AdulttrainingstrategyTrainingisawayoflearning,educationisalsoawayoflearning,thetwoareessentiallydifferent.Embodiedinthefollowingareas:First,trainingnotonlyenablesstudentstoacquireknowledgeandtheory,andlearningtodrillandpractice,whichoccurredinthepositivechangeinbehavior,theentirecurriculumislearner-centered,theaimistoapplytheirknowledgetobeabletosolvethetraineesactualTheproblem,atleastbeabletoinspirelearnerstothinkaboutgivingtopprioritytothefinalend-resultistoimprovetheoverallperformance.Faceobjectsfromthetrainingpointofview,trainerenterpriseservicepersonnel,educationfacemoreschoolstudents,eventhe-joblearningisalsopreparingforthefutureandlearn,buttrainingisnow,themomentThestudentshopewillbeabletochangethecurrentstudy.Third,educationisusuallytaughtmainlyfromamethodologicalpointofview,trainingisusually“talk-exercise,”asone,usuallyashorttimetolearn,withemphasisonbehaviorchangetrainingafter.Fourth,ultimately,educationisoftenimpartknowledgeand1trainingtomaketheknowledgeoffission,knowledgeoftheenzymetoproducebehaviorchange.Theparticularityofthelearningcharacteristicsofadultsaswellastrainingthetrainersintheactualoperationshouldfocusonthinkingaboutthefollowingquestions:Whetherthelearner-centered,focusingonthesolutionofpracticalproblems?Whethertheparticipantspresentneeds?Studentsthroughthelearninginwhichbehaviorchange?Whetherthetrainingarrangementsstepbystep?Thecoursecontentistobeconcise,thedifficultyismoderate?Learningcontextsarrangementsappropriate?Whetheritintendstoarrangethestudentstoexpressviews?Whethertotakethediversityofteachingmethods?Educationstudentsinthepastcouldonlyplaytheroletobeplastic,theirlearningisoftenlimitedtothespecifictimeandspace,butforthevastmajorityofservingofficers,theyalreadyhaveaspecificgoalinlife,doingsoisincompatiblewithadapttofirmlyestablishthe“learner-centered”trainingphilosophy,allfromtheperspectiveofadultlearners,toconsidertheissue.ToapplytheirknowledgeTheadultshaveawealthofpracticalexperiencetrainertofocusonthe2applicationoftheoryinpractice,task-orientedclassroomcontentandstudents,thepracticeoflife,andguidethestudentstoparticipateincourse-relatedworkpracticestoaddressthepracticeproblem.theuseofgroupdiscussions,encouragestudentstoparticipateinspeech,toguidethinking.Thecontentshouldbeconcise,andtimelyupdatesCombinationofadultlearninghasaclearlearningobjectivesfortheenterprise,organizationstafftraining,andspendalotofmanpower,materialandfinancialresources,then,needtobeabletoimproveemployeeperformance,trainingforemployees,Ihopeaccesstoskillsupgrading,improvetheirowncompetitiveness,trainingcontentmustbeconcise,shouldtheneedforenterprisefeaturesandspecialpositionscanreallysolvethenewproblemsencounteredinreallifeandworktomeetthemtolearnthe“utilitarianheart”.ThetrainingprocessshouldbegradualandtimelyfeedbackandstrengthenBecauseadultlearnersaresubjecttoinherentvaluesinfluence,pronetolearninganxiety,fearoffailure,andresistthenewknowledgeandchange.Andtrainingcoursesinaccordancewiththeeasytodifficult,3fromsimpletocomplex,fromgroupactivitiestoindividualactivitiesinordertoarrangenewlearningandlearningoutcomesinatimelymannertogivepositivefeedbacktocontinuetoencourageandselectedthebesttrainingmethodistoenabletraineestoparticipatein,payattentiontoprovethatstrengthenandtimelyrecognition,sothatstudentsproducelearningasenseofaccomplishment,reducefrustration,andimprovecourage.DiversificationoftrainingmethodsRecommendtheuseofthetrainingguide,casemethod,discussionmethod,drilllawandself-guidancelawinordertostimulatethestudents’learningenthusiasmandinitiative,andtocultivatethestudentsanalyzetheproblem,problem-solvingskills,increaseproblem-solvingskillsandmethods.Thesametime,throughmusic,video,PPT,colorandanimation,plusthetrainerexpressions,bodylanguageandtone,repeatedlearningcontent,strengthenthememory.4
