Integrating Informatization with the PAD Class Model: An Empirical Study on Enhancing Vocational Teacher Competency in Early Childhood Education

Xiong Huang; Yuanzhu Yin; Ying Wang

doi:10.54097/5hz7vh47

Authors

Xiong Huang
Yuanzhu Yin
Ying Wang

DOI:

https://doi.org/10.54097/5hz7vh47

Keywords:

Double-High Plan, PAD Class, Educational Technology Integration, Vocational Education, Montessori Pedagogy

Abstract

The "Double-High Plan" in China necessitates innovative pedagogical reforms to cultivate high-quality technical talent. This study addresses the pedagogical stagnation in the Montessori Education Methodcourse within Infant and Toddler Nurturing programs by proposing an integrated "Informatization + PAD Class" instructional model. Grounded in the deep integration of theory and practice, this model synergizes digital platforms (e.g., AI assessment, Learning Pass) with the structured phases of the PAD Class (Presentation, Assimilation, Discussion). A quasi-experimental design was conducted with 74 freshmen. Results indicate that the experimental group, which adopted the integrated model, significantly outperformed the control group in academic achievement (p<.01) and demonstrated higher engagement levels. Notably, the integration fostered self-regulated learning and practical operational skills. This study contributes a scalable framework for leveraging educational technology to enhance instructional efficacy in vocational education.

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References

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