An Instructional Activity Based on Task-Driven Teaching and Cooperative Learning to Improve the Autonomous Learning Ability and Problem-Solving Ability of Higher Vocational College Students
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Abstract
Against the backdrop of comprehensive digital transformation of industries in China, higher vocational education faces new requirements for cultivating students’ autonomous learning ability and on-the-job problem-solving competence. The traditional lecture-based teaching model can no longer meet the talent demands of digital workplaces. This study integrates task-driven teaching and cooperative learning, and conducts a 16-week quasi-experiment on two parallel classes from a higher vocational college. Two mature psychometric scales are adopted as research instruments, combined with quantitative statistics and classroom observation for comprehensive analysis to explore the effects of the integrated teaching model on students’ core competencies. The results show that after instructional intervention, students in the experimental class obtain significantly higher scores in all dimensions of autonomous learning ability and problem-solving ability than those in the control class (P<0.05), and intra-group pre-test and post-test differences are extremely significant. Two-way repeated-measures ANOVA verifies a significant interaction effect between teaching mode and test time, proving that the integrated teaching combining task-driven teaching and cooperative learning possesses long-term educational value. This study clarifies the implementation path, functional mechanism and application boundaries of the integrated teaching model, and provides empirical evidence and practical references for classroom teaching reform and curriculum optimization in higher vocational colleges.
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