Title:
Study on Project-Based Teaching Mode for Automotive Majors at Shandong University of Engineering
Author:
Feng Zenglei
Advisor:
Dr. Zhang Li
Degree:
Education Management
Major:
Master of Business Administration
Faculty:
บัณฑิตวิทยาลัย (Graduate School)
Academic year:
2566 (2023)
Published:
The 15th National and International Academic Conference “Creating Shared-Value and Innovation for Sustainability” 18-20 January 2023 pp.395-411 PDF https://mba.siam.edu/proceedings15/
Abstract
The purpose of this article is to understand the evaluation of project-based teaching by automotive students in vocational skills training, provide a basis for the next step of project- based teaching reform, and investigate the changes in cognitive levels of different types of population factors. A quantitative study was conducted by conducting a survey questionnaire on 200 students who have passed the 2021 automotive major at Shandong University of Engineering in Shandong, Shandong Province. Analyzed the evaluation of project-based teaching mode by gender, family background, educational level, and academic performance of 2021 automotive major students at Shandong University of Engineering.
Through analysis, it was found that undergraduate students majoring in automotive have a higher evaluation of project-based teaching. Secondly, by examining the perspectives of project-based teaching based on gender, family background, educational level, and academic performance. There are significant differences between educational levels and academic performance beyond gender and family circumstances. Undergraduate students have a higher level of theoretical knowledge reserve, mastery and improvement of vocational skills in the project-based teaching process than junior college students and five-year consistent students. Those with excellent academic performance (in the top 20% of the class) have a higher level of learning enthusiasm and a lower awareness of self-directed learning compared to those with average academic performance (in the bottom 80% of the class) in the project-based teaching process. Finally, reflections, discussions, and suggestions were made on the results of this study.
Keywords: vocational colleges, project-based teaching, Project-based teaching in vocational colleges and universities, perception level