The Study On The Application Of Case Action Learning In The Secondary Vocational School’s Business Communication And Negotiation

With the continuous development of the economy and society and the increasing complexity of world changes,the requirements of society for students are not only to master the basic operational skills,but also to pay more attention to whether they have good communication skills,cooperation ability and innovation ability and other comprehensive literacy.Therefore,as the most important part of China’s vocational education system,secondary vocational education needs to continuously improve the quality of teaching,innovate the talent training mechanism and improve the quality of talent training in a targeted manner.One of the fundamental ways of school education is to achieve the purpose of educating people through curriculum teaching,thereby promoting human development.It can be seen that curriculum teaching plays a vital role in the process of talent training.Similarly,the choice of teaching methods and the innovative application of teaching methods directly affect the teaching effect and the quality of talent training.For a long time,most teachers have been committed to the reform and exploration of the teaching of secondary vocational professional courses,such as gradually paying attention to the standardization of case teaching,the scientific nature of teaching evaluation,the openness and fault tolerance of classroom teaching,the subjectivity of student learning,etc.Although certain positive results have been achieved,there are still many aspects that need continuous improvement,such as single teaching methods,backward teaching concepts,etc.,which seriously delays the process of teaching reform and innovation of secondary vocational teachers.As a situational teaching method that combines the respective advantages of case teaching and action learning,the Case Action Learning advocates the use of cooperative,open-ended,heuristic,inquiry-based and other concepts to carry out teaching.This teaching method builds a new teaching mode of student group collaboration,mutual exchange and sharing,active exploration and innovation,focusing on cultivating students’ comprehensive quality and ability and enhancing students’ classroom learning experience.At present,the teaching research and practice of the Case Action Learning are mainly concentrated in the university stage and have achieved good teaching results,which has played an important role in improving the teaching status quo and promoting teaching reform.However,due to some objective conditions,how to implement the creative solution ideas or solutions to some practical problems proposed by students,how to continuously improve the standardization of the Case Action Learning in teaching practice,how to promote the practical application of the Case Action Learning in other education sections in an orderly manner,and how to apply it.Based on this,this study focuses on the bottlenecks faced by the current training of highquality technical skills in secondary vocational schools,promotes the background of the times for the comprehensive development of secondary vocational students,and deeply explores the application of Case Action Learning in the teaching of secondary vocational courses from the perspective of curriculum teaching,in order to provide a "good medicine" for the teaching and practice of case action learning methods in secondary vocational colleges.Through the investigation of the current situation of the teaching of the "Business Communication and Negotiation" course of a secondary vocational marketing major,on the one hand,this study grasps the current classroom learning experience of the professional courses of the students of the major（including five dimensions of learning harvest experience,good teaching experience,peer interaction experience,coursework burden experience and teacher-student exchange experience）;on the other hand,the teaching status and teaching reform needs of middle-aged teachers who have rich teaching experience in the "Business Communication and Negotiation" course are obtained.The survey found that there were problems in the teaching of the "Business Communication and Negotiation" course of the secondary marketing major:（1）the case was initially involved and the initiative was insufficient;（2）the accumulation was rich and the innovation was insufficient;（3）the emphasis on teaching was insufficient,and the interaction was insufficient.Based on this,this study further analyzes the current situation problem and proposes the teaching strategy of the Case Action Learning in the curriculum:（1）action and reflection to stimulate initiative;（2）openness and fault tolerance to enhance learning enthusiasm;（3）to create practical situations and enhance interaction effects.At the same time,combined with the teaching content and teaching objectives,graduation requirements and talent training objectives of the course,the teaching process of the case action learning method in the middle vocational "Business Communication and Negotiation" is designed and applied on this basis.First of all,it is determined to be guided by constructivist theory,humanistic learning theory and situational learning theory,follow the principles of adaptability,authenticity,vividness,mobility,comprehensiveness,etc.,and then closely link the "Business Communication and Negotiation" course and the characteristics of secondary vocational students’ cognition and experience,carry out pre-class teaching preparation and design,new lesson introduction,situation creation,case discussion and summary,and use practical cases to run through the entire teaching activity process.The research finds that:（1）Case Action Learning,as a situational teaching method based on constructivism,improves students’ ability to analyze problems and solve problems through the two construction links of analyzing problems and solving problems;（2）Case Action Learning has practical and situational,with open classroom patterns and classroom teaching equality and effectiveness,etc.;（3）Case Action Learning significantly enhances students’ learning experience;（4）Case Action Learning conforms to the learning rules and cognition of secondary vocational students.On the one hand,this study enriches the connotation and characteristics of the Case Action Learning in the middle vocational section,and has important theoretical significance and value for promoting the theoretical development of the pedagogy.On the other hand,through the teaching practice of the Case Action Learning,it provides a reference for the teaching method for secondary vocational colleges and universities to improve the quality of talents and provides experience for the teaching reform of secondary vocational professional courses,which has important practical significance and value.