Teaching Design Of Tourism Courses In Secondary Vocational Schools Integrated With Vocational Identity Guidance

In the report of the 20 th National Congress of the Communist Party of China,it is clearly regarded as an important part of the strategy of developing China through talents.Vocational education has great potential.Secondary vocational tourism major is the earliest starting point of tourism education.Students’ occupation identification will not only affect their learning efficacy,learning investment,learning effect,but also affect their occupational values,employment outlook,and ultimately affect students’ employment and career development.Therefore,it is particularly important to strengthen the guidance of students’ occupation identity.However,as an important carrier of the cultivation of professional identity,the course Career Planning of secondary vocational schools has some problems,such as the incompatibility of course objectives with major characteristics and students’ reality,the lack of specific career background,etc.Under such circumstances,the advantages of integrating professional identity into the core professional courses closely centered on vocational knowledge and skills become more prominent.Therefore,this study tries to explore the combination of professional identity and tourism courses of secondary vocational schools,with the help of teaching design and curriculum teaching activities,in order to achieve the combination of teaching and education,and achieve the goal of cultivating virtues and cultivating people.This study mainly adopts the interview survey method and questionnaire survey method,combined with the current reality and previous research,divides professional identity into three dimensions: occupational cognition,occupational emotion and professional behavior,and compiles an interview outline and questionnaire around this.Firstly,through the interview survey method,the front-line practitioners of the tourism industry were investigated on their current occupations and professional identities,and the interviews concluded that the career choices of front-line practitioners in the tourism industry were interest-oriented;Practical experience enriches professional cognition,value realization strengthens professional emotions,career goals lead career development,and the interview results provide enlightenment for researchers to carry out teaching design.Then,through questionnaire survey method and interview survey method,the current situation of professional identity and course semester of secondary vocational tourism major students were investigated,and combined with teacher interviews,it was found that the professional bias of secondary vocational tourism majors affected their professional cognition,the gap between professional emotions and front-line practitioners in the tourism industry was the most obvious,professional behavior was better than professional cognition and professional emotions,and the overall professional identity was at the average level,which required further guidance from teachers.At the same time,the survey results of the course teaching situation show that the planning and classroom activities of secondary vocational tourism students will affect their interest in learning,and the teaching mode of "learning by doing" is more favored by them.In view of the current situation,combined with career development theory and embodied cognitive theory,taking Food Service and Management as an example,the course teaching design model is constructed from seven teaching design elements such as course overview,textbook analysis,and learning situation analysis,and two parts of Understanding Food Service Personnel and Beverage Service are selected to apply the teaching design to practice.The overall focus of teaching design is situational and active,and strives to enrich cognition in real career situations,improve professional prejudice in rich classroom activities,explore professional self,explore career interests,establish career goals,and promote professional behavior.Practical feedback shows that students’ prejudices about careers have been alleviated to a certain extent,and at the same time,they have developed positive behavioral tendencies,using course activities to discover their strengths and explore career interests.Based on the results of teaching practice,it is proposed that teaching resources should be integrated before class and teaching design should be enriched;Classes should be infiltrated with professional colors and pay attention to student activities;After class,it is necessary to combine education and teaching and connect careers in order to provide reference for subsequent scholars.