From a cognitive perspective, any student who enters a vocational school has a unique knowledge system in his previous life and education. Some cognitions in this system will interfere with subsequent learning, which we call prior knowledge. Traditional teaching methods often seem to be unable to eliminate such interference. There are roughly two reasons: First, under the traditional teaching method model, the entire teaching process is basically a one-way teaching from teachers eritrea lists t o students. Due to individual differences, it is difficult for teachers to discover students' preconcept problems under this teaching model; second, the indoctrination teaching of traditional teaching methods is difficult to effectively reverse the errors in their cognitive structure when facing the avoidance of learning by vocational school students.
, behavior-guided teaching methods pay attention to the analysis of students' prior knowledge, misconceptions, and other cognitive problems and ideas in learning, which is a very important part of the entire teaching process, and strive to include methods to solve the above problems in the teaching design process. Teaching guided by behavior-guided teaching methods constructs a complete problem-solving learning experience through problem discussion, analysis, data query and information integration. Through such actual experience to create cognitive conflicts, students can "see is believe" and can spontaneously and consciously correct cognitive errors. This method can better enhance students' retention of knowledge and promote students' transfer and reconstruction of new and old knowledge. Students can truly understand knowledge through repeated discussions and conflicts generated when exploring problems.