Reflections on the teaching of Tourism Policy and Regulations 1

Abstract This paper thinks about the teaching of Tourism Policy and Regulations. By applying the dispute cases being handled in the role-playing situational teaching, students can participate in the progress of handling cases in real time, arouse their interest in learning the law independently to solve real problems, and thus build a unique teaching model to achieve the best teaching effect.

key words: case role-playing situational teaching of teaching disputes in the course of tourism policies and regulations

Tourism policies and regulations is a core course for tourism majors, especially the issue of complaining about travel agency disputes, which involves a wide range and complexity, often involving tour groups, land agencies, hotels, transportation enterprises, scenic spots, tour guide services, catering services, etc., and involves many laws and regulations, departmental rules and regulations.

However, most students in vocational schools have a weak cultural foundation and generally find laws, regulations and policies boring and uninteresting.

and it is not difficult for students to understand the teaching content, but it is difficult to apply the learned knowledge to give practical solutions when facing specific problems.

Therefore, the deductive technique of CCTV's legal report makes the author think about whether it is possible to rearrange and integrate some large pieces of laws and regulations and dispute cases arranged by chapters in the teaching materials, and divide them into several learning task modules according to the laws and regulations applicable to the dispute cases. Through situational teaching, students can learn the law, analyze the case, use and judge the case from the perspective of both parties and judges, so as to improve students (play both parties). This is completely feasible.

It can not only arouse students' interest, but also arouse students who play the role of administrative law enforcement officers or judges to establish a sense of responsibility to solve problems for both parties in disputes by law.

specifically, there are seven course links in the teaching of tourism policies and regulations from the dispute cases that are being handled:

1. Case submission module of teachers

The author broke the usual practice of submitting the finalized cases to the students, and submitted the dispute cases of A club, which the author is representing, to the students, which greatly increased their interest. The brief information is as follows:

On August 31, 2112, Group A received a fax of the telephone record of tourist complaints [2112]No. XXX from a city tourism bureau, which reflected three complaints made by Mr. Gong and other three guests:

First, Group A complained that it did not perform the contract in person, but privately? Selling a group? Hand it over to a third party (land agency B) for implementation.

three people, including Mr. Gong, thought that Society A had violated the Consumer Protection Law, the Contract Law, the Travel Agency Regulations and the relevant provisions of the implementation rules, and was suspected of contract fraud, and demanded a double refund of the tour fare of 1,211 yuan.

Secondly, the complaint agency B discriminated against them when arranging tour routes, and failed to treat the three of them equally with other guests.

three people, including Mr. Gong, thought that Society B had violated the relevant provisions of the Consumer Protection Law and was suspected of discriminating against consumers. They asked Society B to apologize and compensate the three people for their spiritual comfort. Society A was jointly and severally liable.

Thirdly, the hotel breakfast standard arranged by agency B of the complaint agency fails to meet the standard of star-rated hotels agreed in the contract, which violates the stipulations of the travel contract signed with agency A of the tour group and requires agency A or agency B to pay for meals in double indemnity.

According to the Interim Provisions on Tourism Complaints issued by the National Tourism Administration, the Tourism Quality Supervision Office of a city tourism bureau requires the respondent to organize a group agency A to make a written reply within 31 days from the date of receiving the notice.

second, students choose role-playing independently and accept the task

The author tells the students that after three days of discussions with three representatives of consumers, Mr. Gong failed, and now the complaint case is entrusted to the author in writing.

There are still 27 days left, so I decided to divide the whole class into three groups. After carefully reading the complaints from Mr. Gong and other three people transferred by the Tourism Bureau, the students in each group chose to represent the three roles of Travel Agency A, Complainant and Tourism Quality Supervision Office of the Tourism Bureau according to their interests, accepted the task, and put forward the legal basis for their demands (Travel Agency A and Complainant) or the legal basis for their ruling (Tourism Quality Supervision Office of the Tourism Bureau)

3.

The author gives guidance first, pointing out that the complaint mainly involves the Consumer Protection Law, the Contract Law, the Regulations on Travel Agencies, the Regulations on the Management of Tour Guides and its implementation rules, etc. Students are requested to study independently with their tasks.

To enable students to have basic legal knowledge and concepts in their minds.

The students who play the role of the Tourism Quality Supervision Office of the Tourism Bureau also need to learn the Interim Provisions on Tourism Complaints.

