The Application Of Situational Teaching Method In The Professional Course Of Tour Guide In Secondary Vocational Schools

In recent years,situational teaching has been carried out in an orderly way at home and abroad,and some theoretical achievements have been accumulated.However,most of the existing researches focus on how to implement situational teaching in primary and secondary school related courses.The research methods are mainly directional research,and the research conclusions are mainly based on the summary of teachers’ experience.These research results are difficult to provide guidance on how to implement situational teaching in secondary vocational schools.Therefore,this paper takes the implementation of situational teaching method in secondary vocational guide business course as an example,combined with classroom teaching practice,to further interpret situational teaching,so as to help teachers understand situational teaching more deeply,improve teaching skills,and improve the effect of situational teaching.Based on the constructivism theory,Situational Cognition Theory and humanistic teaching theory,combined with the characteristics of vocational education curriculum and the actual situation of secondary vocational students,this paper studies how to create an appropriate situation and apply it to secondary vocational guide business teaching.The research questions include: what are the problems of situational teaching in the implementation of tour guide business in secondary vocational schools? How to effectively carry out situational teaching in secondary vocational tour guide course? Can situational teaching improve students’ academic performance and professional quality? This study first from interviews with teachers,questionnaires to students to understand the implementation of situational teaching in the secondary vocational guide business status and the main deficiencies,in the secondary vocational guide business classroom in the introduction,new teaching,summary,homework four aspects of the use of situational teaching were described in detail,through the 18 week teaching experiment,from the changes in student performance and teacher-student questionnaire The feedback of teaching experiment is tested.Based on the analysis of student achievement and teacher-student questionnaire,this study draws the following conclusions:(1)of this study is to strengthen the secondary vocational tour business situation teaching theory foundation,and using the experimental method to the application of situational teaching in secondary vocational tour guide business,on the basis of predecessors’ achievements for reference,combining the characteristics of the secondary vocational tour guide business course,form the following situational teaching process,the concrete steps include creating situation,ask questions and tasks,independent inquiry,communication,comprehensive evaluation of five parts,the other secondary vocational curriculum implementation situation teaching has certain reference significance.(2)The recognition of situational teaching by teachers and students is the premise of the orderly development of situational teaching,At this stage,situational teaching in secondary vocational guide business teaching does not take into account the student-centered,interest oriented,post actual needs and other issues,resulting in situational teaching in secondary vocational guide business teaching can not fully play its due role,and pay attention to the solution of these problems is the key to improve the teaching effect.(3)Reasonable situation creation is conducive to stimulate secondary vocational students’ interest in tour guide business learning,improve their academic performance,enhance their ability to solve practical problems,optimize the quality of classroom teaching,and strengthen teachers’ practical ability of situational teaching.(4)The only way to improve the situational teaching of secondary vocational tour guide business is to promote the cooperation of all forces,such as improving the application of technology to create conditions for situational teaching;combining with the actual situation of students to make situational teaching conform to the learning situation;creating in-depth practice of situational teaching to meet the needs of the post;creating interest factors to improve the fun of situational teaching;improving the diversification of teachers’ classroom teaching situation evaluation;strengthening teachers’ interest The improvement of the ability and quality of environment creation.To sum up,this study confirmed the positive significance of situational teaching for secondary vocational guide business teaching,hoping that this study can inspire the front-line secondary vocational guide business teachers.