A Study On The Experiential Teaching Mode Of The Tourism Specialty

Along with the rapid development of the tourism industry, the tourism education in China is also booming. Especially in recent years, the proposal of the slogans that the talents makes the tourism prosperity and the tourism makes the country strong, as well as the upgrading on the status of China's tourism industry by 2008 "Beijing Olympics" and 2010 "Shanghai World Expo" makes the whole society for tourism professionals having greater demand. At the same time, the quality of education also has set higher requirements. But for a long time, China's tourism education is impacted by the "examination-oriented education". The tourism education is still followed the traditional teaching mode of "classroom teaching as the center and teacher-centred, knowledge-centered". This situation has a direct impact on the tourism professionals in the quality of training. To this end, the need for tourism management professional teaching mode positioning and re-thinking on the reform of teaching is imminent.Experiential teaching mode as a brand-new mode of teaching ideas for raising the quality of teaching and training high-quality personnel has a positive role in promoting this. So the author actively introduces the experiential teaching mode into the tourism management teaching process, with a view to improving the quality of tourism education and training the high-quality tourism professionals. This paper can be divided into six parts. First, the basic theory study of the experiential teaching mode. This is the basis of the study of the experiential teaching mode. Second, the study of necessity and feasibility of the implementation of experiential teaching mode in tourism management. The author describes this question from four parts: the modern concept of quality education, the development of the tourism, the development of modern educational technology and the features of tourism management. Third, through the design of the questionnaire on the current tourism teaching mode, the author concluded the main shortcomings and problems of the current teaching mode. Fourth, the building of experiential teaching mode in tourism management. The author described this question from the following parts: teaching philosophy, teaching objectives, teaching environment, the contents of teaching, teaching ways, the teaching organization, the quality of teachers and teaching evaluation. Fifth, the implementation of the experiential teaching mode. The author described this question from two aspects: the classroom teaching and extra-curricular teaching. Finally, the author evaluates the experiential teaching mode.