Research On Cognitive Teaching Of National Park In China Tourism Geography In Secondary Vocational School Under The Concept Of STSE

Serving the construction of ecological civilization is one of the important missions and tasks assigned to vocational education in the new era.National parks are the "national treasure" of ecological civilization construction,and guiding students to know national parks in professional courses is an important way to implement the mission and tasks of the times in secondary vocational colleges.The course "Tourism Geography of China" has a natural connection with the resources of national parks,but its related resources have not been given due attention and reflected in the course,and the students’ ecological civilization literacy has not been enhanced simultaneously with their knowledge and skills.In order to improve this situation,this study introduces the concept of STSE education and explores how to carry out the teaching of national park cognition in the middle-level "Chinese Tourism Geography" course,with a view to cultivating technically skilled talents who meet the requirements of the times while optimizing the course content and improving the effectiveness of classroom teaching.The research mainly focuses on three aspects: investigation of teaching status,teaching implementation path and process design,and educational teaching practice.First,on the basis of sorting out the research progress at home and abroad and defining the core concepts,the survey on the current situation of using STSE concept and national park in the China Tourism Geography course finds that there are problems in the current teaching such as the application of STSE concept and the content of national park is less and the teaching method is single,meanwhile,it is found that students’ cognition of national park needs to be improved and teachers also need to further understand the STSE concept and improve related teaching skills.Secondly,to address the current problems,the STSE concept is used as the guide and projectbased learning is used as the idea and method to explore the implementation path and process design of teaching national park cognition in China Tourism Geography at the secondary level in six aspects: updating teaching objectives,integrating geoscience materials,integrating professional information technology,tapping into applied social contexts,cultivating ecological and environmental literacy,and implementing multiple assessments.Finally,the quasiexperimental research method was used to select the Yellow River Estuary National Park as a case for teaching design and practice,and the teaching effect was tested through performance analysis,interviews,and questionnaires.The practical results showed that the student’s performance in the experimental class was significantly higher than those in the control class with significant differences,and the students in the experimental class had more positive performance in geoscience knowledge acquisition,technical operation capability,and ecological conservation awareness.The main conclusion of the study is as follows: the teaching effect of national park cognition in China Tourism Geography under the STSE concept is feasible and effective,and it makes students gain professional skills and the ability to use information technology tools,social responsibility consciousness,and environmental protection consciousness while improving their national park cognition,and it also plays a role in enhancing students’ interest and behavioral willingness.