【摘要】：隨著中國(guó)旅游業(yè)的快速發(fā)展與不斷壯大，與之相對(duì)應(yīng)的旅游高等教育也不斷發(fā)展。在旅游業(yè)與旅游高等教育不斷發(fā)展的今天，中國(guó)旅游高等教育要進(jìn)一步發(fā)展，必須要不斷吸收和借鑒先進(jìn)的教學(xué)模式和教學(xué)理念。隨著國(guó)內(nèi)外學(xué)者對(duì)情境教學(xué)模式深入系統(tǒng)地研究，發(fā)現(xiàn)情境教學(xué)模式對(duì)于課程教學(xué)具有顯著意義。通過(guò)創(chuàng)設(shè)情境促進(jìn)學(xué)生萌發(fā)知識(shí)興趣，使學(xué)生積極主動(dòng)參與到教學(xué)活動(dòng)中，以已有經(jīng)驗(yàn)或已形成的知識(shí)為新知識(shí)的生長(zhǎng)點(diǎn)，積極構(gòu)建對(duì)新知的正確理解。在知識(shí)進(jìn)一步構(gòu)造的過(guò)程中，培養(yǎng)學(xué)生發(fā)現(xiàn)問(wèn)題的意識(shí)、發(fā)展學(xué)生高階思維活動(dòng)，養(yǎng)成獨(dú)立探究的能力。因此，論文在旅游文化課中實(shí)施情境教學(xué)有助于提升旅游文化課教學(xué)效果，從而為中國(guó)旅游業(yè)培養(yǎng)出更多優(yōu)秀的旅游人才。 目前，在常規(guī)教學(xué)模式框架體系下，旅游文化課教學(xué)仍存在一些問(wèn)題，主要包括教師主導(dǎo)課堂教學(xué)，學(xué)生扮演知識(shí)接收器的角色；學(xué)生問(wèn)題探究意識(shí)淡薄，自主學(xué)習(xí)能力有待提高；師生、生生互動(dòng)較為欠缺，師生情感紐帶尚未建立等。論文基于常規(guī)教學(xué)現(xiàn)狀，依據(jù)情境教學(xué)模式的操作程序，，結(jié)合旅游文化課程具體實(shí)際，進(jìn)行情境教學(xué)模式的應(yīng)用設(shè)計(jì)研究，主要包括教學(xué)目標(biāo)設(shè)計(jì)、情境教學(xué)的步驟創(chuàng)設(shè)、課堂教學(xué)方法選擇、教學(xué)效果測(cè)評(píng)的方法選擇，為后文進(jìn)行情境教學(xué)效果測(cè)評(píng)作以鋪墊。在旅游文化課中實(shí)施情境教學(xué)案例，運(yùn)用非參與式觀察法和深入訪談法獲取實(shí)施情境教學(xué)成效的資料，通過(guò)實(shí)證分析可以發(fā)現(xiàn)，情境教學(xué)模式的應(yīng)用有助于促進(jìn)教學(xué)目標(biāo)的達(dá)成、激發(fā)學(xué)生學(xué)習(xí)的積極性、注重以學(xué)生為學(xué)習(xí)的主體、培養(yǎng)學(xué)生探究問(wèn)題的意識(shí)和促進(jìn)師生關(guān)系融洽等。 當(dāng)然，旅游文化課應(yīng)用情境教學(xué)模式開(kāi)展教學(xué)時(shí)也存在一些問(wèn)題，論文針對(duì)這些問(wèn)題提出了一些具有針對(duì)性的改善建議，主要包括注意情境課堂的秩序性、教師要做好充足的準(zhǔn)備工作等�？傊�，情境教學(xué)模式的實(shí)施不僅為旅游文化課程教學(xué)模式的未來(lái)發(fā)展提供新思路，而且提高了旅游文化課的教學(xué)質(zhì)量，使之為旅游業(yè)的進(jìn)步培養(yǎng)更優(yōu)秀的專(zhuān)業(yè)人才。
[Abstract]:With the rapid development and expansion of tourism in China, tourism higher education has been developing. With the continuous development of tourism and tourism higher education, China's tourism higher education must absorb and draw lessons from the advanced teaching mode and teaching idea in order to further develop tourism higher education. With the deep and systematic study of situational teaching model at home and abroad, it is found that situational teaching model has significant significance for curriculum teaching. By creating situations to promote students' interest in knowledge germination, students can actively participate in teaching activities, take the existing experience or formed knowledge as the growth point of new knowledge, and actively construct a correct understanding of new knowledge. In the process of further construction of knowledge, we should cultivate students' awareness of finding problems, develop students' high order thinking activities, and develop the ability of independent inquiry. Therefore, the implementation of situational teaching in tourism culture course will help to improve the teaching effect of tourism culture course, and thus train more excellent tourism talents for Chinese tourism. At present, under the frame system of conventional teaching mode, there are still some problems in the teaching of tourism culture course, mainly including teacher-led classroom teaching, students playing the role of knowledge receiver, weak awareness of student problem inquiry, The ability of autonomous learning needs to be improved, the interaction between teachers and students is deficient, and the emotional bond between teachers and students has not been established. Based on the current situation of conventional teaching, according to the operating procedure of situational teaching mode and combining with the specific reality of tourism culture course, the paper studies the application design of situational teaching model, including the design of teaching objectives and the creation of situational teaching steps. The choice of classroom teaching method and the method of teaching effect evaluation pave the way for the later text to evaluate the effect of situational teaching. In the course of tourism culture, the case study of situational teaching is carried out, and the non-participatory observation method and in-depth interview method are used to obtain the data of the effect of implementing situational teaching. Through empirical analysis, it can be found that, The application of situational teaching model is helpful to promote the achievement of teaching objectives, stimulate students' enthusiasm in learning, pay attention to students as the main body of learning, cultivate students' awareness of exploring problems and promote harmonious relationship between teachers and students. Of course, there are some problems in the application of situational teaching mode in tourism culture teaching. The paper puts forward some suggestions to improve these problems, including paying attention to the order of situational classroom. Teachers should make adequate preparations, etc. In a word, the implementation of situational teaching mode not only provides new ideas for the future development of tourism culture course teaching mode, but also improves the teaching quality of tourism culture course, and makes it cultivate more excellent professional talents for the progress of tourism industry.
【學(xué)位授予單位】：沈陽(yáng)師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類(lèi)號(hào)】：G642.4;F590-4

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