Research On The Application Of Experiential Teaching In The International Teaching Oftrade Practice Internationalin Tradesecondary Practicevocational Course Inschool Secondary Vocational Schools

The international trade situation in the new era has put forward higher vocational requirements for foreign trade practitioners,and the reform of vocational education has given more attention to the subjectivity of students.These have continuously promoted the education and teaching reform of secondary vocational schools in the process of cultivating foreign trade talents,as well as the reform of teaching methods,teaching models,and other aspects by educational workers and researchers.“International Trade Practice” is a practical and operational course,highlighting the word “practical” in its content.According to the survey,at present,teachers in secondary vocational schools generally use the traditional teaching method and Case method method.Case analysis is a form of experiential teaching,but it ignores students’ sense of experience and participation in the use process,and fails to reflect the actual operation and experience in experiential teaching,resulting in students’ lack of enthusiasm for learning and unsatisfactory teaching results.Due to its strong experiential and practical characteristics,the experiential teaching model helps promote the implementation of quality education in secondary vocational schools,improve the quality of talent cultivation,and meet the needs of educational and teaching reform in secondary vocational schools.Therefore,this study explores experiential teaching to open up a new path for the teaching of “International Trade Practice” in secondary vocational schools.Based on my internship experience in secondary vocational schools,the author completed this study through literature analysis,questionnaire survey,interviews,and experimental research.Firstly,this study introduces and analyzes the relevant concepts and theoretical basis of experiential teaching by combing relevant literature.Secondly,taking students and teachers majoring in international business and business English at a secondary vocational school in Guangzhou as research subjects,through questionnaires and interviews,we learned about the current learning situation of students in the course and the use of teaching methods by teachers,summarized and found the main problems in the teaching of the “International Trade Practice” course in secondary vocational schools,and expounded the necessity and feasibility of experiential teaching in response to the above problems.Thirdly,the author designs an experiential teaching model for the course “International Trade Practice” in secondary vocational schools,including teaching objectives,teaching principles,teaching forms,teaching implementation process,teaching content,and teaching evaluation.Finally,apply experiential teaching to specific teaching practices,and obtain the application effect of experiential teaching through classroom observation,questionnaire survey,teacher interviews,and comparison of grades between the control class and the experimental class.The research results indicate that applying experiential teaching to the teaching of the course "International Trade Practice" in vocational schools can effectively enhance students’ subjectivity,improve learning quality,enhance learning interest,enhance students’ practical ability,understanding of knowledge,and problem-solving ability.The main innovation of this research lies in the design of “three stages,six links”experiential teaching framework suitable for the course of International Trade Practice in secondary vocational schools,providing theoretical and practical guidance for the application of experiential teaching in the “International Trade Practice” course in secondary vocational schools,and enriching the theory of experiential teaching.