Task-driven teaching method in the secondary fruit and vegetable storage and processing course Practical Study
Download as PDF
Nan WANG, Zhiyun Huang, Hui HU
The reform and reorganization of the teaching content design of the course "Fruit and Vegetable Storage and Processing" in secondary schools is carried out in a task-driven manner. The course content design is characterized by: task-driven, reflecting the concept of "integration of science and practice"; establishing course objectives with employment problems; selecting course content with vocational ability requirements, professional knowledge characteristics and enterprise experts' opinions; reflecting the "regional, vocational and professional skills relevance" of teaching content. The course content can reflect the "regional, vocational and professional skills relevance" of the teaching content. In the organization of teaching contents, the concept of "progressive task-driven teaching" is also reflected, and the "continuity and gradient" of work task setting is considered. The optimized design of task-driven teaching content is an important inspiration for the construction of secondary vocational agricultural products courses.
Task-driven instructional design, progressive teaching, fruit and vegetable storage and processing