A Practical Study On Creating Realistic Situations In Teaching Plant Production And Environment In Secondary Vocational Schools

In recent years,the role of vocational education has become more and more prominent as the demand for vocational and technical personnel in China has increased.Plant Production and Environment is an important professional foundation course for horticulture technology majors.Part of the course is more theoretical,abstract and difficult to understand,but closely related to agricultural production practice.Creating authentic situations is the process of creating situations in the classroom that are contextualized in the classroom and derived from students’ real life situations.Students are able to deeply understand the knowledge and enhance their professional ability through hands-on participation and experience of the knowledge.On this basis,this study creates authentic situations in the teaching practice of "Plant Production and Environment" in secondary school,and explores the process and practical effects of creating authentic situations in different teaching situations.This study conducted a practical research with the students of horticultural technology in Kunming A secondary school in the class of 2020 and it consisted of three stages.First is the pre-status survey and analysis,through questionnaire and interview survey to analyze the current situation of classroom teaching of Plant Production and Environment.Next is design and practice.Guided by constructivist learning theory,contextual cognitive theory and life education theory,this study analyzes the fit between creating authentic situations and teaching Plant Production and Environment in secondary level with the characteristics of the course Plant Production and Environment.On this basis,the contents of each project of Plant Production and Environment were selected for creating real situations and the teaching process for creating real situations in different teaching situations was designed.In this study,Project 5 Plant Production and Light Energy Utilization was selected for teaching practice.The final part is the evaluation of practice effectiveness.The implementation effects were analyzed through student interviews,feedback from listening teachers,and open-ended observations.The study shows that it is feasible to create realistic situations in the teaching process of Project 5 "Plant Production and Light Energy Utilization" of "Plant Production Environment" in secondary school,and combining abstract concepts such as respiration and photosynthesis with real-life scenarios such as agricultural production practices can help secondary school students better understand and apply them.The effective operation process can be established in two different teaching situations,which are more theoretical and practical,and can provide reference for the front-line teachers of secondary schools.In order to facilitate the subsequent secondary teachers to create real situations more efficiently in the teaching process of Plant Production and Environment,the following suggestions are made:(1)explore real situation materials through multiple channels;(2)conduct physical demonstrations in class;(3)organize field trips for students;(4)organize cooperative learning in combination with real situations;(5)encourage students to learn interactively.