How to Activate History Classroom Teaching of Tourism Major in Higher Vocational Colleges

In the past 30 years of reform and opening up, China's tourism industry has grown from a small country to a world power.

According to the forecast of the World Tourism Organization, by 20 15, China will become the world's largest inbound tourist receiving country and the fourth largest outbound tourist source country.

By then, it is estimated that the number of inbound overnight tourists in China will reach 6,543.8 billion, the number of domestic tourists will reach 2.8 billion, the number of outbound tourists will reach 6,543.8 billion, and the total tourism market will reach 3 billion.

At the same time, the scale of China's tourism is expanding.

Statistics from the National Tourism Administration show that there are about 6 million employees in the national tourism industry, while the actual demand for professional tourism talents is more than 8 million. In this way, the talent gap is at least 2 million, and the average annual demand is about 400,000.

The expansion of tourism in China and the strong promotion of tourism employment have made the demand for tourism talents rise year after year. To meet the needs of such a rapidly developing and large-scale industry, the key is to strengthen the development of tourism education and cultivate a large number of professional high-quality talents.

China's mass tourism began at 1978, and tourism education started with it, which has gone through 30 years.

In these 30 years, China tourism education has experienced a rapid development process from scratch, from weak to strong, from single to complete.

Structurally, a pyramid structure consisting of graduate students, undergraduates, vocational college students and secondary vocational school students has basically formed, and a large number of tourism professionals have been trained.

According to statistics, in 2007, there were 440 colleges and universities in China offering undergraduate tourism majors, with 455 specialties. * * * There are 892 colleges and universities for tourism major in higher vocational education, with enrollment major 1532.

It can be said that tourism higher vocational education has gradually emerged as an important part of China's tourism education.

Facts show that the most scarce talents in tourism are high-level talents engaged in tourism management and planning; The other is high-quality skilled talents engaged in tourism practice, which is the target group suitable for the training characteristics of higher vocational education.

Up to now, the tourism management majors in higher vocational colleges have basically mastered the knowledge about the orientation of talent training objectives, that is, to focus on cultivating the applied skilled talents needed by the tourism industry in the 2/kloc-0 century, with strong professional ability and high comprehensive quality, who can engage in the first-line service and management of the grass-roots management departments of the tourism industry and various tourism enterprises.

This accurate positioning of talent training objectives provides a general outline for making the teaching plan and curriculum of tourism management major in higher vocational colleges, that is to say, the curriculum of tourism major in higher vocational colleges must focus on talent training objectives.

First, higher vocational colleges tourism professional curriculum problems

China's tourism major in higher vocational education is basically born out of traditional disciplines, such as business administration, foreign languages, history, geography, Chinese and other "mother majors", so it basically follows the curriculum system of ordinary higher education, which actually seriously deviates from the talent training goal of higher vocational education, as follows:

1, the course structure is subject-oriented.

The curriculum mostly follows the three-stage structure of basic courses, specialized basic courses and specialized courses in traditional disciplines, and mainly emphasizes the integrity, systematization and theorization of the subject knowledge structure, and pays attention to cultivating students with profound professional theoretical knowledge.

In teaching, the emphasis on theoretical knowledge teaching and the neglect of practical teaching lead to the fact that after graduation, students majoring in tourism in higher vocational colleges can't compare with graduate students and undergraduates in theoretical knowledge, and the level of practical skills can't compare with the embarrassing situation of students in secondary vocational schools, so they can't achieve the training goal of post ability requirements in practical work.

2. The curriculum is subjective and lacks scientificity and rationality.

Many courses of tourism major in higher vocational colleges are not based on in-depth enterprise investigation, analysis and investigation of tourism professional posts and professional post groups, nor are they offered according to the ability, knowledge and quality requirements required by the tasks and posts in actual jobs.

What knowledge students majoring in tourism want to learn is often subjective, so they list and pile up some courses or copy the courses of other institutions, which leads to the phenomenon that there are many subjects, disorder and overlapping courses.

3. The practice curriculum is formalized, and there is no independent curriculum system in the curriculum.

The practical teaching of tourism specialty has always been set as an "auxiliary" course, which is obviously formalized, especially the unsystematic and gradual process.

For example, only "internship" is listed in the whole course.

Fortunately, many tourism majors in higher vocational colleges have realized this and started to explore and gradually establish a practical curriculum system.

However, even in those higher vocational colleges where the practical curriculum system has been gradually established, there is still the problem of formalization of practical curriculum.

The outstanding performance is that it is impossible to offer practical courses or the skills taught in practical courses can not meet the industry standards.

4. The teaching materials are mixed, the professional characteristics are not obvious, and the compilation of local characteristic teaching materials lags behind.

The teaching materials of tourism specialty in higher vocational colleges are numerous and complicated, and most of them are born out of traditional disciplines, which are still "copies" of ordinary college teaching materials. For example, tourism psychology, tourism economics, tourism finance, tourism public-private relations and other teaching materials. They are all written together with the knowledge of related majors, and still follow the system, content and structure of ordinary college textbooks, which cannot meet the requirements of knowledge, ability and quality of tourism posts.

Some textbooks are marked as higher vocational textbooks. Although their compiling system, content and structure have the characteristics of higher vocational colleges, due to the lack of industry practice or industry management experience, the compilers are often divorced from the needs of industry post knowledge, ability and quality, and their practicability is poor.

