The Applied Research About "Situation-Problem" Teaching Method In The Marketing Course

The classroom teaching in our country has been based on one-way indoctrination,but with the development of the times and the implementation of the new curriculum reform,the traditional teaching method has not met the requirements of the times.Technical secondary vocational education should put practical ability first.Marketing is a basic course,which needs to lay a good foundation for students to improve their practical ability.The "situational-problem" teaching method can promote the development of students' problem awareness.Using the teaching method can improve students' interest in learning,mobilize their enthusiasm for learning,and help cultivate the curiosity of the students in the secondary vocational school and relieve students' feelings of inferiority.It is beneficial to promote the cultivation of students' innovative awareness and practical ability.This article is mainly based on the current status of secondary vocational education in Guizhou,and through the search for relevant research status at home and abroad through literature search,pedagogic theories combined with the exploration of “ situation-problem ” teaching methods by front-line secondary vocational teachers in classroom teaching,and exploring the creation of problem situations.Some principles and ideas.According to the current situation of the students,in the experimental class,the "situational-problem" teaching method was used for a one-semester experimental study on the "Marketing" course.Through the statistical analysis of the final grades of the experimental class and the control class,it is found that there is a significant difference in the final grades of the experimental class and the control class,indicating that the “situation-question” teaching method can improve students' mastery of knowledge.After the experiment,survey questionnaires were distributed between the experimental class and the control class.Through the analysis of the data collected from the questionnaire,it was found that the “ situation-question ” teaching method can improve the students' interest in learning and the initiative of learning.Participation has also improved significantly.