Research On The Application Of Three Sections Of Blended Learning In The Course Of Taxation Practice In Secondary Vocational School

Secondary vocational education is an important part of China’s education system.Attaches great importance to vocational education development in our country,and puts forward vigorously promotes the school standards,such as information construction for the classroom teaching accounting professional technical secondary school,involving the knowledge of theoretical strong,knowledge and complex,abstract concept,and the cultural knowledge is weak and learning ability,the lack of personal practice ability of secondary vocational students is more difficult to understand.The introduction of modern information technology to teaching can not only improve students’ interest in learning,increase teaching resources,promote the understanding and mastery of relevant knowledge,but also provide students with a larger space for independent learning,so as to improve the teaching effect.In recent years,with the development of information technology,China’s education pattern is constantly being reshaped,and teachers’ teaching methods and students’ ways of acquiring knowledge are undergoing profound changes.The proposed concept of blended teaching has great significance for exerting students’ dominant position in the learning process,stimulating students’ interest in learning,improving learning efficiency and meeting students’ personalized learning needs.The so-called mixed teaching is to integrate the traditional teacher-oriented classroom teaching with the network teaching,and improve the traditional teaching mode and teaching efficiency through the mixing of online and offline,learning and practice,and teaching and learning.This study emphasizes the establishment of a three-stage mixed teaching mode of "independent learning before class-interactive learning in class-extended learning after class" in the practical course of secondary vocational tax,aiming to stimulate secondary vocational students’ learning enthusiasm and subjective initiative in accounting courses,and improve their academic performance.Combined with the current teaching situation of secondary vocational tax practice,this study discusses the design and implementation process of the three-section mixed teaching model.Firstly,under the guidance of constructivism theory,effective teaching theory and humanism learning theory,this paper summarizes the current teaching situation of tax practice courses in secondary vocational schools and the feasibility of carrying out three-section mixed teaching by comprehensively using literature survey,questionnaire survey and interview method.Second,with the help of the rain classroom platform,a three-stage mixed teaching mode suitable for secondary vocational tax practice course is constructed and the teaching design is carried out.Thirdly,the three-section mixed teaching mode is applied to the teaching practice of the tax practice course in secondary vocational schools,and the application effect,existing problems and optimization countermeasures of the mode are discussed.The following conclusions are drawn in this study: First,the survey results show that secondary vocational students have the characteristics of weak cultural foundation,insufficient learning ability,low learning interest,insufficient knowledge mastery,poor autonomous learning ability,lack of self-control and so on;There are many problems in the teaching process,such as single teaching method and less interaction between teachers and students.Second,it is feasible to carry out the three-section mixed teaching design in the practical course of tax payment in secondary vocational schools.According to the survey,secondary vocational schools have the teaching conditions to carry out three sections of mixed teaching,can meet the teaching needs of teachers and solve the current secondary vocational tax practice courses in the students’ learning problems.Third,in secondary tax practice course application three hybrid teaching mode is helpful to stimulate secondary vocational students’ interest in learning,improve their subjective initiative and academic performance,at the same time to strengthen the interaction between teachers and students,improve teachers’ teaching efficiency,but in the implementation of the three sections of the hybrid in the process of teaching practice,teachers should also pay attention to students cell phone management,teaching network problems and ability to improve teachers’ modern information technology.