Research On The Application Of Task-driven Teaching Method In Urban Rail Transit Passenger Transport Organization In Secondary Vocational School

In order to implement the fundamental task of "establishing morality and cultivating people" of the 20 th CPC National Congress,to achieve the educational goals of "high-quality education" and "quality education",and to build a contingent of craftsmen in large countries who love their posts,respect their work and have good quality,this study aims to use the task-driven teaching method to improve the current learning situation of students in secondary vocational schools,mobilize students’ subjective initiative in learning,and change the classroom teaching mode from "I was asked to learn" to "I want to learn".Improve the professional ability and professional accomplishment of the students majoring in urban rail operation and management,and match their own ability to meet the needs of future jobs,so as to enhance the professional attractiveness.In recent years,the CPC Central Committee and the State Council attach great importance to the training of high-quality skilled talents,and put forward multi-task objectives such as establishing a vocational skills rating system and diversified evaluation mechanism for skilled talents.As a front-line employment post in rail transit major,which is mainly based on service and management,track operation and management major should establish a reform concept,constantly adapt to the needs of industries and enterprises,and train high-skilled talents with professional ability and professional accomplishment.Secondary vocational schools aim to train a large number of skilled talents who can meet the needs of national high-quality development.However,with the rapid and healthy development of urban rail transit construction,the demand for urban rail transit operation and management professionals in secondary vocational schools continues to grow at the same time the entry threshold is also rising.This study takes the middle school by doing theory,constructivism theory and humanistic learning theory as the theoretical basis,starting from the training goal of urban rail operation and management professionals in secondary vocational schools,combing the relevant literature of task-driven teaching method at home and abroad,field investigation of a number of secondary vocational schools and rail transit enterprises in Zhejiang Province,determine that the task-driven teaching method will be integrated into the "urban rail transit passenger transport organization" for teaching design and practice.On this basis,the Ningbo track Company extracts the typical tasks of the enterprise,deeply excavates the students’ vocational skills competition project to extract the core assessment content,and designs the teaching content after integrating the professional characteristics.After investigating and analyzing the current teaching situation,it is found that the students majoring in urban rail operation and management in secondary vocational schools have three major problems,such as vague learning goals,low classroom participation,single school evaluation system and low perception of students’ phased achievements.In view of the existing problems in teaching,this study compares and analyzes 11 textbooks of "Urban Rail Transit passenger Transport Organization" published by 3 publishing houses in the past 10 years,and divides the teaching content into 6 modules and 37 tasks according to the relevant curriculum standards of the school.The teaching design of this study is carried out from the three aspects of teaching content,teaching mode and teaching evaluation,and the teaching steps of "three stages and six links" with "task" as the main line are put forward from the three stages of pre-class,in-class and after-class,the teaching process is designed in detail into six links: teaching preparation-material preparation-task-driven teaching-assessment-summary-extension.The process evaluation index system with 5grade I indexes and 22 grade II indexes was obtained by using the analytic hierarchy process,and the process evaluation scale was established.In order to verify the feasibility of this study,the teaching practice was carried out after an in-depth analysis of the learning situation.the experimental group and the control group were taught by task-driven teaching method and traditional teaching method respectively,and the learning status and performance of students in the process of task completion were observed and recorded.In order to verify the effect of teaching practice,this study refers to the assessment standard of vocational skills competition,selects the comprehensive and practical module 6 as the representative for assessment and effect display,and records the students’ learning process with the help of process evaluation scale.combined with practical scores,questionnaires and other forms to evaluate the practical effect of the two groups of students,so as to draw the conclusion of this study.