Research On The Application Of Task-driven Teaching Method In The Law Course Of Secondary Vocational School

The education and popularization of juvenile legal knowledge is of great value and significance to prevent juvenile delinquency.In secondary vocational schools,the current law education has some problems and deficiencies,especially in the aspect of teaching methods,the widespread existence of outdated methods,teachers copy the subject,low classroom efficiency and other problems.As a new teaching method,task-driven teaching method is mainly characterized by guiding students to acquire knowledge through independent inquiry,which is in good agreement with the law class with strong practicality.At present,the application of task-driven teaching method in secondary vocational law classroom is not widespread and the application effect is not satisfactory.This study takes the teaching of law courses in secondary vocational schools as the research object,and conducts a survey on the teachers and students of law courses in four secondary vocational schools in Rizhao by means of questionnaires and interviews.Through the analysis of the survey results,it is found that there are the following obstacles in the implementation of task-driven teaching method in secondary vocational schools.Firstly,the school lacks a sound construction of legal-related disciplines,the teachers are weak,and the campus legal atmosphere is weak.Secondly,in terms of teachers,some of them lack innovation consciousness and lack of professional teaching skills.For the classroom with task-driven teaching method,there are also some problems in the implementation process.First,in the link of situation creation,there are problems such as lack of authenticity of situation creation,failure to follow the teaching content,unreasonable task setting and unreasonable timing of introduction.Second,in the clear link of the problem,there is a problem that the preset is not flexible enough and the problem lacks gradient.Third,in the link of collaborative learning,there are problems such as unreasonable arrangement of time,random grouping and assignment of tasks,and insufficient support of teachers’ resources.Finally,in the link of effect evaluation,there are problems such as single evaluation method,neglect of ability evaluation and lack of summary.In this thesis,concrete methods and suggestions are put forward to solve the above-mentioned problems.In view of the obstacles in the promotion of task-driven teaching method in the law classroom of secondary vocational schools: schools should strengthen the construction of disciplines and teachers,enhance the campus legal concept atmosphere;The individual teacher should strengthen the consciousness promotion,the unceasingly study,the promotion teaching skill progress.According to the implementation strategy of task-driven teaching method in secondary vocational law course,we should pay attention to the unity of task setting and teaching content and grasp the difficulty of task setting in the task setting environment.In the context creation link,attention should be paid to the collection of materials,to create situations with authenticity and effectiveness,to set classroom tasks in combination with the teaching content,and to introduce classroom tasks in due time.In the process of determining problems,we should pay attention to the generative problems and make presupposition from the shallow to the deep.In the cooperative learning link,we should arrange the time well,control the pace of the class,reasonably group students according to their characteristics,and provide enough resources to support them.In the link of effect evaluation,attention should be paid to the diversification of the evaluation subject and the comprehensive evaluation content,as far as possible while summarizing the evaluation and actively expanding the evaluation form.