| With the development of economy and society,the demand for skilled personnel is increasingly urgent.The country has raised vocational education and general education to a higher level,which also makes China’s vocational education in the new era face enormous challenges.The key to improving the quality of vocational and technical education lies in teaching reform,and the key to reform lies in classroom teaching.Innovating classroom teaching models,combining teaching with pleasure,learning with interest,helping students master basic professional knowledge and skills,and improving teaching efficiency should become the primary teaching goal of educators.The BOPPPS teaching model,which originated from teacher skills training in Canada,is a teaching goal oriented and student centered teaching model.The BOPPPS model puts more emphasis on the main body status of students,in sharp contrast to the current situation where some students in vocational schools have low interest and lack active participation.The BOPPPS teaching model divides the classroom into six teaching stages: introduction,objective/outcome,pre assessment,participatory learning,post assessment,and summary.Research has shown that BOPPPS has significant effects on teachers’ instructional design and organization of classroom teaching.With the gradual deepening of the research on this model,it has been widely used in teaching,but there is almost no relevant application research in the teaching of Primary Accounting Practice in secondary vocational schools.We need more practical teaching cases to help us explore the Primary Accounting Practice class under the BOPPPS teaching model.The research takes front-line accounting teachers and accounting students from a senior vocational school in Guandu District as data carriers.Using questionnaire and interview methods,I deeply explored the existing classroom teaching mode of "Primary Accounting Practice" in secondary vocational schools,and explored the teaching application of the BOPPPS mode in this discipline.Based on the actual teaching needs,I proposed the teaching strategies and design principles for the application of the BOPPPS mode in "Primary Accounting Practice" in secondary vocational schools,and selected two classes of accounting majors to conduct experimental teaching.Through comparison,I drew the following conclusions:1.It is effective to apply the BOPPPS teaching model to the classroom teaching of "Primary Accounting Practice" in secondary vocational schools.Experimental data intuitively shows that this model can help improve students’ "Primary Accounting Practice" scores.At the end of the experiment,the scores of the two classes were significantly compared,with the average difference between the final scores of the experimental class and the control class reaching 22.98 points.The excellent rate and pass rate of the experimental class were significantly higher than those of the control class.The experimental data show that the application of the BOPPPS model in the classroom teaching of "Primary Accounting Practice" in secondary vocational schools can improve students’ academic performance.2.The BOPPPS model truly respects students’ individual differences in teaching and actively helps students make up for their weaknesses.Through interviews with students after class,it was learned that in the process of participatory and cooperative learning,different students can exert their advantages in the process of participating in learning.This not only enhances students’ self-confidence,but also facilitates peer learning among peers,achieving peer effect.In the benign competition and cooperation,students’ autonomous learning ability,unity and cooperation ability,and in-depth research ability have been trained.At the same time,adopting participatory learning can also provide more choices and opportunities for students with poor basic knowledge.They can learn useful experiences from other students through their interaction with each other,and can also actively express their views and gradually build confidence.3.The BOPPPS model can stimulate students’ interest in learning "Primary Accounting Practice" and improve their participation in the classroom teaching of "Primary Accounting Practice".Comparing the questionnaire data from the experimental class and before the beginning of the experiment,the proportion of students in the experimental class who are interested in the "Primary Accounting Practice" course has significantly increased,and their acceptance and liking for using the BOPPPS mode in class have also improved.In ordinary classroom practice teaching,it is also evident that students’ participation is increasing,as can be seen from the significant increase in the number of students answering questions in class and the continuous decrease in the number of students deserting.This effectively demonstrates that the BOPPPS model has a significant role in improving students’ learning interest,learning participation,classroom satisfaction,and other aspects.4.The teaching application of the BOPPPS model in the "Primary Accounting Practice" classroom in secondary vocational schools should follow the following four teaching design principles: first,encourage students,cultivate their confidence in the classroom,and improve their participation in the classroom;Second,flexibly allocate the time for the six teaching links of the BOPPPS teaching mode,and adjust the time ratio according to the teaching content and student level;The third is to emphasize the dominant position of students and stimulate their interest in learning;Fourth,build a reasonable learning group and create a dynamic classroom. |
