Research On The Construction Of CIPP Based Virtual Simulation Teaching Evaluation System For The Course Of Tour Guide Practice In Secondary

In recent years,with the rapid development of information technology and the continuous promotion of teaching mode reform,virtual simulation teaching has shown a good development trend.Its teaching practice research in secondary vocational colleges has received increasing attention.However,there is relatively little research on virtual simulation teaching evaluation,and related research is more inclined towards the formation of results and the mastery of knowledge and skills.Virtual simulation teaching evaluation is still in the exploratory stage.How to verify the effectiveness of virtual simulation teaching applied in vocational education?How to effectively guide virtual simulation teaching practice? How to improve the quality of virtual simulation teaching? Therefore,this study used the CIPP evaluation model to construct a virtual simulation teaching evaluation system for the vocational school "Guide Practice" course,and provided corresponding application cases.This study first analyzes the research status of virtual simulation teaching and CIPP mode at home and abroad.Under the guidance of simulation teaching theory,situational learning theory,and learning by doing theory,it uses the literature research method,action research method,analytic hierarchy process,and questionnaire survey method to evaluate the virtual simulation teaching in secondary vocational schools.Firstly,based on the CIPP evaluation model and the characteristics of virtual simulation teaching,a virtual simulation teaching evaluation index system for the "Guide Practice" course in vocational schools is constructed.The evaluation index system consists of four primary indicators: teaching background evaluation,teaching investment evaluation,teaching process evaluation,and teaching achievement evaluation.Fifteen secondary indicators,including teaching objectives,course positioning,and learning situation analysis,are also included,including suitability,operability,and comprehensiveness Composed of 64 tertiary indicators such as professional core competencies.Finally,using this evaluation system,empirical analysis is conducted based on the practice of virtual simulation teaching in vocational schools,analyzing the advantages and problems of virtual simulation teaching in the teaching application of vocational school’s "Guide Practice" course,in order to verify whether the CIPP model can effectively fit the virtual simulation teaching of vocational school’s "Guide Practice" course.The final results indicate that the CIPP model is suitable for the evaluation of virtual simulation teaching in vocational schools,and the virtual simulation teaching evaluation system for the "Guide Practice" course in vocational schools constructed based on the CIPP model is feasible.Conduct empirical research using the established evaluation index system,and propose corresponding improvement strategies based on feedback information.This study theoretically enriches the evaluation system of virtual simulation teaching using the CIPP model,and deepens the research content and level of virtual simulation teaching practice theory;In practice,it plays a decision-making oriented role in evaluation,providing reference for guiding and improving virtual simulation teaching.