Applied Research On Task-Driven Teaching Method In The Unit Of "Fruit And Vegetable Storage And Processing" Teaching In Secondary Vocational School

Vocational education is a type of education that acts as the same importance as general education,and secondary vocational education occupies a prominent position as the foundation of the application-oriented personnel training system.As the pathway to vocational education continues to widen,the teaching requirements for developing students’ theoretical knowledge and operational skills in secondary vocational schools are also rising.However,given the multiple factors of diversion from general education,the desire to use vocational education to achieve further education,and the need to work early to reduce the financial burden on families,teachers in secondary vocational schools need to find and optimise appropriate teaching methods based on students’ realities to help them improve and develop in terms of knowledge,skills and literacy.Based on the review of domestic and international literature,questionnaire survey and interview methods were used to investigate the teaching status of the professional course "Storage and Processing of Agricultural Products" in X secondary vocational school in Laixi City.According to the survey,there were some problems in the teaching of "Storage and Processing of Agricultural Products".For example,the teaching methods were relatively homogeneous,students were not interested in learning,and the learning effect needs to be improved.Based on this,under the guidance of constructivism learning theory,learning motivation theory and cooperative learning theory,this study applied the task-driven teaching method to the unit of "Fruit and Vegetable Storage and Processing" in the course of "Storage and Processing of Agricultural Products".The teaching activities were carried out in accordance with the six steps of designing and preparing tasks,creating problem scenarios,proposing and analyzing tasks,thinking and completing tasks,displaying task results and jointing evaluation and reflection.The students are guided to master theoretical knowledge and operational skills in the process of completing tasks through autonomous or collaborative learning.The results showed that the application of task-driven teaching methods can improve students’ learning interest,autonomous learning ability,mastery of knowledge and skills,expression and communication ability and teamwork ability.In summary,the integration of task-driven teaching method into the unit teaching of "Fruit and Vegetable Storage and Processing" in the course of "Agricultural Products Storage and Processing" can improve the status quo of classroom teaching,which mainly based on theoretical knowledge to some extent.This practical study provides a case reference for secondary vocational school teachers to optimise the curriculum design and teaching methods of the course "Storage and Processing of Agricultural Products" and to improve teaching effect.