The Teaching Design Of The Course Of “Catering Service And Management” Insecondary Vocational School

Breaking through the shackles of traditional teaching,improving traditional teaching methods and promoting the development of each student according to his or her ability is one of the important aspects advocated by the "Three Education Reforms",and the implementation of tiered teaching is an important measure to implement teaching according to ability.At present,the research on tiered teaching has been gradually extended to different levels and subjects,but there is still a lack of research in the teaching of tourism courses in secondary schools.As one of the core courses of the secondary tourism profession,the Catering Service and Management course is influenced by the education system and education concepts,and teachers tend to teach all students in a uniform way,and individual differences among students are often not paid attention to,which in the long run leads to a polarized situation of students in the class,weakening students’ interest in learning and poor teaching quality.In order to further improve the teaching quality of this course and enrich its teaching theory research,this study explores the effectiveness of tiered teaching in the classroom teaching of Catering Service and Management at secondary level,aiming to provide teaching ideas for front-line teachers.The article firstly compares the relevant literature to construct the meaning of effective implementation of tiered teaching in the Catering Service and Management course in secondary vocational schools,and then takes Vygotsky’s Theory of the Nearest Development Area and Howard Gardner’s Multiple Intelligences Theory as the core theoretical basis.The article then uses Vygotsky’s nearest developmental zone theory and Howard Gardner’s multiple intelligences theory as the core theoretical basis.Through questionnaire surveys and interviews with tourism students and teachers of the Catering Service and Management course in secondary vocational schools,the current situation of the tiered teaching in the Catering Service and Management course in secondary vocational schools is understood and the problems of tiered teaching are clarified.The content was selected from the importance of knowledge,the current situation of classroom teaching and the suggestions of the teachers of professional courses.The specific teaching design process is then discussed in the following seven aspects based on the selected content:(1)student stratification includes the principles of stratification(latent,dynamic and motivational)and the basis for stratification(students’ regular test scores,possession of core competencies,students’ learning attitudes and confidence,and interest in the course);(2)teaching objectives stratification mainly focuses on the knowledge and skills objectives;(3)teaching content stratification(3)Teaching content stratification mainly focuses on C-level students and B-level students;(4)Teaching style stratification is divided according to A-level students’ learning over teaching,B-level students’ teaching-learning balance,and C-level students’ teaching over learning;(5)Classroom teaching stratification mainly includes lecture stratification,interactive stratification and tutorial stratification;(6)Assignment stratification mainly sets assignments according to the learning situation of students at each level;(7)Evaluation stratification mainly includes Evaluation principles(hierarchy of evaluation criteria,comprehensiveness of evaluation scope and plurality of evaluation subjects)and evaluation methods(combination of process evaluation and summative evaluation).Finally,a teaching experiment was carried out in a secondary school in Fuling using napkin folding(cup flowers)as an example,and feedback was given on the teaching implementation through learning status questionnaires,teacher interviews and classroom observation of the comparison of teaching effects before and after the experiment,so as to discuss the specific implementation path of layered teaching in the secondary "Catering Service and Management" course.The study found that the main problems in the current situation of tiered teaching in the middle-level Catering and Service Management course are: lack of scientificity in student tier;lack of hierarchy in teaching objectives and content;lack of richness in classroom teaching forms;lack of relevance in student counselling and homework.It has been proved that the implementation of tiered teaching has obvious positive effects on students’ learning interest,confidence and classroom participation,and has played a positive role in improving the teaching efficiency and quality of the Catering and Service Management classroom,so it is necessary and effective to implement tiered teaching in this course.