Model essay on tourism management 1: Analysis of teaching reform of tourism management major in higher vocational colleges; Modern apprenticeship is the product of mutual integration in Industry-University-Research, and it is also an important mode of international vocational education development at present. Tourism management major is one of the important majors in higher vocational education. Under the bright prospect of tourism in China, it is of great practical significance to strengthen the research on the teaching reform of tourism management specialty in higher vocational education based on apprenticeship teaching mode.
I. Overview of Modern Apprenticeship System
As a modern apprenticeship mode, it is a talent training mode to improve students' modern vocational skills through the joint teaching of famous teachers and famous teachers on the basis of school-enterprise cooperation. Modern apprenticeship system is popular in Europe, and it has gradually developed in the field of higher vocational education in China since 20 14. To implement modern apprenticeship teaching, it is necessary to carry out joint training and school-enterprise cooperation, and implement dual management and education for students. In the process of receiving vocational education, students are not only students at school, but also apprentices. This teaching and training mode can not only improve students' professional skills, but also play a key role in the optimization of the whole teaching content and teaching links.
Second, the necessity of teaching reform of tourism management major in higher vocational colleges under the background of modern apprenticeship.
(1) With the continuous development of China's tourism industry, the society urgently needs a large number of tourism management professionals, which puts forward higher requirements for the teaching of tourism management in higher vocational colleges. The talents required to be trained should not only have good professional ethics and superb service skills, but also have innovative spirit, strong social practice ability and inquiry ability. The emergence of modern apprenticeship conforms to the skill training of tourism management specialty in higher vocational colleges, and is the need of the development of the times for the teaching reform of tourism management specialty.
(2) Compared with other professional courses in higher vocational colleges, tourism management major belongs to an intangible service industry, which requires more stringent cultural quality and service awareness, requiring students to apply theoretical knowledge to practice and improve their practical level. In the process of selecting talents, tourism enterprises need to make a comprehensive investigation on the candidates from the aspects of service skills, professional quality, professional ethics and work experience. According to the characteristics of tourism management specialty and under the background of modern apprenticeship, it is necessary to strengthen the reform of tourism management specialty in higher vocational colleges. Through mentoring in the modern apprenticeship system, students can better connect with practice and realize the combination of theory and practice.
(3) At present, in the teaching process of tourism management major in higher vocational colleges in China, although many higher vocational colleges have established the mode of school-enterprise cooperation, due to various factors. There are still some problems in the teaching of tourism management specialty in higher vocational colleges, such as outdated teaching methods, backward teaching facilities and single talent training mode. In order to solve the above problems, it is necessary to use modern talent training mode, strengthen school-enterprise cooperation, make full use of social resources, and improve the pertinence of cultivating high-quality tourism talents.
Third, the way of teaching reform of tourism management major in higher vocational colleges from the perspective of modern apprenticeship
(A) Higher vocational colleges need to establish an effective training mechanism of school-enterprise cooperation.
Higher vocational colleges need to strengthen cooperation with tourism enterprises and build a modern apprenticeship collaborative education mechanism with the tourism industry. The teaching team consists of teachers from tourism enterprises, teachers from higher vocational colleges and full-time and part-time teachers, and is responsible for specialty construction and teaching reform. During their study in higher vocational colleges, students need to go through the process of study, practice, re-study and re-practice. In this spiral talent training mode, students are first taught relevant theoretical knowledge by professional teachers in school, then guided by masters in enterprises, and then continue to study after returning to school, and finally practice. After this spiral training mode of modern apprenticeship, graduates majoring in tourism management have mastered rich professional experience and developed good professional habits after graduation, which has a remarkable effect on improving students' employment.
