The Application Research Of LICC Paradigm In The Listening And Reviewing Class Of "Guiding Practice" In Secondary Vocational Schools

As a new educational research method,classroom observation has been gradually adopted by educational researchers at home and abroad.With the further development of China's educational reform,a variety of classroom observation modes have emerged.Among them,the LICC paradigm,developed by Professor Cui Yunkuo of East China Normal University,Among them,students learn L(Learning),teacher's instruction I(Instruction),curriculum nature C(Curriculum),and classroom culture C(Culture).After a large number of theoretical and practical research and demonstration,it is found that it is suitable for our country's localized classroom.In recent years,it is most widely used in our country's primary and secondary schools' listening and evaluation activities.It optimizes the traditional listening and evaluation mode and conducts classroom observation through slice diagnosis,making listening and evaluation activities more professional.After consulting a large number of documents and investigating the current situation of listening and evaluation activities in various institutions,it is found that the LICC paradigm is mainly applied in general education,while secondary vocational schools still use traditional listening and evaluation methods.In order to form a more mature system for listening and evaluation activities in secondary vocational schools,it is particularly important to apply the LICC paradigm to listening and evaluation activities in secondary vocational schools.This paper takes the listening and evaluation activities of "Tour Guide Practice" in secondary vocational schools as the research theme,and uses the research method combining qualitative and quantitative methods to conduct in-depth research on how to apply LICC paradigm to the listening and evaluation activities of "Tour Guide Practice" in secondary vocational schools.Firstly,the application background,research status at home and abroad and the theoretical basis followed in the research are analyzed by literature method.Then,starting from the four dimensions of LICC paradigm,that is,from the four aspects of students' learning,teachers' teaching,curriculum nature and classroom culture,it analyzes the classroom characteristics of "Tour Guide Practice" in secondary vocational schools.Secondly,interviews and questionnaires were used to obtain the opinions of experts,front-line teachers and teaching and research personnel.The observation perspectives and observation points were screened and designed,the weight of index system was constructed,and the observation scale and the evaluation scale which were in line with the listening and evaluation course of "Tour Guide Practice" in secondary vocational schools were compiled.In addition,the prepared scale was applied to the listening and evaluation activities of "Tour Guide Practice" in three secondary vocational schools in Rizhao City.Corresponding data were obtained in strict accordance with the procedures of pre-class meeting,in-class observation and after-class meeting,and classroom teaching analysis was conducted with the aid of video recording equipment.Finally,the reliability and validity of the scale are analyzed by statistics.The results show that the scale has good reliability and validity,that is,the LICC paradigm has good evaluation effect in the listening and evaluation activities of "Tour Guide Practice" in secondary vocational schools.However,the teaching and research personnel find that there are also corresponding problems in the listening and evaluation activities in the after-class analysis,and propose teaching improvement suggestions in order to help the learning of "Tour Guide Practice" students and the professional development of teachers in secondary vocational schools,make up for the shortcomings of the traditional listening and evaluation model in the reform of secondary vocational education,and provide practical reference scales for teachers to carry out specialized listening and evaluation activities.