Based On The Project Of The Front Office Class Teaching Vocational Experiential Teaching Research

vocational education is the main mode of the cultivation of the applied talents in China, and is responsible for supplying employees of grass roots and first-line managers for most companies. The professional teaching of hotel management develops along with the development of hotel industry and the rise of tourism education. At the National Vocational Education Conference, Premier Wen Jiabao called for speeding up the training of highly skilled personnel on vocational education, and he also emphasized the key point of vocational education reform was teaching reform.While teaching the course of "Front Service and Management" in China, the traditional teaching methods is very popular among many teachers because of the simplicity of operator and less demanding on training environment, but it has restrained the initiative, enthusiasm and creativity of students, and is not conducive to overall development of students. The project experiential teaching method is a practical activity which students experience personally under the specific guidance of teachers, regarding a specific project as the carrier and the completion of the project as a driving force, while integrating the knowledge and skills together. It is also a kind of teaching method during the process of completing the project through behavioral, cognitive and emotional involvement to obtain knowledge and master skills. Compared with the traditional teaching method, it is more attractive. This thesis is trying to explore the best teaching methods and better teaching effect through the application of the project experiential teaching methods in the lobby teaching practice, and the research and analysis of the living examples of classroom teaching. This thesis is divided into five chapters, the first chapter is an introduction, which summarizes the background and significance of domestic and foreign research on the teaching reform of the lobby course, and the relevant research methodology and framework; the second chapter expounds the conceptual framework and theory evidence associated with the project experiential teaching methods; the third chapter investigates the current situation of the teaching of the lobby course, and analyzes the current situation; the fourth chapter makes a comprehensive instructional design by applying the project experiential teaching on the teaching of lobby course, and then compares the teaching effect by using of experimental method; the final chapter draws a conclusion on the teaching of the lobby course by using the project experiential teaching method and makes suggestions.