| "Official Document Writing" is a major course of secretarial science in secondary vocational schools.The main purpose of this course is cultivating the skills of students in document writing,including the ability to write and handle administrative or commercial documents.It is a highly theoretical course.Currently,the course is generally taught by teacher guidance and student exercise.In this research,we study the current state of teaching and learning of the "Official Document Writing" course in secondary vocational school.At the present state of teaching,students have little interest in the program,rarely engage in interaction,and poor writing skills.In response to this situation,this research tries to use the PAD(Presentation,Assimilation and Discussion)classroom for "Official Document Writing" in secondary vocational schools.The ultimate goal is to enhance the official document writing skills of secretarial students.This paper uses literature review,classroom observation,questionnaire survey,student interview.First of all,the literature review is used to study the mode and the current development of PAD classroom.There is a theoretical foundation provided for the PAD based "Official Document Writing" course.Secondly,we study the current state of teaching and learning through classroom observation,questionnaire survey and student interview.The problems existing on the current course "Writing Official Documents" were analyzed.Thirdly,we analyse the results of the survey by comparing with the needs of curriculum reform,the secretariat’s science specialty culture program,the conditions for implementation in class,and so on.This study is used to determine the feasibility of implementing the PAD classroom and provides a realistic basis of the design of the classroom.Finally,we present a case of practical teaching.The classroom observation,questionnaire survey and student interview were used to evaluate the effect of the PAD classroom.And some relevant improvement strategies put forward to address these shortcomings.The results indicate that the PAD classroom model is suitable for the "Official Document Writing" course in secondary vocational schools and that pedagogical practice has an excellent impact.In the presentation phase of the PAD class,students formed a sense of writing frameworks progressively,and the effectiveness of writing were significantly improved.The assimilation phase exerted students’ ability to learn autonomously and to better understand the knowledge they learned.The discussion phase improved the frequency of interaction,Improve the participation of students in class.Overall,it is efficient that the application of the PAD classroom for "Official Document Writing" courses of secondary vocational schools.The most obvious impacts are the promotion of student participation in classroom teaching,as well as their capacity for independent learning and document writing.Meanwhile,the research also shown that to achieve a better teaching effect when the PAD classroom is applied,special attention should be paid to the "blank" design in the presentation phase,the timely guidance in the internalization and assimilation phase,the classroom management in the discussion phase. |