(B) to develop a sound talent training program
School-enterprise cooperation units need to make clear the teaching content, training objectives and teaching tasks of tourism management courses in higher vocational colleges according to the requirements of the professional development of tourism industry for talents in terms of quality, ability and knowledge, and at the same time strengthen curriculum construction. , formulate targeted talent training programs. Make full use of various resources of higher vocational colleges and enterprises to build various teaching and training modules. To meet the needs of tourism development, aiming at cultivating high-skilled and applied tourism professionals.
(3 * * * and the formulation of curriculum standards for tourism management majors.
School-enterprise cooperation units set out from professional posts and tasks, constructed curriculum standards of tourism management major in higher vocational colleges according to relevant national professional evaluation standards, and strengthened the development of professional courses adapted to the modern apprenticeship system. In terms of curriculum objectives, it is necessary to clarify the training objectives and teaching objectives of talents, and at the same time redefine the teaching content. At the same time, higher vocational colleges need to cooperate with tourism enterprises to optimize the teaching content and teaching design of the whole tourism professional course, so as to provide a basis for the actual operation of the course.
(D) Universities and cooperative enterprises work together to carry out the docking of teaching and production process.
In order to realize the effective connection between the teaching process and the production process, help students master vocational skills faster, help students understand the needs of various service links for ability and quality as soon as possible, and be familiar with the objective needs of enterprises for talents. , carefully analyze the update of post management skills, reception etiquette and post tasks in tourism enterprises, formulate effective evaluation indicators and methods, guide students to become familiar with these skills faster through assessment and evaluation, and quickly transform theoretical knowledge into professional skills.
(5) Strengthen the reform of teaching evaluation mode.
According to the standards of certification examination and post promotion of tourism specialty, an effective and reasonable teaching evaluation model of tourism management specialty in higher vocational colleges is constructed. Work with tourism enterprises to formulate a clear teaching evaluation index system, bid farewell to the traditional evaluation model based on written test, and pay attention to the assessment of students' comprehensive ability. In the process of students' participation in practice, the master can also make a correct evaluation of students, divide the evaluation into several important parts, and divide the weight according to the importance of each part. Several parts together are the students' scores.
(6) Strengthen the construction of tourism teachers in higher vocational colleges.
Under the modern apprenticeship training mode, the tourism management major in higher vocational colleges needs to strengthen the construction of teachers, form a double-qualified teacher team with excellent quality, outstanding professional skills and strong practical ability, rationally optimize the allocation of teachers' resources, and actively carry out various teaching and scientific research work.
Fourth, summary.
From the above analysis, it can be seen that the reform of tourism management specialty in higher vocational colleges is the inevitable trend of the development of the times. From the perspective of modern apprenticeship training mode. In the process of tourism management major reform, it is necessary to strengthen school-enterprise cooperation, establish an effective teaching course system and teaching evaluation system, strengthen the construction of teachers, and promote the improvement of teaching quality.
Abstract: The classroom teaching method based on situational learning theory has had a great impact on the traditional teaching mode. As one of the main courses of tourism management, Tourism Destination Development and Management is a knowledge system combining theory with practice. It is very necessary and feasible to implement situational project training based on situational learning theory. In the course teaching, the design and organization of eight classroom situational projects have played a good role in improving students' participation enthusiasm.
Keywords: Situational learning theory; Classroom situational projects; "Development and Management of Tourist Destinations"
The acquisition of curriculum knowledge can be divided into two bidirectional processes: teaching and learning, in which "teaching" is more passive and "learning" emphasizes subjective initiative. In the current educational process, "teaching" and "learning" are two links that interact and promote each other, and we can't neglect them. Tourism management is a practical and applied subject, especially in the teaching of tour guide, planning, hotel and etiquette, the interaction between teachers and students should be emphasized, which can be achieved through classroom situational project training and extracurricular practice exercise. At present, there are quite a few studies that pay special attention to extracurricular practical activities and less attention to classroom teaching. Therefore, this paper mainly discusses the design and organization of simulated project training in the course of Tourism Destination Development and Management based on situational learning.
