Research On The Application Of Metacognitive Strategies In The Classroom Teaching Of "Basic Knowledge Of National Tour Guides" In Secondary Vocational Schools

The tour guide qualification certificate is a necessary qualification certificate for tourism majors to engage in tour guide services."Basic knowledge of national tour guides" is one of the subjects of the national tour guide qualification certificate examination.Due to the cumbersome knowledge of this course and the difficulty of memorizing,students need to It takes energy and time to review the content of the exam outside of the classroom,but because the secondary vocational students’ learning ability for pure theoretical knowledge is relatively weak,the review effect is not ideal.In the current classroom teaching of "National Tour Guide Basic Knowledge" for tourism majors in secondary vocational schools,teachers emphasize procedural knowledge and declarative knowledge and neglect the transmission of conditional knowledge.The pain point of low learning efficiency of students is difficult to effectively solve.Metacognitive strategy is a specific and highly operable learning strategy,and its essence is a self-regulating learning method.The metacognitive strategy is applied to the classroom teaching of "Basic Knowledge of National Tour Guides" in secondary vocational schools.Guide to improve the teaching effect of the course.This thesis combines the metacognitive strategy with the teaching phase,and focuses on training the planning strategy,monitoring strategy and evaluation strategy of metacognitive strategy before class,during class and after class.The paper adopts literature research method and investigation research method to carry out research.First,by consulting relevant literature,combing out relevant domestic and foreign literature related to the application of metacognitive strategy teaching to determine the theoretical basis of the thesis.Second,obtain statistical data through questionnaire surveys and interviews,find out the existing problems and reasons in the classroom teaching of "National Tour Guide Basic Knowledge" in the tourism major of secondary vocational schools,analyze the feasibility of the application of metacognitive strategies in teaching,and provide a thesis Provide data support.Third,on the basis of investigation,explore the implementation path of metacognitive strategies applied to the classroom teaching of "National Tour Guide Basic Knowledge" in secondary vocational schools,and design the application of metacognitive strategies in classroom teaching,mainly including pre-teaching preparations and teaching activities Process and classroom teaching evaluation design.Fourth,conduct teaching practice in the course "Basic Knowledge of National Tour Guides" in Class 57 of Guides in Guilin Vocational Vocational School of Tourism,using "The Four Treasures of the Study,New Year Pictures,Paper-cutting,and Kite" as a teaching case to present the teaching practice process,and through student performance statistics,Student questionnaire surveys and teacher-student interviews research and analyze the effects of teaching application,summarize practical feedback and put forward corresponding suggestions.The main conclusions drawn from this research are as follows: First,the metacognitive strategy is suitable for the classroom teaching of tourism majors in secondary vocational schools.The implementation path of the combination of metacognitive strategy and teaching can be compatible with the "Basic Knowledge of National Tour Guides".The teaching effect is good,and student acceptance and satisfaction are high;second,the principle of subjectivity and dominance should run through the teaching process of metacognitive strategies;third,the application of metacognitive strategies in teaching is conducive to improving secondary vocational education Students’ self-learning ability,their learning initiative,self-reflection awareness and attention to problem-solving have all increased;fourth,the application of metacognitive strategies helps secondary vocational teachers to optimize the course teaching process and highlight the student’s dominant position,Give students time and space to play their own subjective initiative,which is conducive to the realization of teaching and learning.