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Exploring the Construction of an Active Classroom in Higher Vocational Education
WANG Chunyan, TANG Ziyun
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DOI:10.17265/2161-623X/2026.07.007
Shenzhen Polytechnic University, Shenzhen, China
Currently, negative learning behaviors such as students’ addiction in their phones, lack of classroom interaction, and insufficient learning initiative are common in higher vocational education classrooms. Basing itself on the distinctive features of vocational education, this paper integrates five core educational theories, namely, self-determination theory, constructivist learning theory, situated learning theory, learning by doing, and project-based teaching. It aims to analyze the external manifestations and underlying causes of students’ passive learning behaviors so as to propose a framework for building an active classroom through four dimensions, i.e., reconstructing classroom logic, implementing project-based teaching, creating workplace scenarios, and innovating diversified assessment systems, thereby supporting the holistic development of skilled talents.
vocational education, phone-gazing behavior, active classroom, project-based teaching, learning by doing
WANG Chunyan, TANG Ziyun. (2026). Exploring the Construction of an Active Classroom in Higher Vocational Education. US-China Education Review A, July 2026, Vol. 16, No. 7, 506-511.
Cui, Z. Y., & Chen, P. (2020). Positive classroom teaching paradigm of vocational education: Basic characteristics, model construction, meaning expression. Vocational Education, 19(18), 3-12.
Wang, W. Y. (2025). Research on the implementation path of “dynamic classroom” in higher vocational colleges pointing to active deep learning. Journal of Hubei Open Vocational College, 38(24), 173-175.