The Study In The Practical Training Course Of "Flower Gardener" On The Application Of Project-based Teaching In Secondary Vocational Schools

To vigorously develop vocational education and improve teaching quality,the state has issued a series of policies to encourage front-line teachers to reform their teaching modes and stimulate students’ interest and enthusiasm in learning.Project-based teaching mode,because of its teaching concept and vocational education training requirements,is applied in vocational education by many scholars,which significantly improves students’ professional ability,organizational ability and other vocational abilities.Taking H secondary professional school of Jiangyin city as an example,this study conducted the application of project-based teaching in the practical training course of "Flower Gardener" for horticultural technology major.On the basis of Dewey’s pragmatic education theory,constructivism learning theory and learning motivation theory,questionnaire survey,interview and case study are used to study the application methods and effects of project-based teaching mode,in order to improve the students’ learning interest and enhance their professional ability and comprehensive quality;it provides reference for the teaching reform of front-line teachers.This study investigated the internship situation of students in this major,the satisfaction degree of interns in enterprises and institutions,and the teaching mode of specialized courses,the results show that: students’ professional ability,language ability and other vocational ability is weak,it is difficult to be competent for enterprises and institutions,and enterprises and institutions do not evaluate interns’ working ability high;the professional teaching mode is relatively traditional,students’ interest in learning is not high,and teachers lack enthusiasm for innovative teaching,which leads to the professional ability of students can not meet the requirements of enterprises and institutions,and finally makes students lack of employment competitiveness.Based on this,it demonstrates the necessity and feasibility of project-based teaching in the school and this course.Analyze the typical work tasks of enterprises and institutions,construct the application model of project-based teaching and organize its implementation from the aspects of course objectives,project selection,teaching situation,teaching organization,teaching process,assessment and evaluation,and teaching reflection.The teaching effect was analyzed by means of questionnaire,interview,teacher symposium and comparison of the passing rate of vocational qualification,the results show that project-based teaching can improve the vocational ability of secondary vocational students and enhance employment competitiveness;It can improve the comprehensive quality of secondary vocational teachers and promote the construction of "double-qualified" teachers;It can fully reflect the professionalism and practicability of secondary vocational courses.Through this project-based teaching,the researcher summarized three experiences to provide reference for the teaching reform of secondary vocational schools: 1.Set teaching objectives based on the required knowledge and ability requirements of the position;2.Develop professional and practical projects based on the job content of the enterprise;3.Design and assign project tasks based on students’ characteristics.