First, the basic connotation of situational learning theory
Situational theory and situational learning have become very important learning methods. [1, 2] This theory holds that learning is not only a psychological process of individual meaning construction, but also a social, practical and participatory process mediated by different resources. The meaning of knowledge, together with learners' own consciousness and role, is produced in the process of interaction between learners and learning situations and between learners. Therefore, the creation of learning situation is devoted to returning learners' identity and role consciousness, complete life experience and cognitive tasks to a real and integrated state, thus trying to solve the problems of self-removal and situation removal that are difficult to solve in traditional school learning. Situational learning has two learning principles: first, present knowledge in the real situation of practical application of knowledge, combine learning with application, and let learners think and practice like experts and "masters"; Second, learn through social interaction and collaboration. The rise of situational learning theory has had a great impact on the traditional teaching mode. Under the guidance of situational cognitive theory, three teaching modes have been formed: anchored teaching mode, random entry teaching mode and cognitive apprentice teaching mode. [3] In the specific operation process, many educators have created educational methods corresponding to their own professional disciplines, such as setting up workshops, kitchens, greenhouses, gardens, etc. in schools and using them as classrooms; Role playing in the real world, such as military training; Conduct field visits, such as archaeological excavations and participatory foreign cultural observation; Let students receive on-the-job training through mentoring; Learn these knowledge and skills in practical situations such as sports, music and artistic performances.
Second, the necessity and feasibility analysis of situational project training
Situational learning theory has actually been widely used in many disciplines, such as military simulation, that is, modeling in the military, and then using simulation technology to simulate the situation, strategy and tactics of war. Sand table simulation training system is widely used in business administration related majors, and situational theory is applied to real classroom teaching. At present, in tourism management related majors, situational learning theory is only widely used in tour guide courses, and some researchers have especially summarized the concrete application results of this method. [4,5] For tourism planning courses, it is very necessary and feasible to implement situational project training based on situational learning theory.
(A) the urgent need for social work to achieve a seamless connection between schools and society.
The development of tourism management specialty in recent ten years has also shown a trend of rapid growth. In 20 14, tourism colleges at all levels in China enrolled 289,000 students, including 53,386 students at undergraduate level. However, a large number of students and graduates have not been recognized by the society, and the employment of college graduates has always been a top priority for all departments. Tourism management major (mainly undergraduate level) is almost abandoned by the society, and the employment rate of the industry is only about 20%. We don't rule out the influence of many other factors, but a very important factor is that many managers of enterprises or units don't recognize the training of talents in colleges and universities. There is a long transition stage from students to employees, which requires enterprises or units to spend a lot of manpower and material resources for retraining and education. In view of this, colleges and universities must pay attention to the actual needs of social work, pay full attention to the current social hot issues in the classroom teaching process, incorporate the needs of enterprises or units into the classroom teaching system, and strive to achieve a seamless connection between schools and society.
(B) the exercise needs of student groups, new ways to improve students' practical ability
During college, students basically live a life of 3.1, and classrooms, dormitories and canteens have become the most comprehensive impressions of college life in recent years. At present, a considerable number of students have begun to look to school clubs or social part-time jobs, but most of the affairs have nothing to do with their majors. Not only can they not effectively promote professional learning, but they regard it as a burden. The main reason for this situation is that schools and teachers do not attach importance to students' professional exercise needs. I asked the whole class in class that less than 20% of them have been to Tengwangge scenic spot, and some of them are free to play because they have a tour guide card. Many students have made it clear that if teachers or schools can organize training activities such as scenic spots, hotels and travel agencies, they are very willing to participate. Accordingly, many schools have also organized long-term internship activities, which have really played a very important role in improving students' practical ability. However, not all schools, all departments and all courses can have time to carry out concentrated extracurricular internship activities. For example, the credit system and two autocracies of Jiangxi University of Finance and Economics are very unfavorable systems for the development of extracurricular internship activities. Therefore, if we can make effective use of short class hours and combine course knowledge with situational project training under the current institutional framework, I believe better results will be achieved.
