As a professional basic course of tourism management major, tourism statistics has the characteristics of strong logic, many concepts and many formulas. Because of its relatively boring theoretical knowledge, relatively complex experimental skills and high requirements for students' mathematical foundation, it has become a common difficulty in the learning process of students majoring in tourism management. In the teaching of Tourism Statistics, by introducing the teaching concept of "project-driven in the whole process", the course is reformed from four aspects: teaching goal, teaching content, teaching method and teaching examination. Specifically, the curriculum goal is set to improve students' ability of tourism statistics analysis, increase the practical content of tourism statistics, and increase the in-depth study of tourism statistics theory; according to the characteristics of the course, the course content of Tourism Statistics is redesigned and the teaching content system is optimized; the teaching of Tourism Statistics is carried out by using project-based heuristic teaching method, task-driven teaching method and team cooperation teaching method. Adopting diversified assessment methods, through the implementation and evaluation of the whole process, students are allowed to study independently and explore problems, and problems are actively analyzed and solved, which greatly stimulates students' sense of achievement and participation in learning and established a more comprehensive and profound understanding of tourism statistics.

Yu Yongchang, Li Shan, Liu Min, Liang Wei. Project-based teaching reform and practice in smart tourism courses throughout the process—Taking “Tourism Statistics” as an example. International Journal of New Developments in Education (2023) Vol. 5, Issue 25: 71-75. https://doi.org/10.25236/IJNDE.2023.052513.

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