Research On The Application Of Blended Learning In The Course Of E-commerce Marketing Of Agricultural Products In Secondary Vocational Schools

Under the background of rural revitalization strategy,in order to stimulate the vitality of rural e-commerce and cultivate high-quality rural e-commerce talents,it is a great trend to reform the teaching of e-commerce in secondary vocational schools.The "E-Commerce Marketing of Agricultural Products" is a new certification course born under the "1+X certificate system",at present,only a few secondary vocational schools have this course,and there is little research related to it.Blended learning makes personalized teaching and learning possible,and the introduction of blended learning into the teaching of "E-Commerce Marketing of Agricultural Products" is conducive to changing the dilemma of "practical training class becomes viewing class" under the traditional teaching mode,allowing students to acquire agricultural products e-commerce operation skills and pass the vocational skills level examination in an interactive learning environment.This study explores the application effect of blended learning in the teaching of "agricultural products e-commerce marketing" course in secondary vocational schools,tries to provide new ideas for the design of blended teaching in secondary vocational schools’ e-commerce majors,and contributes to the improvement of students’ independent learning ability and teachers’ teaching effectiveness.Based on a review of the literature,this study took blended learning theory as the basis and investigates students of Guangxi X secondary vocational school specializing in e-commerce by questionnaire method before class,and found that the problems of teaching the course "E-Commerce Marketing of Agricultural Products" in this school were mainly manifested as low learning efficiency of students,unsatisfactory teaching effect of teachers,single teaching evaluation and single teaching resources.On this basis,this paper drew on Professor Feng Xiaoying’s analytical framework for hybrid teaching design and adopted the action research method to carry out two rounds of teaching practice for the course "E-Commerce Marketing of Agricultural Products".In the first round of teaching,the "offline-led blended teaching mode" was adopted,and in the second round,the "fully integrated blended teaching mode" was adopted,and students’ learning was analyzed through classroom observations and post-class questionnaires and interviews,which were used as a basis to judge the effectiveness of the blended teaching method in this course.The results of the study are as follows: blended learning is effective for teaching the course "E-Commerce Marketing of Agricultural Products" in secondary vocational schools.Overall students were satisfied with the results of this blended learning implementation,and students’ learning interests and learning abilities were improved to some extent.Blended learning is meaningful in improving teachers’ teaching,promoting students’ learning,and improving teaching evaluation.It can help teachers save time in lesson preparation and improve their teaching efficiency,as well as make the classroom format rich and diverse to guarantee students’ learning effects,and promote the improvement of teaching evaluation methods by recording students’ learning data.In addition,this study combines the results of previous blended learning studies and this teaching practice to make the following recommendations for the improvement of blended learning.Firstly,teachers should choose the appropriate information technology platform to enhance the effectiveness of blended learning,and make reasonable use of the various functions of the platform to assist teaching,and constantly adjust the ratio of online and offline teaching in relation to the actual situation to maximize the benefits of blended learning.Secondly,teachers should pay attention to making students’ pre-course learning effective by helping them clarify their pre-course learning tasks and making them visible to ensure that their pre-course learning is truly effective.Thirdly,teachers should use information technology to enrich teaching activities,provide more learning support for students,form a good communication cycle with students,and give students the opportunity to continuously adjust their learning through a variety of feedback.