A Study On The Problems And Countermeasures Of Students’ Classroom Participation In The Secondary School "Business Etiquette" Course

When "high quality" has become the main theme of China’s vocational education development and "student-oriented" has become a major trend in education development,China needs to rethink the current concept of vocational education quality.The classroom is the main teaching ground of the school,and students are the important participants of the classroom teaching activities.As a professional core course of the secondary secretarial profession,the course knowledge of Business Etiquette has the characteristics of vocational,practical,flexible and comprehensive,and students’ participation in the classroom directly reflects its teaching quality.Therefore,it is important to pay attention to the current situation of students’ participation in the classroom and its problems,and to grasp the rules of students’ participation in the classroom,so as to improve teachers’ teaching strategies,promote students’ effective participation and enhance the quality of talent training.This study is based on the topic of "Student participation in the classroom of Business Etiquette".Under the guidance of humanistic theory and student participation theory,classroom participation is divided into three dimensions: cognitive participation,behavioural participation and affective participation,and the applicability of the three dimensions to the investigation of student participation in the secondary-level Business Etiquette course is discussed.Through the questionnaire survey of the three dimensions,supplemented by classroom observation for behavioural participation,and interviews with some students and teachers for cognitive participation and emotional participation that cannot be directly observed,combined with the salient phenomena found in classroom observation,the current situation of students’ participation in the Business Etiquette classroom is explored,and the comprehensive problems in students’ classroom participation and the reasons for the problems are searched for,so as to propose the optimization of students’ participation in the middle-level Business Etiquette course.Business Etiquette" course students’ classroom participation and improve the efficiency of classroom teaching.The questionnaire data were collated and analysed through SPSS26,statistical analysis was conducted on the sub-items of each dimension,and the differences between different types of students were analysed,combined with classroom observations and interviews,the current situation of students’ classroom participation in this course was concluded: at the level of cognitive participation,they stayed at a superficial level and lacked the construction of knowledge;at the level of concentration,they performed well,but at the level of behavioural participation,they lacked the spirit of research;in general,positive emotional participation was more than negative emotional participation,and anxiety was prominent.Anxiety is prominent;there are differences between different types of students’ classroom participation.The following problems of students’ classroom participation in the course of Business Etiquette in secondary school are summarised: the lack of connection between old and new knowledge at the level of cognitive participation;ineffective participation in group activities,mainly passive group participation,few and fixed active participation groups,and large differences in classroom participation among different types of students.In turn,the reasons for the problems are analysed in terms of both internal and external causes.The following suggestions are made to address the problems: increase the creation of contexts and the presentation of students’ achievements to promote students’ cognitive participation;increase behavioural participation in group activities by choosing the content and organising the activities in a rational way;increase opportunities for deeper participation by guiding students to question and implementing the teaching of learning methods;cultivate more active participation groups through leveled questioning and the creation of classroom atmosphere;and promote participation by improving seating and assessment.The classroom atmosphere is created through the use of leveled questioning and the creation of a classroom atmosphere.