Research On The Impact Of Participatory Teaching On Secondary Vocational Students’ Skill Learning Effect ——A Case Of Guangzhou Vocational School Of Tourism And Business

The talent training goal of vocational education focuses on the cultivation of skilled talents,the proportion of practical courses in the curriculum,and the teaching of skills in the classroom teaching.Participatory teaching focuses on giving full play to students’ initiative,so that students can learn through hands-on practice and personal experience.Therefore,the implementation of Participatory Teaching in secondary vocational school classroom plays an important role in students’ skill learning,and students’ skill learning effect is also an important aspect of testing teachers’ teaching effect.It is concluded that the research theme of this study is the relationship between the implementation of Participatory Teaching in Secondary Vocational Tourism curriculum and the effect of skill learning.This study first judges whether participatory teaching is used in the classroom teaching of tourism courses in secondary vocational schools,and then discusses whether the use of participatory teaching has an impact on the acquisition effect and transfer effect of secondary vocational students’ skill learning,and finally obtains the relevant research mechanism.Based on clarifying the concepts of participation,participatory teaching,skills,skill learning,learning effect and skill learning effect,this study designs an interview outline.Among them,participatory teaching is a kind of teaching that emphasizes students’ effective participation in the classroom,encourages students to participate in all links of teaching activities,advocates activity members to exchange and share experience with each other,and pays attention to the breadth and depth of students’ participation in classroom learning.Participatory teaching focuses on process participation,interaction in the process of participation,face-to-face communication and students’ hands-on operation,which are conducive to students’ skill learning.Skill is a regular way of activity formed through practice.As an activity mode,skill is also a complete system,which is composed of action and execution mode.It has specific procedures and needs to be adjusted by action and its feedback.It is also an ability to use technology to solve problems.The effect of skill learning refers to the performance of individuals in the process of skill mastery and the relatively lasting changes in behavior after skill mastery,mainly in two aspects: acquisition effect and transfer effect.After that,it designs the interview outline of the effect of participatory teaching and skill learning,interviews the students of four majors in Guangzhou tourism business vocational school,obtains the interview text,arranges the interview text from the perspective of four majors,analyzes and draws a conclusion.Finally,it comes to the conclusion that the use of Participatory Teaching in tourism curriculum has a positive impact on the acquisition effect and transfer effect of secondary vocational students’ skill learning effect: First the design of activities in participatory teaching,students’ process intervention,active investment in behavior,cognition and emotion,interactive communication,the effective play of students’ initiative and the guiding role of results have a positive impact on the acquisition effect of skill learning effect;Second Students’ active participation and effective play of initiative have a positive impact on the effect of transfer.Among them,the acquisition effect is reflected in the connection and integration of steps,the memorization,understanding and control of rules,the appearance of action impression,imitation and reproduction,the consolidation and strengthening of practice,the regulation of feedback and the execution of action;The transfer effect is reflected in reflection and application.On this basis,the influence mechanism of this study is obtained: the influence of Participatory Teaching on the effect of skill learning is based on activities,process intervention provides strong support,students’ input is the key,results play a guiding role,and interactive communication and students’ initiative are regulatory factors and internal incentive factors respectively.