Research On The Influencing Factors Of The Implementation Of The Training Course "Simulated Tour Guide" For The Vocational Tourism Service And Management

Driven by the tide of the "Internet + Education" era,information technology has gradually been integrated into secondary vocational education,enriching the teaching content and implementation methods of secondary vocational school training courses.At the same time,higher requirements are put forward for the training course of "simulated tour guide" in secondary vocational schools.As a base for training applied tourism skills talents,secondary vocational schools pay special attention to the combination of information technology in the training course of "Simulated Tour Guide" for tourism service and management majors,and continuously improve the implementation effect of the courses.This article aims to explore the influencing factors of the implementation of the "Simulated Tour Guide" training course of the secondary vocational tourism service and management major,and promote the high-quality development of the secondary vocational training courses,so as to improve the professional skills and professional quality of tourism talents and adapt to the tourism industry the need for continuous innovation and development.This article is based on the training course setting and course implementation process to refine the influencing factors of the implementation of the "Simulated Tour Guide" training course of the secondary vocational tourism service and management major,and the CIPP model as the basic framework to refine the implementation influencing factors of the corresponding process.At the same time,in order to analyze the role of various influencing factors of the curriculum and the importance of information technology in the curriculum,this article introduces the influencing factors refined in the CIPP model into the TAM model for further study.In summary,this article uses TAM model and CIPP model as the basic research model to construct a model of the influencing factors of the implementation of the "Simulated Tour Guide" training course for secondary vocational tourism services and management,so as to verify the impact of each influencing factor on students participating in the "Simulated Tour Guide" The intensity and path of the course willingness,combined with the research conclusions,put forward strategic suggestions to further enhance the implementation of the "Simulated Tour Guide" training course for secondary vocational tourism service and management.This article mainly conducts the following three aspects of research: First,it sorts out the research on training courses at home and abroad,and elaborates the relevant theories such as the CIPP model and the TAM model.Second,Second,construct a theoretical framework for the analysis of influencing factors in the implementation of the "Simulated Tour Guide" training course for secondary vocational tourism service and management students,define the dimensions of the model,clarify the meaning and research direction of each dimension,and propose the study of the model Hypothesis: Based on the CIPP model,the main influencing factors that affect the implementation of the "Simulated Tour Guide" training course in secondary vocational schools are proposed.They are divided into four dimensions:implementation background,training plan,implementation process and implementation results;The influencing factors are combined with the TAM model,and the research hypotheses of the influencing factors of each dimension on the three dimensions of curriculum friendliness,curriculum practicability,and learning willingness are respectively proposed;Third,on the basis of the mature scale,combined with the characteristics of the "simulated tour guide" course,design and compile a questionnaire for the analysis of influencing factors in the implementation of the "simulated tour guide" training course for secondary vocational tourism service and management majors,and carry out the questionnaire The pre-survey has been revised and improved.After that,questionnaires were distributed at L school in Qingdao,Y school in Jinan and X school in Linyi,and a total of 376 valid questionnaires were returned.Based on this research data,this article validates and analyzes the analysis model of the influencing factors in the implementation of the "Simulated Tour Guide" course,tests the validity and appropriateness of the research model,tests various research hypotheses,and analyzes the path of action of each influencing factor.The research conclusions are as follows: First,the analysis of the path of influence factors,(1)The implementation background of the "Simulated Tour Guide" training course has a positive impact on the practicality and friendliness of the course;(2)The "Simulated Tour Guide" training course plan It has a positive impact on the friendliness of the course,but has no significant impact on the practicability of the course;(3)The implementation process of the "Simulated Tour Guide" training course has a significant impact on the practicability and friendliness of the course;(4)The "Simulated Tour Guide" practice The implementation results of the training course have a positive impact on the practicality and friendliness of the course;(5)The practicality and friendliness of the "Simulated Tour Guide" course have a positive impact on the willingness to learn the course.Second,the analysis of the difference between gender and age.(1)There is no significant difference in the implementation background,training plan,implementation process and results of the "Simulated Tour Guide" training course for students of different genders;(2)Students of different grades There are significant differences in the implementation background and training program of the "Simulated Tour Guide" training course.On this basis,this article puts forward strategic suggestions on the optimization of the implementation effect of the "Simulated Tour Guide" training course for the tourism service and management major of secondary vocational education:(1)Establish the concept of "combination of theory and practice";(2)Increase investment in training courses;(3)Organize efficient participation activities;(4)Comprehensively improve the effect of the curriculum;(5)Promote the construction of curriculum information;(6)Pay attention to the differences in student groups.