[Keywords:] secondary vocational education basic curriculum function
I. Policy basis
The Principles Opinions of the Ministry of Education on Making Teaching Plans for Secondary Vocational Schools (J.F. [2009] No.2) clearly puts forward the functions and functions of public basic courses, and its task is to guide students to establish a correct world outlook, outlook on life and values, and improve their ideological and political quality, professional ethics and scientific and cultural accomplishment. It lays a foundation for the study of professional knowledge and the cultivation of professional skills, meets the needs of students' career development and promotes lifelong learning.
The spirit of the Principle Opinion of the Ministry of Education can be summarized as: 1. Public basic course teaching is one of the main contents of secondary vocational education, and the quality evaluation of public basic courses is an important factor and means to measure the quality of talents. Public basic courses are beneficial to the development of students and the study of specialized courses. 2. The idea of teaching reform of public basic courses is: adjust the teaching objectives according to the actual situation of students and the ability of employment positions (groups); The requirements of public basic courses of different majors can be different; Teachers should reform teaching methods and means so that every student can successfully complete the corresponding learning goals. 3 education administrative departments at all levels have an important responsibility for the teaching management and quality inspection of public basic courses.
Second, reflect on the function of public basic courses.
(A) public basic courses are compulsory courses in secondary vocational education. Offering cultural courses in secondary vocational schools is the embodiment of the national will and a major plan related to the overall cultural quality of the nation. The key is the level of requirements, the choice of content, the grasp of levels and the developmental evaluation criteria. We believe that the basic, instrumental, emotional and extensive nature of public basic courses are mainly manifested in:
1. It is the basis of learning, understanding and mastering professional knowledge and skills; 2. It is the basis for working in the post and becoming a qualified professional; 3. It is the basis of social communication, communication with people, living independently in society, regulating one's own moral behavior and integrating into a harmonious society; 4. It is the basis for further expanding knowledge and skills, continuing learning, adapting to society and realizing sustainable development. If we used to attach great importance to cultural classes, one of the important reasons is the pressure and motivation of municipal examinations. Many teachers pay too much attention to the knowledge, systematicness and subject characteristics of the course, while ignoring the potential emotional education, science education, life education, civic education and moral education. There has been no good solution whether to choose books blindly or to make flexible and appropriate choices according to professional needs and students' level. After canceling the proficiency test and lowering the basic requirements, we should focus on excavating various functions of cultural courses.
(2) Public basic courses must meet the needs of employment and continuing education, and its foundation should be emphasized. As far as the teaching task of cultural courses in secondary vocational schools is concerned, there are two outlets, and it is understandable to adhere to the "double basics" and grasp the passing rate. However, there are still many gaps in how the teaching of public basic courses can serve the improvement of professional ability. We should not only solve the problem of teaching content, but also revise the requirements of teaching standards and levels, because it is not enough to reform classroom teaching for different educational objects and objectives. The direction of vocational education is employment-oriented, and the direction of vocational education teaching reform should be post ability-oriented. However, how to change? Is it based on the curriculum system, minor repairs and minor changes, or based on the post standards in economic construction, decompose the post ability, establish a skill module system, and organize an action-oriented horizontal comprehensive curriculum structure? How to combine and divide the cultural basic education in employment direction and the cultural basic education in further education direction? These are all directional problems related to the reform of public basic courses.
(3) Public basic courses are an important part of citizens' basic quality, and they are the basis for understanding and understanding society. According to the theory of multiple intelligences, human intelligence is diverse, and there is no question of which intelligence is important and which intelligence is not. Educators can start with developing students' strong intelligence and promote the development of their mental retardation. After nine years of compulsory education, students should have the cultural qualities that ordinary citizens should have. However, vocational high schools have concentrated a group of students who have not completed the task of compulsory education. They not only have to make up lessons, but also face adult education, survival education and vocational preparation education, which are about to go to work. Without certain cultural knowledge and literacy, it is difficult to stay in society for a long time.
(4) Cultural learning is the most basic cognitive stage of life, and it is a necessary process to form basic learning ability. In the past, under the guidance of the idea of "facing the needs of employers", simply imparting knowledge and skills often failed to meet the needs of employers, or employers felt that the graduation quality of vocational schools was low and "unsatisfactory". This is because it is difficult to improve people's comprehensive quality only by training knowledge and skills. Any professional role should be a complete person's social role first, and then a professional role with particularity.
(5) For the sake of students' "sustainable development", adhere to the teaching reform of cultural courses.
"In order for students to upgrade their skills or continue their studies after employment, especially in order to ensure the smooth transfer to the' youth' major in the future, we must lay a solid cultural foundation. While emphasizing the importance of specialized courses, schools must ensure the learning quality of cultural courses, and the two cannot be neglected. "Taking the promotion of students' sustainable development as the basic purpose of cultural teaching is to consider the long-term interests of every student. If entering a higher school is regarded as one leg of sustainable development, then their second leg of sustainable development is that employed students keep making progress, constantly improve their professional skills, quit their jobs smoothly and start their own businesses. It is the top priority of secondary vocational education to let students walk healthily on two legs.
References:
Opinions of the Ministry of Education on Further Deepening the Teaching Reform of Secondary Vocational Education
Principles and Opinions of the Ministry of Education on Formulating Teaching Plans for Secondary Vocational Schools