Paper on the Reform of Chinese Teaching in Secondary Vocational Schools
As a basic cultural course in secondary vocational schools, Chinese courses should be said to play a decisive role in the entire subject system of secondary vocational schools. . The "Chinese Teaching Syllabus for Secondary Vocational Schools" points out: "Chinese is one of the main cultural courses that students must take. It is a course with a basic tool nature. It is both a basic course and a tool course." "Chinese teaching is very important for improving students' Ideological and political quality and scientific and cultural quality play an important role in students' ability to learn various subjects, form comprehensive professional abilities, entrepreneurial abilities, and continue learning and development. "In recent years, the situation of Chinese education in secondary vocational schools is not optimistic. On the one hand, the quality of students in secondary vocational schools is generally not high, their admission scores are low, and their foundation in cultural courses is weak; on the other hand, students in secondary vocational schools are generally not enthusiastic about cultural courses, lack enough attention, have no interest in learning, and think that cultural courses Lessons are dispensable and insignificant. But from a macro perspective, Chinese courses are the foundation for other subjects. Compared with general high school students, secondary vocational students are about to enter the society and need to strengthen quality education to comprehensively improve students' language expression ability, oral communication ability, and writing ability. level and improve students’ humanistic qualities. However, over the years, Chinese teaching in secondary vocational schools has still followed the teaching model of ordinary high schools to a large extent, which is seriously divorced from the reality of students. Today, with the rapid development of vocational teaching, reforming Chinese teaching in secondary vocational schools has become a top priority and is imminent. The author believes that the reform of Chinese language teaching in secondary vocational schools should start from the following aspects:
1. Personal display unit - show yourself
It can be done through pre-class It lasts 1 to 3 minutes and is conducted in the form of students reading famous works, telling idiom stories, telling philosophical fables, commenting on news and current affairs, and making impromptu speeches. Due to their poor learning foundation and bad behavioral habits, secondary vocational students generally have a certain inferiority complex. Most of the students come from rural areas and have poor Mandarin skills. The vast majority of them are about to graduate from 2 to 3 years of study in school. Enter the society and become a professional. Therefore, allowing students to perform personal presentations focuses on cultivating students' comprehensive qualities, training students' language expression ability and Mandarin level, improving students' thinking, language organization and adaptability, showing their own style, and preparing them for a better future in society and society. Lay a solid foundation for adapting to society. For example, in the speech session, after each student finishes his speech, the next student will first comment on the previous student's speech in terms of expression, language, manner, etc.; at the same time, after a speech is completed, the teacher should point out the advantages and disadvantages of the student's speech, Of course, we must first affirm the strengths of each student, and then comment on some shortcomings in a relaxed and humorous way, and provide demonstrations.
2. Basic teaching unit - Self-training
1. Introduction of excitement. Introduction means that before teaching a new lesson, the teacher should carefully design a short paragraph (about three minutes) of lesson introduction related to the text content based on certain teaching objectives and the specific characteristics of the teaching material. The form can be flexible and diverse, such as the situational introduction method, Story introduction method, music introduction method, video introduction method, quotation introduction method, suspense introduction method, etc. This move is designed to stimulate students' interest in learning content, firmly attract students' attention, arouse students' strong desire for knowledge, and make students' thinking activities present a positive state.
2. Overall perception. The article is first of all a whole. Therefore, in teaching, students should first be guided to have an overall macro grasp of the full text. Through a preliminary understanding and grasp of the overall nature of the article, they can master basic knowledge and clarify the context of the article. In this link, teachers can carry out the following teaching content: display of the writer's works and writing background, clearing difficult pronunciation, shape and meaning, analysis of article structure, grasping the overall idea, clarifying the ideas of the article, etc. In terms of method, independent learning can be mainly used, with students answering and the teacher adding clear answers, etc. There are many different ways of answering questions, such as individual, group, and whole class answering. This link should lay a good knowledge foundation for the next step of collaborative research.
