Research On The Application Of "situational-post" Model Of Simulated Teaching In Art Secondary Vocational Colleges

Education is a national and party plan,which is related to the realization of the great rejuvenation of the Chinese nation,the Chinese dream,and is also the key for every Chinese to realize their pursuit of a better life in the new era.Over the past 40 years of reform and opening up,the development of vocational education in our country has always been in the heart of the Party Central Committee and the State Council.In the course of research in recent years,Party and state leaders have made many visits to vocational colleges and technical schools to express their support and greater expectations for vocational education.Promoting the adaptation of vocational education to economic and social development is an important experience for the success of vocational education in China.Secondary vocational education,as an indispensable backbone in vocational education,has transported a large number of medium-skilled talents to our country.As a branch of secondary vocational education,art secondary vocational schools play an important role in the training of front-line art talents in society.As the main position for training artistic talents,how to carry out effective training is an urgent problem to be solved at present.Based on the ultimate goal of training artistic skilled talents,this study explores the needs of social posts and applies the characteristics of post orientation to carry out simulated,targeted and novel talents training on the basis of studying and judging the mode of traditional art secondary vocational education.The "situation-post" simulation teaching mode is the specific name of this new teaching mode.The new model is fully understood and implemented in art secondary vocational schools in order to make up for some inevitable problems in the current music teaching in secondary vocational schools,such as the weak professional skills of students,the blocking of the convergence between professional skills and job requirements,and the confusion of students’ employment intentions.To explore the innovative application of "situation-post" simulation teaching mode in music major,so as to improve the current self-development of music major courses in art secondary vocational schools in our country and the training strategy of music talents in secondary vocationalschools.Through the creation of job scenarios and simulation of teaching,teachers and students carry out active and passive exchange or role exchange,and students consciously change to their working state after graduation to respond positively.It is initially believed that the "situation-post" simulation teaching can,on the one hand,largely solve the various dilemmas faced by music major students in art secondary vocational schools in professional learning neglect and employment,help stimulate students to learn professional skills more actively,enhance professional strength and adapt to post work,thus enabling students to set foot on the job more maturely and comprehensively;On the other hand,it helps to improve the teaching quality of music major in art secondary vocational schools in our country and provides a feasible new mode guarantee for the development of art secondary vocational education.Through on-the-spot investigation,practice and research,the author provides more strategies for the smooth development of the "situation-post" simulation teaching mode in the art secondary vocational music major and makes up for the current research vacancy.This paper mainly analyzes the research on music teaching in art secondary vocational schools from the perspective of "situation-post" simulation teaching.Based on the theoretical research of situational teaching,this paper analyzes the characteristics and advantages of "situational-post" simulation teaching,and through a questionnaire,understands the current situation and problems encountered in the development of "situational-post" simulation teaching for music major in secondary vocational art schools,analyzes the causes of the problems,and puts forward strategies and opinions in combination with continuous improvement of teaching practice and reflection.The first part is the introduction part,including the reason for choosing the topic,the questions raised,the purpose and significance of the research,the introduction of the research contents and methods,etc.The second part is an overview of the "situation-post" simulation teaching mode,mainly including the definition of situation,situation teaching and situation post teaching,advantages,theoretical basis of vocal music situation teaching,etc.The third part is about the current situation,problems and causes of music teaching in art secondary vocational schools.This part has created the foundation for the following vocal music situational teaching strategies in secondary vocational schools.The fourth part is about the creation and implementation thinking and principles of "situation-post" simulation teaching for music major in art secondary vocational schools,as well as thequestionnaire survey data and feasibility analysis report in the author’s practical teaching work.The fifth part is the thesis center,which mainly arranges the demonstration lesson demonstration in detail,and has made it clear that "situation-post" is the concrete application of simulation teaching mode in music major of art secondary vocational school.In addition,there is a particularly critical after-school reflection summary and feedback analysis.The sixth part is the conclusion part,which makes a final summary and prospect of "situation-post" as a simulated teaching mode.