The Optimization And Practice Research Of Problem-oriented Teaching Method In The Teaching Of "Sightseeing Guide Practice"

"Sightseeing Guide Practice" is one of the core courses of the tour guide major in secondary vocational schools,in theory and practice Standardize the basic skills that tourist guides need to master.The teaching goal of the course is positioned as: mastering the conditions and qualities that a qualified tour guide should have,establishing a good professional ethics,mastering the service standards and service quality standards of tour guides,and being familiar with the tourism knowledge,being able to independently carry out tour guide services,having the ability to deal with problems independently,and being able to independently respond to emergencies in tourism and the special needs of tourists.As a "student-centered and problem-oriented" teaching method,problem-oriented teaching method is conducive to achieving teaching goals.Based on the analysis of the existing research deficiencies and the advantages of the problemoriented teaching method,this study investigated the current situation and existing problems of the application of the problem-oriented teaching method in the " Sightseeing Guide Practice " of the two schools through teacher-student questionnaires and interviews.problem.After investigation,it is found that although the PBL is frequently used in practical teaching,there are problems in the practical application of the teaching method,the flexibility of the problem design is insufficient,the problem-solving process is not systematic,the setting of the teaching evaluation table and the guides of the scenic spot Problems such as inconsistent service standards,low effective participation of students in the classroom,insufficient summary and extension of problems,and so on.According to the constructivist learning theory,social interdependence theory,and recent development area theory,analyzed the importance of each link of the problem-oriented teaching method,and the teaching process of this article’s action research is finally defined.Then,it analyzed the necessity and optimization of the problem-oriented teaching method from the perspectives of teaching optimization theory,social development needs,existing problems of teaching methods,teaching method applicability of teaching content,problem literacy of teachers and students,and attitudes to teaching methods.Feasibility,lay the foundation for the next optimization plan design and optimization action research.In view of the existing problems in teaching,this research initially designed an optimized plan from the application principles and optimization paths of the teaching method.This research combines the principles of PBL methods such as autonomy,gradual progress,enlightenment and guidance,and collaboration to design an optimized path for each link of teaching before,during and after class.In order to comprehensively test the effectiveness of the teaching optimization path,three rounds of action research were launched,and improvements were made in response to the problems existing in each round of action research.Combined with the data analysis of the student questionnaire and the analysis of the interview results,it is found that the optimized PBL questioning is more flexible and reasonable,and is more in line with the academic conditions and teaching content of secondary vocational students,it can improve the effectiveness of student classroom participation,and effectively improve student analysis of problems and The ability to solve problems,the evaluation link is more in line with the requirements of job responsibilities,can more effectively meet the needs of the industry for talents,and improve the pertinence of teaching.Research has proved that optimization can solve the current problems of PBL teaching to a certain extent.