Research on Practical Approaches to Enhance the Effectiveness of Etiquette Classroom Instruction in Secondary Vocational Schools from the Perspective of “Alignment Among Teaching, Learning, and Assessment”

Abstract

In response to prevalent issues in current etiquette classroom instruction in secondary vocational schools, such as vague teaching objectives, a singular evaluation approach, and low student engagement, this study employs the concept of “alignment among teaching, learning, and assessment” as its theoretical foundation. It thoroughly integrates the cognitive characteristics of secondary vocational students with the inherent practical demands of etiquette courses to systematically explore practical pathways for enhancing teaching effectiveness. The study constructed a trinity strategy framework of “precise goal positioning, matching activity design, and diversified dynamic evaluation.” Through key measures such as the meticulous breakdown of vocational scenario-based goals, the innovative creation of real-world situational activities, and the establishment of a multi-subject process evaluation system, it effectively promotes the deep integration and organic unity of the teaching, learning, and evaluation processes. Teaching practice has fully demonstrated that this approach can significantly stimulate students’ intrinsic motivation for learning, effectively enhance their etiquette literacy and situational practical abilities, and provide solid teaching support for cultivating high-quality skilled talents that meet the demands of modern industries.