| With the revision of the New Vocational Education Law and the convening of the Party’s 20 National Congress,vocational and technical education is receiving unprecedented attention and taking on unprecedented weight.However,at present,secondary vocational education still has many problems,such as personnel training is difficult to meet the needs of enterprises,students learning purpose is not strong,and comprehensive literacy is difficult to improve.How to carry out teaching reform in secondary vocational colleges and cultivate talents to meet the needs of enterprises has become a top priority.Based on the project teaching concept of OBE,this study determines the learning outcomes by taking enterprise needs and graduates’ feedback as the starting point,and reverse-designs the teaching content of the project by taking learning outcomes as the orientation,so that students can have a clearer outcome orientation in the learning process,so as to ensure that students can improve their knowledge,skills and comprehensive literacy to meet the needs of enterprises.This research mainly includes three parts:Firstly,the research status of OBE concept,project-based teaching method and project-based teaching based on OBE concept is reviewed by literature research method,and the concept of project-based teaching based on OBE concept is defined and the relevant theoretical basis is expounded.The questionnaire survey method is used to investigate and analyze the teaching status of "Warehousing and distribution practice" in a secondary vocational school in Zhejiang,and the problems existing in classroom teaching are obtained.According to the existing problems,the project-based teaching based on OBE concept is feasible and necessary in the implementation of this course.Secondly,according to the design concept and principle of project-based teaching based on OBE concept,the teaching design of Warehousing and Distribution Practice for logistics major in secondary vocational schools is carried out.The teaching design is divided into six links: determination of learning results,construction of teaching content,selection of teaching resources,development of teaching process,evaluation of teaching results and teaching reflection and improvement.Among them,in the link of determining teaching results,enterprises’ demands,graduates’ feedback,students’ characteristics and teaching resources are used as the preliminary analysis of determining results,so as to ensure that students’ learning results meet the needs of enterprises and ensure the operability of teaching implementation.In the construction of teaching content,according to the determined learning outcomes,reverse design of teaching project content to ensure that students are more clear about the learning outcomes;In the teaching process,the six steps of the project teaching method are used to teach,giving full play to the project teaching method emphasizing "learning by doing" and cultivating students’ autonomous learning ability;In project assessment and evaluation,the process evaluation of learning results is emphasized,so that students should not only pay attention to learning results,but also pay attention to learning process,so as to emphasize the process of internalizing knowledge in the concept of OBE.Finally,based on the teaching design of the course,this study uses the comparative experimental method to select two classes of Grade 2020 as the experimental class and the control class,implements the based on the concept of OBE project teaching and traditional teaching respectively,and selects two teaching cases for specific analysis.Through the analysis of students’ final grades,awards,5C aptitude test and student interviews,the implementation effect of the course is verified that the project-based teaching based on OBE concept can help students to clarify the learning results,master knowledge and skills,promote the improvement of 5C comprehensive ability,which has reference significance for the research on the teaching reform of logistics major in secondary vocational schools. |
