An Empirical Study Based On Team-based Learning Of Practical Texts In Secondary Vocational School ——Taking XX Secondary Vocational School In Kunming As An Example

Quality is the lifeline of vocational education.As a key factor to ensure the high-quality development of vocational education,the complexity and diversity of curriculum teaching determine that the reform of secondary vocational curriculum teaching is faced with problems of difficult and heavy tasks.Therefore,reforming the teaching mode is not only the need to solve the predicament of teaching development in secondary vocational education,but also the only road to promote the high-quality development of vocational education.Team-Based Learning mode has gradually received wide attention in China’s teaching practice because of its embodiment of the "student-centered" teaching philosophy.Integrating it into the classroom teaching of secondary vocational education,not only can we meet the requirements of the development of vocational education in the new era,but also we can solve some problems existing in the traditional teaching mode,and inject new vitality into the reform of secondary vocational education.Based on the current secondary vocational school practical text teaching classes exist some problems,such as student learning enthusiasm is not high,the teaching methods is old,this study attempts to apply TBL teaching model to secondary vocational schools practical text class and conduct a comprehensive analysis.In addition,based on teaching practice,discuss the TBL teaching mode in the teaching of secondary vocational practical text class implementation strategy.This research uses some methods which include theoretical research,observational research,survey research and other research.First of all,starting from the current situation and problems of the practical text course that teaching in a secondary vocational school in Kunming,analyzing the TBL（Team-Based Learning）teaching mode applied in this course.Based on the investigation of implementation conditions,students’ support and learning preferences,combined with constructivism theory,multiple intelligence theory,and social interdependence theory,it points out the elements of the TBL teaching model.According to the characteristics of practical text courses and existing teaching models,and constructing a TBL teaching model that is suitable for this course.Secondly,in view of the circumstances of disconnection between the public basic courses and professional courses in secondary vocational schools,the unsatisfactory practical teaching situation,and the unreasonable setting of the textbook content system,starting from the cultivation of students’ core literacy and the students’ professional interests,using the TBL teaching mode on the basis of achieving the basic teaching objectives and tasks of practical writing,conducting the innovation of the research perspective,and putting forward the curriculum integration idea of "practical writing + major".Finally,creating a professional situation of "using practical text" for students,building a practical text teaching system of "reading +writing + oral communication",selecting the classes of the corresponding majors in secondary vocational schools for teaching practice,and carrying out the the teaching reform attempt that as an example of integrating the commentary writing of The Production of Cloisonne.The research results show that the students in the experimental class of secondary vocational schools have achieved remarkable results after the practice of the TBL teaching model.The specific manifestations are as follows: firstly,it is conducive to stimulating students’ enthusiasm for learning practical texts;secondly,it is conducive to training students’ language expression ability and enhancing students’ understanding of knowledge in teamwork;thirdly,the teaching design of "combination of literature and college" enhances the vitality of practical literature classrooms.