(C) The full display of teachers' ability promotes the new direction of teachers' overall planning.
Under the traditional teaching organization mode, teachers, as the main body of teaching, are often just the imparting of knowledge. They can't effectively understand the needs of students, so they can't innovate knowledge and achieve the goal of self-improvement. At present, the ability of full-time teachers can be generally reflected in three aspects: teaching ability, scientific research ability and social service ability. Because of the differences between teachers and some disciplines and majors, they often depend on teachers' abilities. In the major of tourism management, we are paying more and more attention to teachers with double or even triple qualifications. They can not only stand in the classroom for 45 minutes, but more importantly, they can transfer their social practice and scientific research achievements to the classroom within 40 minutes, and integrate the new thinking in the classroom into social practice and scientific research exploration again. The setting of classroom situation requires us to learn actively, especially to show some cases in our social practice completely in the classroom through instructional design, which not only tests the level of teachers' instructional design, but also tests classroom organization and extracurricular experience.
(D) The in-depth development of teaching reform promotes the new development of tourism management.
The training mode of tourism management talents should be oriented to social needs, should move from single type to diversification, and should be able to master relevant professional skills in college classes. At present, there are more and more teaching reforms related to tourism management, and many colleges and universities have put forward various reform measures, such as the "enterprise college system" talent training mode of hotel management major in Zhejiang Tourism Vocational College, the "dual system" mode of tourism management major in Liaoning University of Science and Technology, and the "three links, four sections and five linkages" mode of tourism management major in Jiangxi University of Finance and Economics. Some colleges and universities have also successfully applied for the national teaching quality project, such as Tianjin University of Commerce International Hotel Management Talents Training Innovation Experimental Zone and Hubei University Tourism Management Professional Innovation and Entrepreneurship Training Mode Experimental Zone. Judging from the current teaching reform of related majors in colleges and universities, practical teaching has been mentioned in an increasingly important position. As the initial link to enter the real social practice, simulation project teaching will have very important significance and value, and it is the initial link to promote the new development of tourism management specialty.
Thirdly, the design and organization of situational project training in the course of "Tourism Destination Development and Management"
Tourism Destination Development and Management is one of the main courses of tourism management major, and it is a knowledge system combining theory with practice. However, Hu Haisheng: Situational Project Design for Classroom Teaching of Tourism Management Major From the current point of view, students' enthusiasm for attending classes is not high, and they have certain university feelings because of the problem of overlapping with other courses. In view of this kind of problem, I adopted the classroom simulation project training method in the course teaching, which played a very good role in improving students' participation enthusiasm.
Scenario project design
According to the content arrangement of the course, we arranged and designed a comprehensive test project and eight key classroom situation projects. The comprehensive test project is to complete the promotion planning of AAAA-level scenic spots on campus after class, and the classroom scenario project is a scenario simulation project in eight aspects: tourism resources investigation and evaluation, tourism market analysis, tourism marketing planning, tourism product system design, tourism project planning, tourism route design, tourism feasibility study and scenic spot ticket management. Generally speaking, in all the contents of the course, except for the concept system, theoretical methods and research summary, it is difficult to directly design the corresponding projects, and the related simulation projects can be well designed in the main contents such as marketing planning, theme positioning, function division, project creativity and scenic spot management, which is the core content of this course. In addition to the above eight projects, we also interspersed some small situational project training in the classroom, such as the theme slogan of Nanchang, the naming of scenic spots, and the intelligent design of tourist toilets.
