Research on Vocational Skills Assisted Training Practice Based on
Mobile Internet Terminal
JiaHeng Xu
*
, Xiao Rong, WeiWei Yang, Na Song and Wei Ren
Shandong Electric Power College,No. 500 South Second Ring Road, Jinan, Shandong Province, China
Keywords: Mobile Internet Terminal Skills Training Auxiliary Teaching.
Abstract: This paper systematically expounds the production of H5 micro-courses, the implementation process of the
project, the advantages and matters that need attention in the auxiliary teaching process by introducing the
mobile Internet terminal into the practical teaching experience in the vocational skills training process, etc.,
aiming to explore new ideas and new methods that combine the mobile Internet terminal with vocational
skills training through the analysis and summary of this teaching mode, so as to achieve the purpose of
improving teaching efficiency and improving training quality.
1 INTRODUCTION
The current vocational skills training method is
basically carried out in the traditional way, that is,
the teacher speaks on the podium, the students listen
below, the teacher demonstrates in the training
place, and the students follow the practice mode.
The flow of vocational skills training methods is
shown in Figure 1, the theoretical learning before
the operation in the figure is an indispensable link,
for skills training, we hope to let students practice as
much as possible, which itself is contradictory,
especially in the case of limited training time.
On the other hand, for a professional skills
training, when there are more students, what the
teachers do is to keep repeating the same content,
for different trainers of the same project, although
the same teaching unit design is used, it is difficult
to ensure that the knowledge points and operational
skills taught are exactly the same, in order to solve
this kind of problem, the author will be mobile
Internet terminals, which are currently more popular
mobile devices into vocational skills training, which
has played a good effect.
Figure 1 Traditional skills training model process
2 IMPLEMENTATION PROCESS
2.1 Development of H5
Micro-Curriculum
To make full use of the mobile Internet terminal this
convenient tool, the first thing to do, is to develop a
334
Xu, J., Rong, X., Yang, W., Song, N. and Ren, W.
Research on Vocational Skills Assisted Training Practice Based on Mobile Internet Ter minal.
DOI: 10.5220/0011911600003613
In Proceedings of the 2nd International Conference on New Media Development and Modernized Education (NMDME 2022), pages 334-340
ISBN: 978-989-758-630-9
Copyright
c
 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)

set of micro-courseware that can be easily operated
and used on the interconnection terminal, in order to
maximize the effect, the choice of H5 micro-course
software should first be popular, easy to master,
convenient for the majority of teachers to learn, at
the same time to have a variety of functions, it is
best to have text, pictures, audio, video and other
display methods, in order to present a picture and
text, lively and diverse effects.
The scheme design of the micro-courseware is
shown in Figure 2:
Figure 2 Design architecture of micro-lessons
Before the micro-lesson is made, you should first
set up the framework, then prepare the material
(these two steps are commonly referred to as the
writing of the script), and finally start the
production. The framework is easier to understand,
equivalent to the syllabus of a course, and our
understanding of the traditional class mode is almost
the same, more time-consuming is the preparation of
materials, the material here mainly refers to the
picture, audio and video, such as pictures, when you
need to introduce a certain device, you need to take
a clear picture in advance (if you need to buckle the
picture, buckle it in advance), if you need a local
close-up, you need to cut the local picture in
advance.
When the material is audio, you need to prepare
the lines in advance, the general software has the
function of text conversion, if you need to record
real people, you need to prepare the recording
equipment and the narrator. When the footage is a
video, it needs to be recorded in advance and
converted to a software-compatible format (because
the capacity of the video is generally relatively
large, it is not recommended when the video takes a
long time. If it is really needed, it can be solved in
flash form). The quality of micro-lesson production
depends on the mastery and proficiency of the
production software, but some basic skills definitely
need to be mastered in advance, such as changing
the background, page jumping, simple animation
design, audio and video insertion, etc.
2.2 Establishment of WeChat Network
Platform
The platform here is mainly used for the sharing of
training and teaching resources, it is more
convenient to be a WeChat group, or a WeChat
public account or a training APP, etc. From an
interactive point of view, it is better to use WeChat
groups, we can complete the following tasks through
the platform:
 The release of micro-lessons;

Students' grouping and teacher's guardianship
arrangements;
 Assign learning tasks;
 Practical course preparation requirements;
 Post-class meeting comments and typical case
analysis.
The design of the WeChat network platform
(official number) is shown in Figure 3:
Research on Vocational Skills Assisted Training Practice Based on Mobile Internet Terminal
335

Figure 3 Design structure of WeChat public account
In order to improve the efficiency of the training
process described in Figure 1, the following
auxiliary methods are used in this paper, and the
specific design scheme is shown in Figure 4:
2.3 Project Implementation
2.3.1 Pre-Class Meeting
For vocational skills training, the pre-class meeting
is an indispensable link, through the pre-class
meeting, the teachers can explain the main tasks and
arrangements of the class, the danger points and
preventive control measures, safety precautions and
the implementation of safety signatures, etc., if
necessary, may also apply for work tickets. Because
of the safety matters involved, this link is best
carried out in the classroom or practical training
class, and is not suitable for micro-lessons.
Figure 4 Assistance training mode process based on
mobile Internet terminal
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336

