Research On The Application Of Case Teaching Method In Urban Rail Transit Operation Safety In Secondary Vocational School

The 20th National Congress of the Communist Party of China pointed out that "overall planning of vocational education,higher education and continuing education" three education collaborative innovation,for the future period of vocational education to build a new development pattern,promote high-quality development,lay the foundation,point out the direction.At the same time,the rapid development of rail transit requires the urban rail transit major of secondary vocational schools to provide better service-oriented and skilled talents.Under the background of adhering to the dual training of morality and technology and cultivating the spirit of craftsmanship,secondary vocational education shoulders the heavy responsibility of training applied and technical talents.At present,the dilemma of secondary vocational education and the policy orientation of vocational education bring opportunities and challenges to secondary vocational education and teaching.How to improve the teaching quality of urban rail transit specialty in secondary vocational schools has become an urgent problem to be solved.Starting from the professional course "Operation Safety of Urban Rail Transit" of the operation management major of secondary vocational urban rail transit,this study sorted out the connotation,function and effect,implementation process,research value,problems and countermeasures of the case teaching method at home and abroad,as well as the application in the field of vocational education and other relevant basic theories.Therefore,it is found that the current researches on case teaching method are mostly to solve the single problem of teaching,and the relevant researches on teaching effect and the cultivation of students’ comprehensive ability are not enough.Based on the literature research and the definition of theoretical concepts,this paper conducts a field survey on the teaching status of rail transit in relevant secondary vocational schools in N City through questionnaires and interviews,and makes a quantitative and qualitative analysis of the survey results.The survey results show that students think the course has many regulations,feel boring and lack of interest in learning;At the same time,the teaching methods of the teachers are traditional and old,and the students’ subjective initiative is low,which affects the teaching quality.In view of the above problems,the design of case teaching before class,during class and after class is put forward.Before class,the teaching content suitable for case teaching method is scientifically selected to match typical cases,and the experience and lessons of accident are classified and summarized.In the course,the case teaching process of "four links and eight steps" is designed to ensure students’ dominant position in class discussion and presentation.After class,we will improve the teaching evaluation mechanism and make secondary vocational classes more practical and professional.After the implementation of case teaching,classroom evaluation scale,practical skills examination and academic level examination are used to evaluate the teaching effect.By comparing the experimental class of case teaching with the control class of traditional teaching,it is concluded that the case teaching method has a great effect on the teaching effect and quality of the course.At the same time,the analytic hierarchy process was used to assign weight values to seven evaluation indexes in the scale,test,practice assessment and academic examination results of the experimental class,so as to obtain the comprehensive achievement value of each student.To correct the special circumstances in the examination results,get out of the mistake of "emphasizing knowledge over skills" in the teaching evaluation of secondary vocational schools,and truly reflect the level of students’ classroom performance,skill assessment and theoretical results.This study aims to propose the case teaching method of "four links and eight steps" to improve the teaching status of urban rail transit major in secondary vocational schools,enhance students’ awareness of responsibility for safe operation,help students improve their comprehensive quality and professional ethics,promote students to be better qualified for future job requirements,and contribute to improving the teaching quality and social recognition of secondary vocational schools.