Reflections on Chinese Teaching in Secondary Vocational Schools 1 The Ministry of Education has clearly pointed out that the school-running goal of secondary vocational schools is to cultivate qualified junior and intermediate technical talents needed by society. Therefore, in the process of Chinese teaching, teachers must firmly establish the important consciousness of "teaching serves students' employment" and combine Chinese teaching with students' real life. Only in this way can Chinese play an important role in students' daily study, work and life, and can it better display its humanistic characteristics. Combined with years of teaching experience and teaching practice experience, I think that as a Chinese teacher in a secondary vocational school, I should fully do the following.
First, give full play to the "moral education function" of Chinese subject and penetrate into all aspects of students' work, study and life.
The essence of education lies in teaching and educating people. As a basic subject, Chinese bears an important moral responsibility in the teaching process because of its unique humanistic care content.
Secondary vocational school students are relatively young, and there are some deviations in their knowledge and understanding of morality and their attitudes towards life and study. Fortunately, there are many contents of truth, goodness and beauty in our Chinese textbooks, and teachers can make full use of them to cultivate students' sentiment, cultivate their positive and healthy psychology and help them realize the perfection of their personality. For example, in My Mother, I will guide students to ponder every word of the article with emotion, so that students can fully appreciate Mr. Lao She's great gratitude and deep nostalgia for his mother. This kind of emotional education can often impress students. Educate students imperceptibly, and then form a positive and healthy outlook on life and world.
Second, create Chinese teaching situation to improve the interest of Chinese classroom.
Students are the main body of classroom teaching activities, and teachers should fully respect students' dominant position in the classroom. Whether this can be done is an important factor for teachers' teaching activities to be carried out smoothly and teaching to achieve good results.
Secondary vocational school students often have poor learning ability, weak basic knowledge and negative class. The classroom atmosphere is often lifeless and boring. Therefore, in the daily teaching process, I will organize different forms of teaching activities according to the actual situation, and strive to maximize the interest in classroom learning, mobilize students' interest in learning, and improve the efficiency and quality of classroom teaching.
For example, while studying Mo Bosang's The Necklace, I asked the students, "The ending of the novel is unexpected and exciting. If you were Mathilde in the novel, how would you react when you learned that the necklace was fake? " Students have high interest and actively discuss in groups. Some students asked them the question, "Why did Mrs. Frais lend Marty Wilde a fake necklace at that time?" She is obviously rich. " ; " Why didn't Mathilde tell Fraser immediately after the necklace was lost, so that she wouldn't have to bear ten years of hardships and meaningless efforts "... The students actively discussed and the classroom atmosphere became active and harmonious. More importantly, through this Chinese situation, students have fully mobilized their enthusiasm for learning, enabled them to actively participate in learning, and also had their own unique and profound understanding of the content and theme of the article.
Third, pay attention to the combination of cultural courses and professional courses to lay the foundation for students' future career development.
Secondary vocational education should not only cultivate students' development with the pursuit of academic achievement as the main goal, but more importantly, it should combine subject knowledge with students' professional courses in the teaching process, cultivate students' abilities in all aspects, and lay a good direction and foundation for students' future career development. As a Chinese teacher in secondary vocational schools, we must fully realize the importance of this point, and on the basis of giving full play to the advantages of Chinese class and combining the majors studied by students, improve the practical application ability of Chinese in students' study, work and life, and provide effective help for students' future career development.
For example, for students majoring in hotel management, I will give them relevant situational teaching training in class, teach them social etiquette in the service industry, teach them to consider tone and words in their work, and help them improve their communication skills and flexibility in daily life; For computer majors, I will guide them to write programs with correct Chinese phrases to improve their practical computer operation level; For students majoring in architecture, I will lead them to appreciate the beautiful buildings in ancient China culture in class, cultivate their pride and love for their major, and lay a good foundation for their further efforts and investment in the future. ...
Fourth, give students full encouragement and praise, and pay attention to emotional education.
