Objective: To investigate the research on the application of task-driven method under the blended teaching mode to the higher vocational "Communication Skills in Infant and Child Care" course. Methods: A random sample of 32 students in Class 1 of the 2022 Infant and Child Care Service and Management Major of College N was selected as the experimental group, which was taught by the task-driven method under the blended teaching mode; 30 students in Class 2 were the control group, which was taught by the textbook-centered lecture method. At the end of the course, independent samples T-tests were conducted on the final grades of students in the two groups, corporate communication scores, teaching satisfaction, and scores on the Teacher-Child Communication Scale. Findings: 1. The experimental group scored better than the control group in Communication Skills for Infant and Child Care; 2. The experimental group's course satisfaction was higher than that of the control group; 3. the experimental group scored better than the control group in Teacher-Child Communication Cognitive Ability, Teacher-Child Communication Skills, Teacher-Child Communication Emotional Skills, etc.; 4. In the enterprise scoring of the students' communication skills, the experimental group was better than the control group in the skills of speaking, listening, asking question, answering, reading and writing. The differences are all statistically significant. Results: Adopting a task-driven approach in a blended teaching model can effectively improve the teaching effect of the senior "Psychological Communication Skills" course, make up for students' communication deficiencies in childcare services, and strengthen the quality of teacher-child interaction. Thus, it can provide caregiving talents to support the high-quality development of China's Infant and Child Child Care Business.
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