Participatory teaching mode is one of the commonly used teaching modes at present, which emphasizes the subjectivity of students in the classroom and is conducive to improving the teaching level of teachers in secondary vocational schools. This paper briefly analyzes the advantages of participatory teaching in secondary vocational schools, and puts forward several common participatory teaching methods, such as simulation teaching and project teaching, in order to improve students' classroom learning efficiency.

Keywords: participatory teaching; Teaching in secondary vocational schools; practical application

Teaching in most secondary vocational schools is often subject-centered, and teachers often adopt traditional teaching methods, that is, teachers instill curriculum content into students unilaterally, which leads to the decline of students' interest in learning and the low efficiency of classroom learning, making it difficult to master the curriculum content. In addition, secondary vocational schools still focus on theoretical knowledge teaching, which leads to students' low practical ability. Therefore, teachers should use participatory teaching methods to carry out teaching, improve students' classroom participation, stimulate students' learning enthusiasm and promote students' development.

First, the advantages of participatory teaching in secondary vocational education

Many teachers in secondary vocational schools still take exam-oriented education as their teaching philosophy, which often ignores students' dominant position. In class, most students are in a passive position, and their learning enthusiasm is not high. In the process of teaching, teachers do not pay attention to the psychological changes of students, which leads to the difficulty in improving teachers' teaching efficiency. Over time, students are prone to weariness. The fundamental reason for this phenomenon is that students are not interested in learning and their acceptance ability naturally declines. The so-called participatory teaching refers to a teaching method that teachers and students create a democratic, enthusiastic and harmonious learning atmosphere and require students of different learning levels to participate and develop together. This method takes students as the center, guides and encourages students to participate in teaching activities, and has a positive impact on students' learning. Moreover, participatory teaching emphasizes practice, conforms to the learning law, and makes students deepen their impression of knowledge through real scenes, which is more in line with the needs of secondary vocational education. It can be seen that the application of participatory teaching in the teaching process of secondary vocational schools can effectively improve students' autonomous learning ability and independent thinking ability, cultivate students' innovative ability, and provide students with an equal, democratic and harmonious classroom atmosphere.

Second, the specific application of participatory teaching mode in secondary vocational education

(A) Simulation teaching methods

Compared with ordinary middle schools, secondary vocational education has strong pertinence and many practical courses. At present, the curriculum system of most secondary vocational schools is arranged in the order of "starting with cultural courses, then starting with professional basic courses, and finally starting with professional courses", paying attention to the systematicness and integrity of the courses. Moreover, in the teaching of specialized courses, schools often separate theoretical courses from experimental courses and teach them separately. However, this curriculum system and teaching mode is not conducive to the improvement of students' ability, but makes some students get high marks and low energy. The reason is that teachers fail to combine theory with practice, which leads to the problem that students have solid theoretical knowledge but insufficient operational ability, and cannot reflect the teaching characteristics of vocational ability-oriented teaching in secondary vocational schools. According to the participatory teaching mode, teachers can use simulation teaching method to teach, and combine theory with practice to exercise students' abilities in all aspects. The so-called simulation teaching method refers to simulating a very real working environment for students, and then asking students to complete their duties in simulated jobs, which not only realizes theoretical teaching, but also exercises students' practical ability. It is a typical participatory teaching method. Take tourism English major as an example. Teachers can teach tourism English in the following ways: first, teachers designate a scenic spot for students and ask students to prepare tour guide words according to each scenic spot in the scenic spot. The tour guide used the correct method and spelled the words correctly. Teachers can ask students to submit homework and check it. Second, the teacher prepares pictures of various scenic spots in the scenic spot. In class, the teacher randomly plays pictures, and then selects a student to give a brief introduction to the scenic spots. Thirdly, the teacher evaluates the students from the aspects of language expression and tour guide style, and points out the parts that students need to improve. In this way, the teacher not only taught the students the course content, but also made them adapt to the tour guide work as soon as possible, accumulated experience for them and laid the foundation for their future work.

(B) Project teaching method

The purpose of applying project teaching method is to improve students' practical ability and complete teaching tasks through project implementation. The meaning of a project is relatively broad, which can be both a product and a process. In the process of project training, students are the main body to complete the project, and teachers play the role of guides, guiding students to complete all links and accepting students' consultation. Students complete the project in the working environment designed by teachers in advance, and understand the normal workflow, the use of related tools and the production process of products. The application of project teaching method has greatly brought into play students' subjective initiative, greatly improved students' classroom participation and interest in learning, cultivated students' innovative thinking and cooperative spirit, and promoted their all-round development. The application process of project teaching method is as follows: First, determine the project. Secondly, analyze the project and make the corresponding plan, and then implement it according to the plan. Finally, evaluate the completion of the project. Taking the computer major as an example, teachers can use the project teaching method to complete the teaching task when teaching the course of Web Page Making. First, teachers divide students into several groups, and then specify projects, such as making a home page of a class or school and writing a project plan, indicating the division of labor of each group member, and indicating the completion time and expected results of the project. Second, after the teacher confirms that the scheme is feasible, he will return it to the students, keep in touch with them at any time, guide them to complete the project according to the scheme, and ask them about the completion of the project regularly. Third, show the design results of each group to other students in the class, and invite other groups to comment and put forward their own views so that the group can make improvements. Teachers also need to evaluate the works of each group. Teachers' evaluation should start from many aspects, not only paying attention to the quality of web pages, but also paying attention to students' creativity and ideas, and giving students affirmation and encouragement in many aspects as far as possible, so as to improve students' self-confidence and promote their development. The application of project teaching method not only stimulates students' enthusiasm for learning, but also improves students' operational level and cooperative spirit.

Three. Concluding remarks

Secondary vocational schools pay more attention to students' practical operation level, and practice can also deepen students' memory of knowledge points. Therefore, teachers should change the original teaching methods, put students in the main position in the classroom, and guide students to participate in classroom learning and practice, so as to improve students' learning efficiency.

References:

[1] the application of horse participatory teaching mode in secondary vocational education [J]. Health Vocational Education, 2012,30, 17: 46-47.

[2] Guo Baolei. Explore the application of "project-oriented and task-driven" in the course of automotive electrical engineering in secondary vocational schools [J]. Science and Technology Innovation Herald, 20 14, 1: 160.

[3] Zhang Sheng. Briefly describe the implementation of participatory teaching method in the basic course of machinery in secondary vocational schools [J]. Technology entrepreneurs, 20 13, 16: 183.

;