Research On The Application Of TBL In The Teaching Of "Full Accompany Tour Guide Practice" In Secondary Vocational Schools

With the rapid development of my country’s tourism industry,the tourism industry has become a comprehensive industry,and industry practitioners need to carry out a certain amount of cooperation and cooperation to better complete the job tasks,and they need to have certain teamwork and interpersonal communication skills..In order to adapt to industry changes and students’ sustainable development goals,vocational education also needs to cultivate students’ subjectivity and develop students’ autonomous learning ability.The cultivation of comprehensive ability must be implemented in the process of vocational education and teaching.As one of the main camps for cultivating industry talents,secondary vocational education plays an important role in the process of talent cultivation.As one of the core courses of tourism majors in secondary vocational schools,"Practice of Fully Accompanying Tour Guides" is also an important course for the development of professional competence of tourism majors.The focus of its curriculum teaching objectives is to require students to develop their guide practice and application skills on the basis of mastering the service procedures and service quality standards of the full guide,and to cultivate the communication and cooperation and problem-solving skills that students should have in future positions.Develop the subjectivity of student learning.However,in the current practical teaching process,the classroom has not completely escaped the influence of the traditional teaching mode: in student learning,the subjective status of students is not highlighted,the creation of an independent learning atmosphere,and the guidance of learning methods are lacking;students lack in classroom interaction Active learning participation;the lack of individual responsibility in student collaborative learning makes the effect of student cooperative learning poor;the lack of attention to the cultivation of students’ professional ability in the teaching process makes the teaching effect poor.Therefore,the author takes the new cooperative learning form TBL teaching method as a breakthrough to try to improve the current teaching situation.This study adopts the methods of literature research,questionnaire survey,interview and action research,under the guidance of constructivist learning theory,"learning pyramid" theory and group dynamics theory.First,through the literature research method,this paper combs and analyzes the domestic and foreign research literature of TBL teaching method,and extracts the research results that have more guiding significance for this paper.Second,through the questionnaire survey and teacher interviews,to understand and analyze the problems still existing in the current secondary vocational "full guide practice" teaching,to explore the feasibility of TBL teaching method applied to this course,to provide a certain basis for the teaching design of TBL teaching application.Thirdly,the paper designs the application process of TBL teaching method in the course of full accompany tour guide practice in secondary vocational schools,analyzes the teaching content suitable for TBL,designs the implementation of the whole teaching process under the guidance of TBL implementation principles,formulates the implementation steps,and divides the implementation process into implementation preparation and implementation process.The analysis of teaching content,the formation of learning team,the design of evaluation scheme and the preparation of pre class materials are included in the process of teaching preparation.The implementation process is divided into five links: individual test,team test,leak detection,team application and evaluation summary.Fourthly,taking the course of "practice of full accompanying tour guide" in class 58 of Guilin ly secondary vocational school as an example,two rounds of action research are carried out.At the end of the first round of action research,we should immediately analyze and reflect on the teaching activities of the preliminary teaching design,and put forward suggestions for improvement,such as: adding guidance cases in the pre class preview to guide students’ self-study,increasing the random assignment of team showers,modifying peer evaluation to anonymous mode to increase the enthusiasm of students’ team participation,In order to improve learning motivation,competition mechanism should be added.After the completion of the two rounds of action research,we use the results of classroom tests,student questionnaire survey and teacher-student interview to analyze the effect of action research,and put forward some suggestions for the problems existing in the application of TBL teaching,such as the pressure of teachers’ lesson preparation has increased,the difficulty of classroom management has increased,and students’ pre class preparation is not in place.The main conclusions of this research are: First,the application of TBL teaching method cultivates students’ autonomous learning ability and develops the student’s subjectivity in learning;second,the application of TBL teaching method improves students’ participation in learning and The effect of classroom interaction;third,the application of TBL teaching method optimizes the effect of team learning,which helps to improve the problem of inactive team participation and low team responsibility of students in team learning.Fourth,the application of TBL teaching method has improved the teaching effect of the course,which has a certain positive significance for the cultivation of students’ knowledge mastery,skill improvement,and cooperation ability.