as

In traditional teaching, task skills are the unit for carrying out teaching activities, and
the independence of classroom teaching has largely severed the connection between
different task skills, and although students master the scattered
Decomposition is carried out, refined into specific and quantifiable skill requirements
and used as competence training objectives, and then knowledge training objectives
are determined based on the knowledge support required for professional
competence training, thus forming professional teaching objectives [2].
Distinguished from the traditional disciplines of jobs, job tasks and work processes
and other elements, the learning process for the instruction of vocational
competence is the learner in a certain context, with the help of others, knowledge
and skills, but often fail to integrate multiple skills organically to form vocational
competence. Decomposition, refinement into specific, quantifiable skill
requirements, and as the goal of competency development, and then according to
the native education to the subject knowledge system as the dominant mode of
education, competency-based education (competencybased education) advocates
the goal of student competency development, and as the implementation of
teaching activities
The goal of higher vocational education is. The idea of competence-based education
is consistent with the objectives of higher vocational education, which is widely
recognized in Europe and America and has achieved good results in practice.
In the process of implementation, competency-based education determines the
goals of knowledge development according to the knowledge support required for
the development of professional competencies in a particular industry, which leads
to the formation of professional teaching objectives [2]. acquired by means of
meaningful construction using the necessary learning materials [3]. According to the
constructivist learning theory, learners learn the "zone of development" theory, that
is, the objectives of the teaching unit should have a certain degree of difficulty, fresh
knowledge, stimulate the interest of students, but also to take into account the
existing knowledge structure of students, to ensure that students "existing
knowledge string" "current ability to jump a
""Current ability to jump a
This process can be summarized as "Context" "Collaboration" "Conversation"
"Meaning construction" when four learn new knowledge, not from scratch, but with
the existing knowledge structure into the learning situation, based on the original
knowledge to understand the new knowledge, that is, emphasize the relevance of
knowledge [4].
The overall design of the teaching task follows Vygotsky's "most elements" [6].
In the teaching, a role is created for students: the "North River Software Section
Jump", to avoid the frustration of "unreachable" and affect the enthusiasm of
learning.
Based on the three project tasks with practical significance, we complete the
progressive project-based teaching task design to train students to have a deeper
understanding of the palm power growth curve, and to carry out the teaching project
design with the guidance of the "nearest development zone" education idea, of
"individual basic skills" and "teamwork skills" constitute a progressive design of the
overall teaching tasks (see Table 2). The students will acquire the skills of software
design and development using JAVA programming language, and thus have the ability
to work as JAVA software development engineers.