THE INFLUENCE OF TEACHER-STUDENT INTERACTION ON SELF- LEARNING ABILITY OF STUDENTS OF HIGHER VOCATIONAL COLLEGEIN YUNNAN PROVINCE, CHINA

Abstract

 This study focuses on two higher vocational schools in Kunming, Yunnan Province, exploring the influence mechanism of teacher-student interaction on students' autonomous learning ability through a questionnaire survey. A convenience sampling method was adopted, with 400 questionnaires distributed to students and 387 valid ones recovered.

 Data analysis shows that the overall status of teacher-student interaction in current higher vocational schools is good, and students' autonomous learning ability is at a moderate level with balanced development across all dimensions. Notably, significant differences in teacher-student interaction and autonomous learning ability were observed among student groups with different admission methods. Further statistical analysis confirms that positive teacher-student interaction can significantly promote the development of students' autonomous learning ability.

Based on this finding, the study suggests that higher vocational schools should attach greater importance to students' dominant role in the teaching process, continuously optimize teacher-student interaction models, and adopt diversified measures to enhance students' autonomous learning ability. These research results not only provide a theoretical basis for improving the quality of teacher-student interaction in higher vocational schools but also offer practical guidance for promoting the development of students' autonomous learning ability, playing a positive role in enhancing the teaching quality and management level of vocational colleges.