Kano Model Study On Classroom Teaching Satisfaction Of Tourism Service And Management Major In Secondary Vocational Schools

In recent years,the economic and social structure of our country has been developing and changing,and the demand for professional technicians has been increasing.The Opinions on Deepening the Reform of the Construction of modern Vocational Education System clearly emphasized that the quality of vocational education should be effectively improved.Secondary vocational education is the most important part of our vocational education system.The priority of improving the quality of vocational education is to effectively improve the quality of classroom teaching in secondary vocational education.Classroom teaching is not the performance of the teacher alone.How students feel and how satisfied they are will directly affect the efficiency and quality of students’ learning.Therefore,it is necessary to conduct indepth research on the satisfaction of secondary vocational students to classroom teaching.This study takes tourism service and management of secondary vocational schools as an example and selects two secondary vocational schools in Jiangxi Province for practice investigation.First of all,through literature review and expert consultation and other methods,the classroom teaching satisfaction evaluation system with 25 detailed indicators from 6 dimensions,including learning environment,practice and training,teachers and teachers,classroom teaching,knowledge learning and practical application is constructed.Combined with existing domestic and foreign relevant studies,the Kano questionnaire was prepared,and the questionnaire data was analyzed with the help of SPSS26.0.Using the method of Kano model,the indicators and data obtained are analyzed in the following three aspects.First,the questionnaire data was combined with Kano model,and 25 indicators were divided according to desired attribute,attractive attribute,indifferent attribute and necessary attribute.Secondly,the sensitivity of each factor is quantitatively analyzed by using the better-worse coefficient,and a quartile map is established on this basis to compare each factor.Finally,the results of the four quadrants are classified and analyzed,and the existing problems and suggestions for improvement are put forward.The results showed that among the 25 indicators,there were 9 desirable attribute factors,6 attractive attribute factors,7 indifferent attribute factors and 3 essential attribute factors.By analyzing the index elements of each dimension,the following problems are found: first,secondary vocational schools do not pay attention to curriculum teaching,and the expectation factors need to be improved;Secondly,the investment in practice training is limited,and the charm factor is lacking.In addition,too much emphasis is placed on the construction of learning environment,and the emphasis of no difference factors is scattered.Finally,the faculty is weak and the necessary factors are insufficient.In view of the above problems,the author puts forward some countermeasures such as increasing the emphasis on classroom teaching,improving the teaching conditions of practice and training,balancing the capital investment of learning environment and improving the level of teachers and teachers.It is hoped that the above suggestions can improve students’ satisfaction with classroom teaching and further optimize the overall teaching quality of tourism service and management major in secondary vocational schools.