School-based Research On The Curriculum Of Environmental Ecology In Secondary Vocational Schools

Vocational education,as an essential component of China’s education system,plays an important role in the cultivation of professional skilled talents.As a part of vocational education,secondary vocational education bears the important responsibility of training professional laborers.School-based curriculum is an important aspect of talent cultivation and has garnered widespread attention.It emphasizes that the curriculum should adapt to the characteristics of the school and meet the cognitive level of the students.How to combine theoretical knowledge with practice and create a curriculum that is suitable for the characteristics of the school has become an important issue in the reform of secondary vocational schools.“Environmental Ecology” is the basic course of the environmental monitoring major in secondary vocational schools.“Environmental Ecology”is a professional foundation course for environmental monitoring majors in secondary schools,carrying out school-based research on the course of “Environmental Ecology” in secondary schools is conducive to promoting the growth of teachers and students in schools and forming their own schooling characteristics.Based on the systematic study of the theoretical content of school-based curriculum and“Environmental Ecology”,this thesis conducted a detailed investigation on various aspects such as the self-operating conditions of a secondary vocational school in Qingdao,talent training programs,student basic conditions,and teachers’ and students’ attitudes and suggestions on school-based curriculum through field research,questionnaires,and interviews.Furthermore,this thesis analyzed the problems currently existing in the teaching process of “Environmental Ecology”in the school.Based on the results of the questionnaire and interview survey,it was found that the school currently faces problems such as weak student foundations,unreasonable course content,outdated teaching methods of teachers,and a single teaching evaluation model.However,both teachers and students expect to carry out localized research to improve the problems in the current teaching process.Combining the problems found in the investigation,this thesis designed a targeted schoolbased study of the “Environmental Ecology” course.According to the principles of targeted,practical,cooperative,innovative,and scientific,the implementation path was designed and teaching research was carried out.The teaching resources,teaching objectives,teaching content,and teaching evaluation methods of “Environmental Ecology” were planned comprehensively.At the same time,teaching practice was carried out based on the design content.“Land Ecosystem”was selected as a case for practical teaching.Before class,task learning sheets were distributed for online learning.In class,the plant resources of the area were fully utilized for teaching practice activities,and after class,the learning effect was promptly tested.Finally,an overall evaluation was carried out on students’ learning outcomes,course design,and course implementation.In terms of students’ learning outcomes,a combination of formative and summative evaluations was adopted,and the final learning scores were obtained by combining regular scores,student selfevaluation and peer evaluation,teacher evaluation,and final exam scores according to a certain proportion,which were then compared and analyzed with the experimental group.In terms of course design and implementation evaluation,a survey questionnaire was designed,and professional teachers and students were invited to score the effectiveness of the course design content and implementation process.Through the analysis of the evaluation results of the course research and implementation stage,it was concluded that the design of the teaching objectives in the school-based study of the“Environmental Ecology” course was clear,the course content was relatively complete,and the evaluation method was relatively reasonable.In the teaching practice stage,the teaching process was arranged reasonably,theoretical knowledge was combined with practical activities,the students’ enthusiasm for learning was mobilized,their learning outcomes were improved,their personalized needs were met,and the expected results were achieved.Therefore,conducting school-based research in secondary vocational schools is beneficial for enriching and enhancing the school-based model and theoretical research,promoting the growth of school teachers and students,forming school characteristics,and providing teaching theories and practical experience for other secondary vocational schools to refer to.