A Study On The Application Of Case-task-driven Teaching Method In The Course Of "Language Skills For Tour Guides"

As an important part of vocational and technical education,secondary vocational education plays a fundamental role in vocational and technical education.As China attaches more and more importance to the development of vocational and technical education,it is proposed that vocational education should be given a prominent position.In 2019,the State Board released the National Plan for Implementing Vocational Education Reform,stating that secondary vocational education should match the market demand for talents,further improve the secondary vocational education system,enhance the theoretical knowledge and practical operation ability of secondary vocational education,and improve the employment of secondary vocational education students competitiveness and comprehensive ability.With the reform of vocational training,higher requirements have been put forward for tourism education.Tourism students need not only solid professional basic knowledge,but also strong professional practical application ability.Therefore,the reform of vocational training has promoted the reform of tourism teaching.As a core course for secondary tourism service and management majors,Language Skills for Tour Guides is the key to the transition from theoretical knowledge to practical operational knowledge.At present,in secondary schools,most of them are applied to traditional teaching methods,while students in secondary schools are not highly motivated to learn and not strong in participation,etc.Traditional teaching methods are no longer applicable to "Language Skills for Tour Guides",and there is an urgent need to improve the methods.The author tries to use the case-task-driven teaching method to solve the problems such as the disconnection between theoretical knowledge and practical operation knowledge of secondary vocational education students The author tries to use the case-by-case task-based pedagogy to solve the problem of the disconnect between theoretical and practical knowledge of secondary vocational education students.The case-by-case task-based pedagogy is a combination of the case teaching method and the task-driven teaching method,which takes the advantages of both teaching methods and incorporates cases and tasks throughout the classroom,with students implementing the process through group discussions,teacher guidance and presentation of case tasks,thus promoting the enhancement of students’ overall ability.The author divides the text into six chapters.Chapter 1 is the introduction,which mainly discusses the research background,research significance,research methods and research innovations;Chapter 2 is the literature review and theoretical foundations,which uses the literature research method to summarize domestic and international research on case teaching method and task-driven teaching method,and the current situation of research on case-task-driven teaching method.This chapter uses literature research to summarise domestic and international research on case teaching and task-driven teaching methods,as well as the current status of research on case-task-driven teaching methods.Chapter 3 is the current situation of the "Language Skills for Tour Guides" course.The author uses a student questionnaire to analyse the data and find out the problems of the "Language Skills for Tour Guides" course,from four aspects: students,teachers,teaching and curriculum.Chapter 4 is the application of case-task-driven teaching method in the "language skills for tour guides" course,from case-task-driven teaching method application process,application principles and application cases,and selected experimental and control classes,application survey analysis,verify the case-task-driven teaching method in the "language skills for tour guides" course Chapter 5 presents the case and task-driven teaching methods.Chapter5 provides suggestions for the application of the case-task-driven teaching method,From the school’s perspective,the student’s perspective and the teacher’s perspective.Chapter 6 concludes and outlooks,presenting the findings and shortcomings of the research.