Research on the Influence of Problem-Based Learning on Classroom Attention of Mechanical Engineering Students in Secondary Vocational Schools

Abstract

This paper takes the Problem-Based Learning (PBL) approach as an entry point to explore its effectiveness in enhancing classroom attention among secondary vocational school students majoring in mechanical engineering. By defining the core connotation of PBL and analyzing its suitability and practical implementation pathways in light of the characteristics of vocational students and the current state of mechanical engineering education—covering teaching preparation, implementation, and evaluation—this study addresses the challenges posed by traditional instructional methods. Given that vocational students tend to exhibit strong concrete thinking but have low receptivity to abstract knowledge, and considering that mechanical engineering content often involves complex principles and terminology, traditional lecture-based teaching easily leads to attention dispersion. Therefore, this study transforms course content into problem chains and incorporates true/false logical judgment sub-questions into classroom teaching. This approach aims to drive sustained student engagement through progressively structured tasks, stimulate learning enthusiasm, and improve classroom attention, self-directed learning ability, and teamwork skills.