IV. Legal Basis for the Rights Protection of the Parties

This course has four classes a week, but the author can only take two classes a week, and there are only eight classes in four weeks.

three groups of students are full of interest, trying to find the clauses supporting their demands in the above laws and regulations, and extracting some clauses as the basis for safeguarding rights.

Initially, the author achieved the purpose of using this teaching mode, that is, let most students learn law from the heart to safeguard their own interests, and have basic legal knowledge and concepts in their brains first.

I contact Mr. Gong, the complainant's representative, every week, and tell the students the progress of the preliminary discussion, the focus of contradictions and the understanding of the legal basis used by both parties in class in real time.

Then the author first listens to the basic views of three simulation groups, and analyzes the application of law to three complaints, and guides students to see the essence through phenomena one by one, that is, civil disputes are nothing more than breach of contract disputes and infringement disputes.

in the case of signing a tourism contract, if there are two kinds of disputes, respecting and abiding by the contract is an important legal means and basis for both parties to protect their rights.

Based on this, the students' thinking began to be clear, and the three complaints made by Mr. Gong and others were initially analyzed, which were breach of contract and which were infringement.

while the iron is hot, the author told the students that according to the General Principles of the Civil Law of China, the parties can only choose between breach of contract and infringement in a civil dispute. Please look carefully at the three complaints made by Mr. Gong and others to see if there are demands for both breach of contract and infringement. If so, please ask the students who play the role of the three parties to point out that the law can only meet their demands for complaining about one of the other's breach of contract and infringement.

After guidance, the students who play Mr. Gong feel that it is cost-effective to sue the group A for infringement, while the students who play the group A feel that it is cost-effective to protect themselves by partially breaking the contract. The students who play the Tourism Quality Supervision Office of the Tourism Bureau are also thinking about how to choose the applicable law to handle it fairly, because the tourism administrative organ can have three handling options, namely, guiding the parties to the dispute to sign a settlement agreement; B. The two sides of the tourism administrative organ shall sign a mediation agreement to mediate the dispute; C. administrative rulings.

These knowledge points are difficult for students to learn in a large number of legal provisions at once. After instruction, students are suddenly enlightened, their horizons are broadened, and their thinking of solving problems is clear.

After playing with the law, students gradually have a sense of pride in applying what they have learned and a sense of achievement in learning.

when we meet at ordinary times, we like to ask the author: How is the matter going, how does the other party react, and are our ideas and applicable legal provisions correct? The students' active thirst for knowledge laid a learning atmosphere for the next class.

V. Case Analysis and Judgment

After three weeks of real-time tracking of the dynamic development of things, role-playing students, under the guidance of the author, learn the law, analyze the case and use it with the mentality of the parties, hoping to protect their rights and interests to the maximum extent.

Students who play the role of the Tourism Quality Supervision Office of the Tourism Bureau, you decide the case as a quasi-judge. The author reminds: Law is a rule created by human beings themselves, and its interpretation and application are different for different people. Justice needs to be reflected in the procedure? .

First, let the other two groups of students fully express their reasons before making a preliminary administrative ruling.

For this reason, the students who play the role of the Tourism Quality Supervision Office of the Tourism Bureau think that it is improper to apply the law for a guest to complain about infringement against A company, and the fact is not unilaterally described by the guest. After reviewing the contract agreement and the arrangement of traveling to travel itinerary, they think that the guest breached the contract first, which led to A company's failure to meet its excessive requirements.

The guests caught the inappropriate words of the tour guide of the agency B, causing a quarrel, which led to complaints from the guests to relieve their grievances.

Initially, it is determined that both parties to the dispute had better settle. After all, Travel Agency A is a group agency, and it has signed a contract with the guests. Although there is no breach of contract or substantive infringement, the tour guide service attitude and words of the local agency B are inappropriate, which makes the guests feel disrespected, causing their dissatisfaction and complaints.

the students decided that agency A, a travel agency, is jointly and severally liable, and should apologize to the guests first, and ask agency B to punish the tour guide (the travel agency stopped its tour guide for one month) and also apologize to the guests through agency A..

the final fact: after the author and the tourism quality supervision office have preached the legal situation of the guests for more than half a month, the guests also realized their own shortcomings and finally accepted to sign a settlement agreement with travel agency A.

after one month, the classroom simulation is basically consistent with the actual results, and the students are very happy and have a sense of pride in applying what they have learned.

