Experimental Study On Situational Teaching Of Business Coursesfor Japanese Majors In Higher Vocational Colleges

Since the 1990 s,with the deepening of reforms and opening up,Sino-Japanese relations have become “politics-cold and economic-hot,” and a large number of higher vocational schools have set up Japanese language majors and have become the most popular majors among the minority languages.From the beginning of a single Japanese language major,it began to differentiate business professionals from Japanese to Japanese.Japanese teaching in higher vocational education has always been adhering to the teaching tenet of employment and improving language ability,and has also carried out a large number of curriculum reforms.As a result of the advent of the information age,contextual teaching has taken the front-end teaching methods,broke through the site constraints,and released the enormous value of teaching.It has become one of the most common teaching techniques in higher vocational Japanese teaching.It not only makes teachers teach.More vivid,but also makes students more practical.The quality of Japanese teaching in higher vocational education has been questioned by employers and all walks of life in recent years,such as the problem of student's Japanese grade examination clearance rate,lack of practical Japanese language skills in the process of employment,and lack of understanding of basic Japanese culture and daily etiquette.Wait.In particular,in the business courses in the Japanese language major in higher vocational education,most Japanese students will enter the work of Japanese companies,and they will even participate in exchange assignments between China and Japan.The related content of business Japanese can be said to be the most tested among students in the employment sector.In part,while the teaching of business Japanese language courses is currently generally conducted in the form of book-based textbooks,supplemented by appropriate simulation training,senior students are appropriately involved in the actual operation of the company.However,the results are not good enough,and students' enthusiasm for learning is insufficient and their performance is slow.This paper breaks through the research framework of Japanese situational teaching in the past and uses qualitative and quantitative dual research methods to measure and analyze the actual effect of situational teaching.For the first time,a quantitative form based on experimental research was used to demonstrate the teaching effect of contextualized teaching in a statistical sense.This article uses the contextualized teaching method of the whole class time of the whole course,breaks the boundaries of the course content,constructs a more concrete and smooth course system,and explores the actual effect of contextual teaching by means of educational experimentation,combining actual observation and investigation with the use of Quantitative analysis of SPSS data software has powerfully proved that situational teaching methods can help improve student learning and student achievement,improve Japanese study habits,and stimulate Japanese enthusiasm for learning.Not only that,through this experimental study,the follow-up research on higher vocational Japanese professional business courses in situational teaching reform is proposed: the situational teaching experiment method must strictly guarantee the coherence of the situation,and the educational researcher must fully respect and cooperate with the education implementation.In the situation,we should pay attention to the students and students to stimulate students and other relevant operational recommendations.