2.3.2 Explanation of Theoretical Knowledge
In the traditional teaching mode, the actual operation
exercise should be the first to explain the basic
theoretical knowledge, the cognitive and functional
introduction of the equipment, the operation project
and process, etc., because these contents have been
released to the WeChat group in advance in the form
of micro-lessons, so what we need to do at this time
is to use the gap between the students to handle the
safety of the bottom or the signing of the work ticket
during the pre-class meeting, and collectively review
the important knowledge points, which can be
explained by the teacher and can also be imparted
knowledge by asking questions (jiang 2018). The
purpose is to ensure that students can keep in mind
the important knowledge points in the micro-lesson
and fully understand them, this session is where the
micro-lessons show their charm.
This link is very important, because the biggest
feature of this learning mode is the need to use the
students' own time for free learning, because there
are too many entertainment things in the mobile
phone, the attraction of students is too large, if not
properly guided or supervised, it is difficult to ensure
their enthusiasm for active learning micro-lessons.
2.3.3 Practice Skills Exercises
In the practical training operation stage, the
traditional training mode is generally demonstrated
by the teacher first, the student observes from the
side, and then the student follows the operation after
the end, and the teacher guides in groups. In the new
training mode, although we have done the operation
video in the micro-lesson, but because the form of
flash is different from the practical operation after
all, this link is generally in the classroom or the
practical training class and then to the students to
demonstrate it again (of course, the conditions can
also play the teaching video), while the physical
object of targeted key explanations, so that students
can better understand the operation steps and
essentials.
When practicing in groups, in order to allow
students to enter the role as soon as possible, a
teacher can lead students to follow the operation
steps to go through the decomposition of the action
in a unified way, and other teachers can guide them
to master the operation skills in the group
supervision and guidance they are responsible for.
2.3.4 After Class Meeting
For vocational skills training, after the class will be a
very important link, through the class meeting, we
can collect the problems that occur in the process of
the operation of the students, timely collect,
summarize and analyze and inform them, so as to
avoid the same mistakes from happening again, and
at the same time praise the group or students who do
better, can also be included in the performance
assessment, urge them to strengthen the normative
requirements of their own operations. This
information can be posted to the class group in the
form of text, pictures and audio and video through
the WeChat platform, this part of the content is
generally not suitable for doing well in advance in
micro-lessons.
2.3.5 Evaluation
The main purpose is to test the mastery of a certain
skill by students, and in the new mode, it can also
be used as a powerful measure to restrain students
from actively and consciously learning
micro-lessons, which can be carried out online or
offline, and can be tested both theoretical
knowledge and operation.
3 ANALYSIS AND EVALUATION
3.1 The Advantages of the Auxiliary
Training Model
The most obvious benefit of applying mobile
Internet terminals to vocational skills auxiliary
training is to save the time of centralized teaching in
the classroom, relatively increase the number of
hours of students' practical operation, transform the
traditional classroom teaching into a review and
review of knowledge, and strengthen students'
consolidation and understanding of key knowledge
points. At the same time, the teacher can better
apply the saved time to practical teaching, and
improve the quality and level of students' skill
operation.
3.1.1 Save Time
Another advantage of this auxiliary training mode is
that the teacher makes full use of the powerful
functions provided by the micro-lesson
development tool to make the content that is not
easy to display in the classroom in the micro-lesson,
for example, when introducing the equipment, the
teacher can use the form of audio and video,
pictures or animations to show the function of the
Research on Vocational Skills Assisted Training Practice Based on Mobile Internet Terminal
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device in a three-dimensional way, and the
traditional method is not easy to achieve.
3.1.2 The Knowledge Imparted is More
Complete and Sufficient
In the design and production of micro-lessons,
teachers can also carefully arrange, display in detail,
and present all the knowledge that needs to be
imparted to students in the form of micro-lessons,
which is more complete and sufficient than teaching
directly in the classroom, especially when there are
more students and different teachers need to take the
same class, which can better reflect the advantages
of micro-lessons. (sun 2017)
3.1.3 Can Be Used as a Skill Knowledge
Base
More importantly, micro-lessons can also be used as
a knowledge base for students to check the main
points, when a knowledge point is not clear, you can
directly consult and find answers, even if there is no
micro-lesson, you can also consult directly in the
WeChat group (feng 2017), which greatly facilitates
the communication between teachers and students.
3.2 Places that Need Attention in the
Implementation Process
The rapid development of the information society,
many applications with different functions APP
emerge in an endless stream, there are learning,
entertainment, chat, life applications, etc., the
function of mobile phones is becoming more and
more powerful, people's lives are more and more
inseparable from mobile phones, accompanied by
the vast majority of people's free time, young people
themselves are weak in self-discipline and some
games are more and more attractive, how to
reasonably guide students' idle time to teaching
micro-classes, in fact, it is a big problem (jiang
2018). It is a major event that every teacher who
plans to apply mobile network terminals to
vocational skills training and auxiliary teaching
needs to be carefully studied and paid attention to.
At present, the method used is to arrange tasks in
the WeChat group in advance, review and ask
questions about knowledge points during class,
group confrontation and flipped classroom, these
methods can be used independently, can also be
combined with each other, so that students can fully
display the knowledge learned in the micro-class, so
that they can experience the joy and sense of
achievement of self-learning. If necessary, it can be
linked to the assessment results, otherwise it is
difficult to achieve the results we expect.
Some people have done research, generally an
adult to maintain a high concentration on learning a
boring course, only 20 minutes of time, because of
this, when we develop micro-courses, the length is
not easy to be too long, the length is controlled
within 10 minutes, and because we are going to use
the student's free time to learn, too long is not
conducive to completing an independent knowledge
point learning. When there is more content that
needs to be taught, it can be divided into several
micro-lessons to produce.
When designing micro-lessons, in the use of
sound, it should be different from traditional
teaching, it is not easy to talk about it as soon as it
comes up, and the students who have just opened
the micro-class will be cold and frightened, it is best
to add a voice control on each page, which can be a
key or a question mark character, and students can
control it according to their needs.
4 THE APPLICATION OF
EXAMPLES AND EFFECTS
Since the second half of 2020, we have applied the
auxiliary teaching methods based on mobile Internet
terminals to the actual training of new employees.
According to the class schedule plan, before each
class is held, we will release a series of
micro-lessons to the corresponding class group
through the learning committee, remind students to
use the time outside the class such as evening
self-study to actively learn, and in the pre-class
meeting before the next day's practical class, in
addition to explaining the work tasks of the course,
student groupings and danger points and pre-control
measures, we will review the knowledge points
explained in the series of micro-lessons through
classroom questions, preemptive answering and
scoring. In this way, it was originally necessary to
use two classes of time to teach students the
knowledge before the practice, but due to the use of
micro-lessons as a convenient auxiliary means, we
only need to use half a class to complete, we
selected 20 students from Class 5 of Power
Marketing as the first group, using mobile internet
terminals to carry out auxiliary learning, and the
time taken for the final operation exam is shown in
Table 1.
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338