There are also some overlapping contents in some textbooks, such as introduction to tourism, tourism marketing, tourism psychology, travel agency management and so on.

In addition, tourism is a very regional industry, and its professional teaching must be regional. At present, the lack of local tourism teaching materials has seriously affected the cultivation of localized talents.

For example, in Inner Mongolia, a series of teaching materials about local tourism knowledge, such as Inner Mongolia Tourism Geography, Inner Mongolia History and Culture, Inner Mongolia Folk Custom and Inner Mongolia Tourist Attractions, have not been published yet, which leads to the fact that most of the above courses offered by some higher vocational colleges are piecemeal collected by teachers and cannot give students complete knowledge.

Second, higher vocational tourism curriculum reform ideas

Through the analysis of the above problems, we know that in order to achieve the talent training goal of tourism major in higher vocational colleges, fundamental changes must be made in the curriculum, which can be started from the following aspects:

1. Break the subject curriculum structure and establish the professional curriculum structure.

Breaking the subject curriculum system, rebuilding the curriculum system with compulsory courses (including public basic courses and professional compulsory courses) and elective courses (including limited courses and elective courses), that is, establishing a professional curriculum system that meets the training objectives of tourism professionals in higher vocational colleges.

Compulsory courses include public basic courses and professional compulsory courses, aiming at ensuring the basic specifications of professional personnel training. Among them, public basic courses focus on cultivating students' humanistic quality, and professional compulsory courses (which should be divided into professional basic courses and professional skills courses) focus on cultivating students' theoretical knowledge and practical skills necessary for mastering majors.

Elective courses should be carefully designed in a modular form based on the breakdown of posts in the industry, according to the knowledge and ability required by posts, focusing on deepening and expanding students' relevant professional knowledge and skills, cultivating students' hobbies, developing students' specialties and potentials, and highlighting students' individual differences.

Elective courses focus on expanding and improving students' comprehensive quality.

In short, in the whole curriculum structure, we should break the tendency of completeness, systematization and theorization of subject knowledge structure, reduce and integrate professional theoretical knowledge to make it necessary and sufficient, pay attention to strengthening the training and cultivation of professional ability, and try our best to set the ratio of theoretical and practical courses as 1: 1, so as to establish a professional curriculum structure.

2, on the basis of extensive industry research, according to the task and post ability to set up courses.

The curriculum of tourism management major in higher vocational colleges should be carried out on the basis of actively going deep into enterprises and extensively conducting industry research.

Through extensive communication with tourism industry experts, enterprise managers and grass-roots employees, this paper analyzes and investigates the professional posts and professional post groups in the tourism industry, defines the main tasks of each post, determines the knowledge, ability and quality required by the post in the industry, and develops and designs professional courses accordingly.

Due to the rapid development of tourism industry, increasingly fierce competition and ever-changing demand for talents, it is required that the competent leaders of tourism specialty and the director of teaching and research section must go deep into enterprises to conduct market research every year, understand the changes of professional posts and professional post groups in tourism industry, understand the main tasks of each post and the changes of knowledge, ability and quality required by industry posts, keep pace with the times, constantly update teaching content and carry out curriculum reform.

In other words, the teaching plan of tourism management major in higher vocational colleges should not be static, but should be constantly adjusted and revised.

3. Attach importance to the setting of practical courses (including internship and training courses) and build a complete practical teaching system.

Tourism management major in higher vocational colleges should clearly set practical courses as compulsory courses in the teaching plan, and set corresponding credits. At the same time, it is necessary to clarify the teaching objectives of practical courses, compile practical course instructions, practical teaching plans, and stipulate the assessment methods of practical courses.

In the actual teaching process, special attention must be paid to the implementation in strict accordance with the time listed in the teaching plan and syllabus, so as to achieve the unity of form and content.

The practical teaching of tourism management major in higher vocational colleges should be composed of the cognitive practice of tourism industry (including inviting experts and enterprise-related management talents to teach, students to visit and inspect the tourism industry, and guiding teachers to lead students to familiarize themselves with tourist routes, etc.). ), basic skills training for tourism majors (in the form of scattered practice in or after class), tourism route training, comprehensive practice in tourism industry, post practice, etc. , form a complete system.

4. Add courses with regional characteristics and develop teaching materials with local characteristics.

Most of the talents trained by higher vocational tourism education serve the local tourism industry. For example, the tourism management major of Hohhot Vocational College is mainly to transport front-line tourism service personnel and grassroots tourism managers to Inner Mongolia and surrounding areas.

This requires adding courses that conform to the development of local tourism economy and reflect the characteristics of local or regional tourism resources, that is, highlighting local and ethnic characteristics, offering courses such as tourism geography in Inner Mongolia, knowledge and explanation of scenic spots in Inner Mongolia, folk customs in Inner Mongolia, Mongolian food culture and etiquette, so that students can have the knowledge and skills needed for regional tourism development and improve the regional adaptability of talents.

In addition, while offering courses with regional characteristics, higher vocational tourism colleges should jointly develop teaching materials with local characteristics with various tourism colleges, tourism experts and regional celebrities in relevant areas to meet the needs of curriculum setting and students' learning regional tourism knowledge.