3. Collaborative exploration. "Cooperative inquiry" is the center and soul of educational reform, and it is also the fundamental difference from traditional teaching. Through cooperative inquiry, the learning process should become more of a process in which students discover, ask, analyze, and solve problems, and build a learning method aimed at cultivating innovative spirit and practical ability, so that the entire classroom is full of the joy of discovery and inquiry. 4. Expand and extend. "Life is Chinese, and Chinese is life.
" The new curriculum actively advocates the concept of "derived from teaching materials but higher than teaching materials", and conducts a second "processing" of teaching materials, that is, adjusting teaching materials, supplementing teaching materials, Expand teaching materials. Expansion and extension is based on the text, focusing on the theme, teaching objectives, key points and difficulties of the text, breaking through the limitations of the "text", and effectively expanding and surpassing the text.
5. Summary of blackboard writing. "When weaving baskets, the key is to close the ends." The summary is the highlight of a lesson. According to Ebbinghaus's memory curve, allowing learners to recall and experience learned knowledge as quickly as possible is conducive to the formation of memory. The blackboard summary section can be conducted by students and teachers respectively to summarize the key points of learning in this lesson. Students first display the summary on the blackboard in groups to deepen their understanding of the content of the article.
The teacher should then summarize the article and highlight the key points of the lesson again to further deepen students' memory. The summary should be concise, clear, systematic and focused; the form should be flexible and diverse. It can be composed of poetry, painting, calligraphy and painting at the same time. For example, students majoring in computer science can also present it in the form of word documents or slides.
6. Two-way questioning. Questioning is the driving force for students' further development. "Two-way questioning" includes two steps: teachers questioning students and students questioning teachers. The first is the teacher's questioning of the students, that is, the teacher uses questions, exercises, etc. to assess the students' knowledge mastery. The teacher can also conduct 1 to 3 minutes of time-limited intensive training on key paragraphs and exciting paragraphs in the text; the second is the student's question to the student. The teacher's questioning is to allow students to ask questions independently about the content and related viewpoints after studying this article, and the teacher answers questions, making the learning process a process in which students discover problems, ask questions, analyze problems, and solve problems.
3. Activity Lesson Unit - Self-improvement
An ideal Chinese class should introduce extracurricular resources into the classroom and lead classroom learning to extracurricular activities. It can be widely carried out in Chinese teaching in secondary vocational schools. Chinese activity class to build an open classroom. There are various forms of Chinese activity classes. Teachers can flexibly select and carry out activities according to the text content, students' actual situation, etc., and adapt to local conditions and individual differences. Such as:
1. Competition type. Competitions can be held at any time in different scopes and on different occasions, and there is no need to stick to the size of the form, such as poetry recitation competitions, idiom solitaire, aphorisms, new fables, debates, textbook drama performance competitions, etc.
2. Performance type. Including textbook drama performances, self-created fable story performances, sketch drama performances, etc. In the form of performances, cold and monotonous books become vivid and perceptible. On the one hand, it can strengthen the understanding and memory of the text. On the other hand, it can cultivate students' creative thinking, enhance students' self-confidence, and improve their humanistic qualities.
3. Debate and discussion type. "Debate brings wisdom", some small debates and discussions can often be held in Chinese activity classes, and the topics can be focused on certain viewpoints in textbooks, current affairs topics, etc. For example, after studying the article "Accidental Encounter on the Train", you can start a big discussion on "What kind of professional qualities should professionals have?"
4. Comprehensive type. The comprehensive type integrates various forms such as competitions, performances, and surveys, such as conducting comprehensive Chinese activity classes such as "Traditional Festivals", "History of Heluo", and "Workplace Life".
In short, Chinese language is the unity of instrumentality and humanities. As a Chinese teacher, it is not only the instillation of knowledge, but also a guide who allows students to fully express themselves, exercise themselves, and improve themselves. The Chinese language class should be turned into a "dynamic" class for independent inquiry, a "big class" that integrates social life, and a "beautiful" class that is happy to learn, appreciate learning, and cultivate sentiments, so as to improve students' Chinese language ability and discover problems. , problem-solving ability, improve students' cultural literacy, political literacy, and sound personality qualities, enrich and strengthen the professional qualities of secondary vocational students, provide support and services for professional teaching, and cultivate students to be able to better engage in professional work. , to cultivate high-quality workers for the country.
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