Research On Curriculum Scenic Service And Management Development Of Secondary Vocational School Based On CBE Theory

Economic development and talent training have important relevance.As my country’s tourism industry enters a new round of golden development,the number and scale of tourist attractions are increasing day by day,and opportunities and challenges for talent development in tourist attractions coexist.At present,in the field of vocational education,a mature talent training system in tourist attractions has not been established,and the contradiction between the supply and demand of professional talents in tourist attractions has become prominent.It takes a long time to open a new major.In contrast,the development of a course can be completed in a short time.At this stage,it is more difficult to open a major in scenic spots in secondary vocational schools,and it is more feasible to develop a course.In this context,this article draws on the CBE theory to carry out the Scenic Service and Management curriculum development research,on the basis of the CBE theory and curriculum development related research combing,through the vocational school tourism service professional teachers and students and tourist attractions staff.The information obtained from the interview and investigation is summarized,and the necessity of the course development of Scenic Service and Management is discussed from the perspectives of the transformation and development of tourism service majors in secondary vocational schools,the career trend of students,and the demand for talents in scenic spots.And through the questionnaire survey of secondary vocational school teachers,using the questionnaire to analyze the current situation of secondary vocational school teachers’ curriculum development,it is concluded that the level of professional teachers,industry participation,curriculum content system,and curriculum management are the factors that affect curriculum development.Aiming at the current problems and obstacles in curriculum development,this research focuses on the path and countermeasures of curriculum development of Scenic Service and Management based on CBE theory.Through the market survey and analysis of tourist attractions,sort out the typical tasks of each post in the tourist attractions;set up a DACUM committee to extract the professional ability requirements of each position in the scenic area,compare and analyze the similarities and differences between the job ability requirements and the talent capacity training of secondary vocational schools,and carry out the professional ability The structured integration is the reception service ability,the explanation service ability,the product marketing ability,and the quality management ability;then the curriculum modules are matched according to the comprehensive ability,and the unit content is matched according to the special ability to form the Scenic Service and Management course teaching plan,total 5 curriculum modules,25 curriculum units;and compile the overall objectives of the curriculum and the objectives of each module,briefly describe the path of curriculum implementation,emphasizing that teachers are the leaders of the curriculum and students are the main body of curriculum implementation;finally put forward the requirements of curriculum teaching evaluation,and implement the main body of evaluation a plan with diversification,diversification of evaluation methods,and specific evaluation standards.