Practical Research On The Application Of Split Classroom In The Teaching Of Practical Writing In Secondary Vocational Schools

The "Opinions on Promoting the High Quality Development of Modern Vocational Education" issued by the State Council in 2021 proposes to "deepen education and teaching reform,innovate teaching models and methods,and improve the quality of classroom teaching".The reform of secondary vocational education is related to the improvement of teaching quality in secondary vocational education,as well as the cultivation of high-quality workers and skilled talents.Among them,the quality of classroom teaching is one of the important links in the reform and development of secondary vocational education.Applied Writing "is the core course of the secretarial major in vocational schools,occupying an important position in the professional talent cultivation system.Its main goal is to cultivate students’ systematic mastery of the basic theories and skills of applied writing,optimize their ability to write applied literature,and improve their professional ethics awareness and rigorous and pragmatic work style.Research has found that there are some problems in the teaching of the course "Applied Writing"in vocational schools,which seriously affect students’ learning enthusiasm and teaching effectiveness.This paper adopts literature research method,interview method,questionnaire survey method,and experimental research method to conduct research.Firstly,using literature research methods,the concept of split classroom teaching mode and the current research status at home and abroad are sorted out to establish a theoretical foundation.Secondly,a questionnaire survey and interviews were conducted to investigate the current situation of teachers’ teaching and students’ learning in the course of "Applied Writing".The existing problems in the course teaching were summarized,and based on the requirements of the new curriculum reform,the training plan and implementation conditions for secretarial students,the feasibility of applying the split classroom teaching model in the applied writing course was analyzed,Provide a practical basis for the design of the classroom application split for "Practical Writing".Finally,a split classroom teaching practice was conducted on the course of "Practical Writing" and its teaching effectiveness was verified through experimental methods.The results of a two group cross experimental study indicate that:(1)in the case where there is no statistically significant difference in initial grades between the experimental class and the control class,after the first and second stages of teaching experiments,the test results show that the difference in grades between the two classes is statistically significant,and the average scores of the experimental class in both experimental tests are higher than those of the control class.(3)Two delayed tests showed that the average scores of the experimental class and the control class decreased compared to the previous test,but the average scores of the experimental class were still higher than the control class.The conclusions of this study are as follows: Firstly,the split classroom teaching model can significantly stimulate students’ interest in learning ’Practical Writing’.Secondly,the split classroom teaching model can effectively enhance students’ classroom participation.Thirdly,the split classroom teaching model can improve students’ level of practical writing.