VI. Evaluation criteria for students

The effect of using a teaching model mainly depends on whether learners can understand and understand the basic principles, and have the ability to handle basic and simple problems by using principles, that is, job skills.

The evaluation model of legal service post ability of liberal arts and hands-on post operation ability of science and engineering is completely different.

because the evaluation of the legal service post ability of tourism majors mainly depends on whether the students master the basic common sense of tourism laws and regulations, whether they can use some common common common sense of laws and regulations to solve some basic problems and the basic procedures to solve these problems, and know the corresponding administrative organs with jurisdiction.

The tourism industry belongs to the service industry, and the tourism major belongs to the liberal arts. If students can achieve the above basic problem-solving ability, it is already commendable. After all, they are not law students.

In my opinion, a teaching model that is easy for learners to accept and makes them feel interesting from learning is the direction of teachers' lifelong efforts.

seven, * * * with reflection

the author guides students to what understanding and reflection this role-playing real-life teaching mode brings to everyone.

Some students have suggested that the guest's demands in this complaint are excessive, making a mountain out of a molehill, and there is excessive rights protection.

I'm glad the students can say? Excessive rights protection? This word.

the author then further asks: why in recent years, in the tourism market, especially the annual tourism? Golden week? In some hot tourist cities and scenic spots all over the country, when some problems appear, some guests sometimes unreasonably over-defend their rights? The reasons are complicated. First of all, excessive rights protection stems from the high cost of rights protection.

Mainly manifested in the following aspects: the detection fees and legal fees required for rights protection are high; The procedure of safeguarding rights is complicated and requires a lot of time and energy; The lack of coordination and linkage between rights protection organs leads to low effectiveness; Incomplete legal provisions lead to high opportunity cost and risk of safeguarding rights. ? Some students also think that the guests chose to complain to the tourism quality supervision office in the right direction, but their demands are really too high. It does not rule out that the guests really lack legal knowledge or personal moral cultivation. The lion opens his mouth? Or do you ask the travel agency to apologize for the impolite words of the tour guide in order to gain respect?

Of course, most students also notice that, under normal circumstances, with the publicity of the law by the society and the media, the legal awareness of the guests has gradually improved to a certain extent, and the awareness of rights protection has been improved.

However, the phenomenon of excessive rights protection also appears frequently, which is a problem worthy of consideration in the whole society.

the author applies the dispute cases being handled to the role-playing situational teaching, so that students can participate in handling the cases in real time, and have a sense of presence and reality, which arouses students' interest in learning law independently in order to solve real problems.

The author further guides students to think about the enlightenment of this case, which is helpful to cultivate students' critical thinking, that is, they should have their own views on one thing, not blindly follow, not follow the crowd, and they will distinguish between truth and falsehood, so as to broaden students' horizons, encourage students to learn to draw inferences, see the essence through phenomena, and think about the understanding and touch of cases. This is the fundamental purpose for teachers to implement any teaching mode and means.

references

[1] Zhu Weiyi. Passing through the law [M]. Beijing: China Legal Publishing House, 2111

[2] Kuang Junling. Legal thinking on the phenomenon of consumers' excessive rights protection [J]. On the Journal of Sun Yat-sen University, 2116(11)

Teaching of Tourism Policy and Regulations in Higher Vocational Colleges 2

through the study of this course, students can master the knowledge of tourism laws and regulations that employees in the tourism industry should have, and cultivate their legal thinking, so as to have the ability to understand, judge and actually solve tourism legal problems and do a good job in tourism management and service according to law.

the teaching content of this course is complicated and abstract, including the legal system of contract, the legal system of consumer rights protection, the legal system of travel agency management, the legal system of tour guides management, the legal system of hotel management, etc.

for non-law majors, these abstract legal norms are often boring and difficult to understand. If we simply emphasize legal knowledge points with theory as the center in teaching, it will easily lead to? Teachers are full of irrigation and students are full of loss? It is difficult to receive the ideal teaching effect.

therefore, in order to enhance students' learning initiative and enthusiasm, it is necessary to discuss the teaching of this course, which is described below.

1 Course Setting

1.1 In terms of course setting time

Most higher vocational colleges arrange the course of Tourism Policy and Regulations to be offered in the second semester.

The main reason for making this arrangement in time is that it is beneficial for students to participate in textual research.

Because the tour guide qualification examination time is in October every year, it is undoubtedly beneficial to improve the pass rate of the textual research by systematically telling this course before the textual research.

on the contrary, if the course is arranged to be offered in the third semester, then