality (Yan 2021). The evaluation mode of dif-

ferentiated teaching has both standardized common

evaluation and differentiated individual evaluation,

which is the dialectical integration of "common" and

"individual" of educational evaluation.

5.2 Construction of Differentiated

Teaching Process

The starting point of the differential teaching model

is the difference of students, and the whole process of

teaching can be summarized as four processes: seek-

ing difference—magnifying difference—solving dif-

ference—developing difference.

5.2.1 Seeking Difference

Measure Learning Style. In practical teaching, what

teachers need to pay attention to most is students'

learning attitude, learning foundation and thinking

level. These three factors affect the level and degree

of students' acceptance of new knowledge. Teachers

should make corresponding teaching methods to

Research on Differentiated Teaching Strategy of Computer Practice Courses in Secondary Vocational Schools

make up for or expand students' differences through

understanding students before class.

For example, Flemming proposed the famous

VAK learning style model in 2001, which evaluated

learners' learning style from three dimensions of vi-

sion, hearing and movement (Kodesia S, 2014). This

model is widely spread, and many teachers use this

model to understand students' learning style before

class. At present, based on the hot artificial intelli-

gence technology, it has gradually become a trend to

use algorithms to measure students' learning styles.

Using information technology can effectively im-

prove the efficiency of teachers to understand stu-

dents' learning styles, and it has also become a com-

mon behavior in today's teaching.

Optimize the Starting Point of Learning. For some

students with insufficient learning level, it is obvi-

ously very inefficient to directly learn new knowledge

on the premise that they cannot fully master the pre-

knowledge before learning the course. However, tra-

ditional classrooms tend to ignore this phenomenon,

which makes the learning efficiency and effect of

some students become worse and worse, and the gap

between students becomes wider and wider. Finally,

the overall learning effect is not good, and some stu-

dents also have doubts about their learning ability,

and finally lose interest in the course. The occurrence

of this phenomenon depends on teachers' understand-

ing of students before class. Teachers' timely remedy

after understanding students can effectively improve

the efficiency of students' new knowledge learning.

The process of "never too late" is the process of opti-

mizing the starting point of learning. This strategy can

keep the consistency of learning basis to the greatest

extent, reduce the difficulty of differentiated teaching

design and improve the teaching efficiency.

5.2.2 Magnifying Difference

Due to the different personality of people, their per-

formance in learning is certainly not the same, there-

fore, differences in teaching is inevitable. The process

of magnifying difference is the process of "learning

from each other's strengths and making up for each

other's weaknesses" in teaching. The fundamental

purpose of magnifying difference is to let each stu-

dent realize his own strengths and weaknesses.

In concrete implementation, teachers should in-

form students of the learning objectives of the course

before learning new knowledge, and teachers should

customize preview tasks for students with different

learning styles according to their characteristics.

These tasks may be learning new knowledge in the

new concepts, new knowledge learning may also be

in the class activities need to use material finishing,

etc., the use of students learning style differences, dif-

ferent ability of students to use their strengths in class

as much as possible to complete these tasks requires,

for use in group work in class. In this process, stu-

dents in the completion of the task on the basis of un-

derstanding new knowledge, discover their own

strengths and weaknesses, so as to "foster strengths

and circumvent weaknesses".

5.2.3 Solving Difference

In the traditional teaching mode, the teaching content

of the course is mainly based on the content in the

textbook, which lacks the explanation and analysis of

the real work tasks, and ignores the comprehensive,

applicable and interdisciplinary characteristics of the

original course, which makes the students unable to

complete the follow-up large projects due to lack of

experience. Project in differentiation of classroom

teaching can well solve the problem, use "challenging

project" as the main communication teaching, com-

prehensive training to the students' operation, the stu-

dents in engineering practice has a more in-depth un-

derstanding, students are no longer "steps", but in the

process of project to promote the middle school "cre-

ation", A method learned can be widely applied to a

class of problems, which can solve the problem of

knowledge transfer that cannot be solved by tradi-

tional teaching methods.

On the concrete implementation of teaching

method, the most important thing is to "distinguish"

students. "Difference" is set up to meet the personal-

ized needs of students of different study groups, study

group division should adopt homogeneous stratified

grouping, the flexibility of heterogeneous grouping,

put together the different levels of students, the ability

of the students together, common to complete the

team selected for "project". Such activities can greatly

mobilize students' learning enthusiasm and creative

desire on the basis of meeting students' needs, and ap-

ply their differences to group cooperation activities

and participate in knowledge learning activities. In

addition, this kind of grouping can effectively exer-

cise students' cooperation ability, students can give

full play to their own talents in cooperation, but also

subtly accept the excellent ability of other members,

improve their own ability.

5.2.4 Developing Difference

The differences of students are not a stumbling block

to the teaching effect. The differences of students in

the learning process should be paid attention to, and

NMDME 2022 - The International Conference on New Media Development and Modernized Education

teachers should realize the positive impact of the dif-

ferences of students on students and their peers.

Therefore, developing the differences of students is

also a very important link in differentiated teaching.

The differences are diverse and there is no uni-

form standard. In the evaluation of differentiated

teaching, students' performance differences can be

brought into the evaluation system. Using value-

added assessment mechanism to evaluate the differ-

ent levels of students is the effective measure to take

care of students individual difference, this evaluation

approach makes horizontal contrast between the main

body of evaluation from the student change to student

individual growth of longitudinal comparison, is a

way of evaluation for students themselves, teachers

can see from the result of the value-added students the

progress of their own knowledge and ability, Students

can also be motivated to learn through evaluation re-

sults. The pluralism of teaching evaluation requires

that the content of teaching evaluation should be ori-

ented to both knowledge mastery and ability improve-

ment, and the evaluation mode should be emphasized

both between teachers and students. The value-added

evaluation faces the individual differences of each

student, and the diversity of evaluation expands this

approach. The value-added evaluation based on the

diversity principle is the most effective evaluation

method for the teaching process with different chem-

istry situation.

In addition, personalized homework arrangement

can also bring a positive impact on the development

of students' differences. This kind of homework can

improve their enthusiasm for learning, and their own

ideas about new knowledge can be reflected in the

personalized homework. Teachers set homework top-

ics for students according to their different learning

levels and interests, but these homework do not in-

volve specific homework steps and requirements.

Personalized homework is no longer a tool to me-

chanically consolidate knowledge, but an innovative

product with personal charm and soul. Under the

training of this kind of homework, students can get

the training of innovation ability and further develop

their differences.

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Research on Differentiated Teaching Strategy of Computer Practice Courses in Secondary Vocational Schools