Table 1: Statistics of the operation time of the Group 1
(using mobile terminals to assist teaching)
Student
number
1 2 3 4 5
time
（
min
）
17 13.7 12.6 14.5 14.4
Student
number
6 7 8 9 10
time
（
min
）
13.2 15 14.3 17.4 13.6
Student
number
11 12 13 14 15
time
（
min
）
16.6 17.8 16 15.5 14.3
Student
number
16 17 18 19 20
time
（
min
）
19.5 17.8 14.7 15.9 16.2
As a comparison, we also selected 20 students
from Class 8 of Power Marketing as the 2nd group,
without micro-lesson assisted learning in advance,
teaching and practicing directly according to the
traditional method, and the time used for the final
practical examination is shown in Table 2.
Table 2: Statistics of the operation time of the Group 2 (no
mobile terminal auxiliary teaching)
Student
number
1 2 3 4 5
time
（
min
）
14.9 17.6 18.7 18 22.7
Student
number
6 7 8 9 10
time
（
min
）
18 16.4 17.3 16 18.9
Student
number
11 12 13 14 15
time
（
min
）
18.7 18 18.7 15.5 19.7
Student
number
16 17 18 19 20
time
（
min
）
20 19.3 17.6 14.3 17.1
The data of Table 1 and Table 2 are compared,
see Figure 5, and it can be seen in the figure that the
use of auxiliary teaching methods of mobile
terminals has obvious effects on improving the
operational proficiency of students.
Figure 5: Mobile terminal auxiliary teaching effect
comparison chart
Through the practical application in recent years,
with the help of this auxiliary teaching method, not
only saves our large number of theoretical classes
teaching time, but also improves the operational
efficiency of our practical courses, the previous kind
of frequent questions of students less, the previous
exam often errors in the place less, for individual
classes before the students who did not study
seriously put forward the relatively complex
questions, we do not need to explain over and over
again, just remind them to go directly to the
micro-class to query the answer, but also greatly
reduce the workload of the teacher. It is better to
solve the contradiction between the short class time
of each class and the operation of learning to
understand and understand.
5 CONCLUSION
The Internet terminal for teaching is a general
direction and trend, the current teaching APP of
various courses is also easy to find on the network,
for vocational skills training, after all, it is necessary
for students to master a certain skill by themselves,
at this stage, mobile phones and other mobile
terminals can not solve this demand, but we can
assist teaching through micro-lessons and WeChat
network platform, in order to improve the efficiency
and quality of training, this article has tried in this
regard, hoping to explore a teaching mode suitable
for vocational skills training.
0
5
10
15
20
25
135791113151719
Time spent (minutes)
Student code number
Group II Group I
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339

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