Practice Research Of Blended Teaching Optimization Of "Secretarial Practice" In Secondary Vocational Schools Based On Students’ Participation Enhancement

The Implementation Plan of National Vocational Education Reform proposes to carry out the reform of "three education",that is,the reform of teachers,teaching materials and teaching methods,to solve the problem of "who should teach,what to teach and how to teach".The purpose is to cultivate high-quality skilled talents needed by industrial enterprises and improve students’ comprehensive vocational ability.Especially in terms of teaching reform,the state advocates the use of hybrid teaching and flipped classroom and other new teaching models in vocational education,and emphasizes the use of multimedia technology to promote reform and cultivate students’ moral,intellectual,physical,American,labor and all-round development.The secondary vocational secretary major is responding to the call of the country to promote teaching reform,emphasizing the improvement of students’ comprehensive vocational ability to deal with office affairs through micro-classes and open online courses.At present,mixed teaching is also used in the classroom of secretary major in secondary vocational schools,but this teaching mode has the problem of low participation of students in the concrete implementation,it should be reformed,and the promotion of reform needs the support of research.Therefore,this study takes "Secretary Practice" course of secretary major in secondary vocational school as a case study to explore how to optimize blended teaching in this classroom from the dimension of improving student participation.Compared with the existing researches,this research idea is innovative in terms of research perspective.First of all,this study studied the implementation status of hybrid teaching in "Secretarial Practice" class of secretarial major in L Vocational and Technical School of Nanning through investigation and research,as well as the students’ participation in this mode.The difference with the previous research is that the object of the investigation is innovative,this study is mainly aimed at secondary vocational secretary students.According to the survey results,it is found that the blended teaching model is not smooth in the implementation process,and the effect of teacher-student interaction is not good.The application ratio in the skills training course is insufficient,which compresses the interaction space of students and reduces the completion degree of students’ skills exercise.Before the implementation of blended teaching,the designed learning objectives are not clear and the teaching activities are unreasonable,distracting students’ attention,affecting students’ emotional participation,and reducing students’ satisfaction and interest in blended classroom participation.The single evaluation method in the implementation process of blended teaching hinders the formation of students’ critical thinking and the improvement of cognitive participation.Students majoring in secretary in secondary vocational schools lack awareness of the connection between old and new skills and knowledge.Secondly,analyze the reasons for the above problems.It is mainly found that there is a lack of professional blended teaching research team for secretarial major in secondary vocational schools,teachers’ deviation of blended teaching concept of "Secretarial Practice" course,the frequency of use of blended teaching in "Secretarial Practice" classroom is not high,teachers’ lack of in-depth understanding of students majoring in secretarial major in secondary vocational schools,the implementation of blended teaching is lack of multidimensional evaluation conditions and secretarial major in secondary vocational schools Students have weak awareness of independent learning.Thirdly,according to blended teaching and the existing problems and reasons of student participation in this mode,the optimization principles and implementation framework of blended teaching based on the improvement of student participation are designed on the basis of constructivism theory,humanism theory,inquiry community theory and flow theory.Among them,the principle of optimization includes the principle of autonomy,the principle of cooperation,the principle of clear objectives and the principle of timely feedback.The implementation framework can be divided into three parts: front-end analysis,blended teaching process analysis and blended teaching evaluation analysis.The blended teaching process includes pre-class autonomous learning,in-class feedback interaction and after-class consolidation learning.Finally,in order to test whether the optimization principle and implementation framework can effectively improve students’ participation,the optimized blended teaching is applied to Class 22 Secretary 2 of vocational Secretary major in L Vocational and Technical School in Nanning as an experimental class,and Class 22 Secretary 1 as a control class to apply the traditional blended teaching.After the teaching practice,the receipts after the practice were collected again through the investigation and research method,and the effects of the practice were tested by longitudinal analysis(comparative analysis of the pre-test and post-test data of the experimental class)and horizontal analysis(comparative analysis of the data of the experimental class and the control class).The results show that the participation of students in the experimental class is higher than that in the control class,that is,the participation of class 2 is higher than that of class 1.The main manifestations are:Students are more focused,more interactive with classmates,more interested in and more satisfied with blended teaching,more willing to spend time learning "Secretarial Practice" and more standard exercises of office affairs skills,etc.However,there is still room for improvement in the two aspects of "interaction between teachers and students and critical thinking",which needs to be focused on in the subsequent blended teaching.