Research On The Development Of School-based Curriculum Of Yellow River Mouth Culture Of Secondary Vocational Tourism Service And Management Major In Dongying City

In recent years,the rapid development of vocational education has promoted the reform of vocational education curricula.School-based curriculum development is an important way to make up for the shortcomings of national and local curricula and cultivate talents needed for regional economic development in a timely manner.In the context of the cultural tourism integration of the new era,the tourism industry has been deeply extended and highly integrated into culture,which requires tourism practitioners not only to have excellent professional skills,but also to have high humanistic literacy.Local secondary vocational schools shoulder the responsibility of serving the local economy and society.Secondary vocational tourism majors should cultivate professionals with local cultural literacy,familiar with local tourism resources,and understanding local tourism history to better adapt to the current demand for talent in the local cultural and tourism industry.The school-based curriculum development of Yellow River Mouth Culture takes improving the humanistic literacy of vocational tourism students in Dongying City as the starting point.It uses questionnaires,interviews,and other methods to investigate vocational tourism students,professional course teachers,and cultural and tourism enterprises in Dongying City,analyze the value and feasibility of its development,and use the SOWT model to analyze the case school education situation,Based on the research results and under the guidance of Skillbeck’s curriculum development model,an integrated curriculum objective system guided by three core qualities(family feelings,sense of responsibility,and spirit of exploration)has been constructed,and the organic unity of curriculum objectives,content,and practice has been adhered to.In the curriculum content,the Yellow River estuary culture content has been integrated into eight modules,Each module organizes teaching in the way of task guidance-knowledge exploration-practical training,organizes teaching content in the way of writing tour guide words,scenic spot explanation and other task design,and highlights the characteristics of secondary vocational tourism service and management specialty;In terms of curriculum evaluation,multiple methods such as student self-evaluation,peer evaluation,and teacher evaluation are used to conduct student academic evaluation.The curriculum evaluation form is used to obtain evaluation of the curriculum itself,ultimately achieving a closed loop of "teaching learning evaluation" consistency,achieving continuous improvement of the curriculum system,enhancing the recognition of Yellow River Mouth Culture among vocational tourism students in Dongying City,and enhancing their willingness to inherit and promote Yellow River Mouth Culture,To further enhance the ability of vocational tourism students in Dongying City to serve the cultural and tourism industry in Dongying.Based on factors such as student interest,choose Yellow River Estuary Wetland Culture as an example from the eight modules of Yellow River Estuary Culture,and use action research methods for teaching implementation and feedback.Collect teaching feedback from students and teachers on the curriculum through questionnaires and interviews,summarize the feedback,and propose reasonable suggestions for the continuous improvement of school-based curriculum:expand the scope of curriculum implementation and increase the implementation cycle;Continue to improve the curriculum system and deepen the content design of the school-based curriculum Yellow River Mouth Culture for tourism service and management majors;Strengthen the combination of theory and practice.