(B) Scenario project organization
The organization process of situational projects follows the principle of asking questions &; Preliminary analysis of the mdash problem &; Mdash focuses on analyzing problems &; Mdash Review the research questions &; Mdash Please refer to Figure 1 for the steps and procedures to solve the problem. As one of the main courses of tourism management major in Jiangxi University of Finance and Economics, the teaching duration of this course is 48 hours, with three consecutive classes every week, mainly in the afternoon or evening. Considering the convenience and pertinence of narration, we take the afternoon class as the discussion object. Classes begin at 2 pm, and it is inevitable that many students will just wake up or doze off. In view of this specific situation, I usually inform my classmates about the requirements of the simulation project at the beginning of class, which takes about 5 minutes, so that students can enter the environment of the simulation project, and they can also mobilize their initiative without any goals in class through the way they want to participate in it. In the next 20 minutes, I will quickly sort out the course content to be taught this week, with special emphasis on some knowledge points that are highly related to situational projects. After the first class, you can walk into the classroom to chat with them, get their initial cognitive ideas about situational projects, and at the same time reconsider the next specific arrangements. In the second class, according to the specific content of the situational project, I will arrange two links: personal thinking and group discussion. The time for personal thinking is generally controlled at 15 minutes, and then a group of 3-5 people will be randomly formed to continue the discussion, and the time is generally controlled at 15 minutes. After personal thinking and group discussion, write down their specific ideas on paper for another 5 minutes. For the remaining 15 minutes, I will invite several groups to report their ideas on stage, and teachers and students will comment together, especially for other team members to comment and stimulate their creative ideas. If 15 minutes is not enough, it will generally be postponed until the break and 30 minutes before the third class. In the remaining 10 minutes of the third class, I will focus on the content of the first class again, explain the principles and methods, and let students with questions ask and answer. In the last five minutes, I will summarize the main contents of this project and this course, so that students can preview the next chapter.
(c) scenario project evaluation
In order to improve students' enthusiasm to participate in situational project learning, the assessment system of this course has also been greatly reformed, from the original course examination to the course comprehensive test, that is, the original total score = 80% of the final exam score+20% of the usual score, to the total score = 50% of the classroom situational project+30% of the comprehensive test project+attendance efficiency 10%+ extracurricular interaction/kloc-. In the discussion process of each class, teachers and course assistants record the participation process in detail to realize a fair and just comprehensive evaluation system. Classroom situational project training based on situational learning theory is an attempt in the teaching of Tourism Destination Development and Management. Judging from the current teaching process, students participate more actively and have a further understanding of the basic theories and technical methods of tourism planning and scenic spot management. However, due to the limitation of teachers' level, classroom time and teaching equipment, this teaching method still needs to be combined with extracurricular practice teaching, especially if the practice base of tourist attractions can be established and real scenes can be taught in the classroom, which will receive better teaching results.
Author: Hu Haisheng Unit: School of Tourism and Urban Management, Jiangxi University of Finance and Economics.
refer to
[1] He Kekang. Study and Reflection on the Handbook of American Educational Communication and Technology Research (3rd Edition): On "Situational Theory" and "Nine Situational Teaching Strategies" [J]. Audio-visual Education Research, 20 13 (9): 24-29.
[2] Johnson & Johnson Company; Bull; Ye Xiaokai, e &；; Bull; Wenger. Situational learning: legal marginal participation [M]. Shanghai: East China Normal University Press, 2004.
[3] Liu Yi, Gao Fang. On Situational Cognitive Learning Theory and Situational Cognitive Teaching Model [J]. Educational Exploration, 20 10 (6): 88-89.
[4] Zhang Sumei, Zhang Qiumin. Innovation and practice of teaching mode of tour guide training based on working situation [J]. Education and occupation, 20 10 (3): 137- 138.
[5] Zhang Jian, Cheng,. Analysis on the training mode of the principal base of famous schools & Taking Beijing Normal University as an example: mdash& ampmdash& ampmdash based on the perspective of situational learning theory [J]. China Education News, 20 14 (1): 44-48.
Tourism management papers related articles:
1. tourism management model essay
2.20 16 tourism management paper reference
3. Tourism management papers
4. Model essay on graduation thesis of tourism management major
5. Model essay on tourism management