Research On The Application Of Action-Oriented Teaching Method In The Teaching Of "Landscape Dendrology" In Secondary Vocational Schools

Today’s society is in a stage of high-quality development,with constantly updated professional knowledge and more stringent technical requirements.All professional talents should not only master the basic professional knowledge,but also pay attention to the improvement of comprehensive ability.The application of action-oriented teaching method in landscape architecture course of secondary vocational school is lack of depth and systematicness.Most teaching applications are based on theoretical research rather than practical practice,and the relevant teaching evaluation and assessment methods are relatively simple.This paper applies the action-oriented teaching method to the course of Landscape Dendrology in secondary vocational school,aiming to explore the specific application methods of action-oriented teaching method in the course,strengthen students’ professional knowledge and operational skills,improve students’ learning enthusiasm,and cultivate students’ problem-solving ability and cooperation ability.This paper firstly studies the current research status of action-oriented teaching method,constructivist learning theory,humanistic learning theory and action learning theory at home and abroad.Through interview method,questionnaire method and classroom observation method,the teaching status of landscape architecture major in secondary vocational schools is comprehensively analyzed.It provides support for the application of action teaching method in the course of Landscape Dendrology in secondary vocational schools from two aspects of theory and practice.Secondly,on the basis of relevant theoretical achievements and practical experience,the task-driven teaching method and the case teaching method in the action-oriented teaching method are adopted to design the general part of the course Landscape Dendrology.The teaching of 46 students in garden greening class of Grade 19 and leisure agriculture five-year professional class of Grade 19 was carried out,and the teaching was evaluated and reflected.Finally,questionnaire survey is conducted to investigate the teaching effect of action-oriented teaching method.By comparing the pre-test data with the post-test data,the changes of students’ learning attitude,problem-solving ability and group cooperation ability were found,which verified the effectiveness of the action-oriented teaching method and provided the basis for the application of the action-oriented teaching method in the course of Landscape Dendrology in secondary vocational schools.The research results of this paper are as follows: First,the survey results of various dimensions of students’ learning attitude show that,compared with the pre-test,students’ interest in the course of Landscape Dendrology changes most obviously.The proportion of students who are moderately or very interested in the course has increased by 16 percent,and students’ enthusiasm and mastery of answering questions in class has also increased.Second,the survey results of the dimension of students’ problem-solving ability show that compared with the pre-test,the number of students with high or very high confidence in solving problems has increased by 15%,and more than 70% of students can solve problems through various channels;Thirdly,the survey results on the dimensions of students’ teamwork ability show that compared with the pre-test,the most obvious change is students’ enthusiasm for teamwork.The number of people who think that group members can actively cooperate or very actively complete the task increased by 17.5%.The atmosphere of group cooperation is more harmonious and more conducive to the development of students.Fourthly,according to the results of the teacher teaching evaluation survey,67.5% of the students think that the teaching methods used by the teachers can improve learning efficiency,70% of the students think that the teaching methods used by the teachers are very helpful to the learning of professional skills,and 72.5% of the students like the teaching methods used by the teachers.The conclusions of this paper are as follows: firstly,action-oriented teaching method can comprehensively improve students’ comprehensive ability,promote teaching and optimize teaching;Action-oriented teaching method is beneficial to correct students’ learning attitude,cultivate students’ strong interest in learning and improve their enthusiasm in learning.Action-oriented teaching method can effectively improve students’ problem-solving ability.Students can solve problems through different channels.Action-oriented teaching method is beneficial to enhance students’ sense of group cooperation,and exercise students’ communication skills,expression skills and interpersonal skills.Secondly,students’ satisfaction with teachers’ teaching is high,but action-oriented teaching methods test teachers’ comprehensive ability,and teachers’ ability and quality play a crucial role in teaching.Teachers need to constantly update their knowledge base,improve their teaching ability and keep pace with The Times.Finally,in the process of teaching implementation,specific teaching methods of action-oriented teaching method should be selected for different courses.When task-driven teaching method is adopted,teachers should give full play to the leading role,attach importance to task design,and use tasks to guide students’ learning.When adopting case teaching method,teachers should pay attention to the role of cases in teaching and guide students’ learning in the form of questions.This paper will provide theoretical support for the application of action-oriented teaching method in the teaching of landscape courses,and will inspire other disciplines and other secondary vocational schools to apply action-oriented teaching method.