Cooperative Learning To Improve “official Document Writing And Processing” In Secondary Vocational Schools Practical Research On Classroom Participationy

At present,under the guidance of the policy of the Ministry of Education,the curriculum of secondary vocational education has entered a comprehensive reform stage,and the focus of its education and teaching reform has gradually focused on the implementation and improvement of the curriculum.Comprehensive literature analysis shows that the level of classroom participation has become an important factor for improving the teaching quality of secondary vocational courses.In order to further improve the quality of classroom teaching,secondary vocational teachers are required to return the classroom to the students during the teaching process,and by constantly optimizing the implementation mode of the classroom,students’ enthusiasm for participating in the classroom can be mobilized,so that students can master professional knowledge and skills.Based on this,the author focuses on the curriculum participation of secretarial courses in secondary vocational schools.Through preliminary investigation,it is found that in all courses of secretarial major in secondary vocational schools,the classroom participation of Official Document Writing and Processing is relatively low,and a set of effective teaching strategies for improving classroom participation is lacking.As the core course of secretarial major,the classroom goal of "Official Document Writing and Processing" is to cultivate the ability of secretarial students in secondary vocational schools to write and handle official documents.Therefore,it is of great significance to carry out teaching practice in order to enhance students’ participation in class.Cooperative learning is based on creating a democratic and United learning atmosphere,aiming at mobilizing every student to participate in classroom activities,taking bonus points as a competitive mechanism,focusing on cultivating students’ sense of cooperation,and advocating students to be diligent,willing to explore and actively participate in the classroom,which can comprehensively enhance students’ behavioral participation,cognitive participation and emotional participation in the classroom.Therefore,the author decided to apply it to "Official Document Writing and Processing" and formulated a set of teaching process,and verified whether it was effective in improving classroom participation through teaching practice.The research process of this study includes: First,on the basis of learning and drawing lessons from domestic and foreign research results on cooperative learning and classroom participation,the research ideas are determined,the core concepts of research are defined,and the theoretical basis of application is analyzed.Secondly,this paper analyzes the contents and teaching objectives of the course "Official Document Writing and Processing" for secretarial majors in secondary vocational schools and the learning situation of secretarial students in secondary vocational schools,and expounds the effectiveness of cooperative learning in improving the classroom participation of the course.Thirdly,through questionnaire survey,classroom observation and interview,this paper investigates the present situation of classroom participation in Official Document Writing and Processing for secretarial major.Finally,SPSS.26 is used to test the reliability and validity of the questionnaire,analyze the present situation of classroom participation,and find out the factors affecting students’ classroom participation.Fourthly,this paper analyzes the application strategies of cooperative learning to improve the participation in the classroom of Official Document Writing and Processing for secretarial majors in secondary vocational schools,and formulates the operation process of cooperative learning in the classroom of Official Document Writing and Processing for secretarial majors in secondary vocational schools.Fifthly,after two rounds of action research in class,SPSS.26 analysis software is used to count the data of students’ participation in the same class twice and make a comparative analysis.At the same time,combined with interviews with teachers and students,a conclusion is drawn.The results show that the participation in the class of Official Document Writing and Processing is obviously improved after the implementation of cooperative learning.The specific performance is as follows:(1)in the dimension of behavioral participation,students’ classroom concentration is improved,and the learning time invested in extracurricular and classroom is increased;In the cognitive dimension,students’ autonomous learning ability,expression ability,problem-solving ability and social skills have been improved;On the emotional dimension,the students’ sense of fun,achievement and self-confidence in learning is obviously enhanced.On the whole,every dimension of classroom participation has been improved,but different dimensions have different degrees of improvement.The improvement of students’ participation in behavior and emotion is remarkable,while the improvement of students’ participation in cognition needs a longer time to be verified.