Students in secondary vocational schools are relatively weak in basic knowledge, lack of enthusiasm for learning, good in psychological quality and strong in learning and psychological inertia ... but this does not prevent them from tapping their potential abilities and advantages. As a teacher, we should give students full encouragement and praise, give them more affirmation and support, such as an approving look, a smile and an encouraging word, which can make students get the message, feel the teacher's attention and affirmation, and help them recover and build good self-confidence, broaden their horizons and thrive more actively and healthily.
Students can't just be students, they should also enter the society. No matter what job you are engaged in in in the future, you need a certain language foundation and the ability to communicate with others. Therefore, in the process of Chinese teaching, we should not only cultivate students' basic knowledge of Chinese, but also improve students' practical application ability, so that students can realize the common cooperation and good interaction between Chinese learning and life work under the guidance of Chinese courses in secondary vocational schools, lay a good foundation for their better career development in the future and make better development and progress in their careers.
Reflections on Chinese teaching in secondary vocational schools II. It is not the first time to engage in Chinese teaching in secondary vocational schools, and every time there are new gains, so is the Chinese teaching in Metro for half a year. Chinese classes in secondary vocational schools are different from ordinary Chinese classes. Because of the particularity of students, it pays more attention to the effectiveness of classroom content and the diversification of teaching forms, so it will have higher requirements for teachers' work.
The learning situation of students in secondary vocational schools is complicated, which is closely related to their learning situation and personal experience. First of all, secondary vocational school students' basic level of Chinese is generally poor, which is reflected in listening, speaking, reading and writing. A composition was assigned to the students, and the exercises handed in by the students had serious typos, sick sentences and inconsistencies. When I was talking about a poem in a Chinese class, I asked the students, "What image did this poem write?" A student said, "Teacher, what is image?" And the list goes on. Many secondary vocational school students re-enter the campus after dropping out of junior high school or don't want to study in ordinary junior high school because of poor academic performance. In other words, many of them are "nowhere to go" or "forced" to come to secondary vocational schools. In addition, many secondary vocational school students have special family circumstances, such as single-parent families and divorced parents. Of course, some of them are rebellious because of the lack of parental care, and feel that many things don't matter. These special reasons make these children labeled as "disobedient children" and "bad children" in the eyes of ordinary people. These situations are very common among secondary vocational school students, and they are also an important manifestation of their complicated situation.
Faced with such a complicated situation of students, the teaching content and means should naturally adapt to their hearts. Rebellious students can't be said to be "bad boys". They also have things they care about and can do in their hearts. What teachers need to do is to walk into them, approach them and impress them with their true feelings.
First, close to students and touch the soul
The students I teach are 14 students in the spring class, so take the teaching of the second volume of Teaching Chinese (Basic Module) as an example. There are many classic articles in the next textbook, such as the first book acacia. The first lesson of school, the family relationship is very good, and the students can accept it well. In this class, I told the students about "home" and "relatives" in combination with my own experience in studying abroad.
"The real existence. In the lecture, I didn't introduce famous people or examples from books, but introduced a real thing that happened when I was studying abroad, which aroused students' empathy from my own experience, and then told students that "home" is not an "ATM" when there is no money, nor a "safe haven" when encountering difficulties and setbacks. It is the lamp when we are confused and confused, and it is the "lamp" when we encounter difficulties and setbacks. No matter when and where, home is behind us. Just turn around and you can see it. This shortens the distance between students and students, and students can follow classes quickly. Finally, they were told to communicate with their parents in their own way. In that class, I was very surprised to find that the children were thoughtful and kind. I think their rebellion is just a manifestation, and behind it is their confusion.
Second, focus on the classroom and always follow the "footsteps" of students.
The age of secondary vocational school students is generally between 14 and 18, and their values and outlook on life are easily influenced. The overwhelming information transmission methods such as the Internet make them accept some information faster than teachers. If teachers can make good use of this in the classroom, the classroom will be unique. When I was speaking oral communication speech, I chose some small videos of super speakers to explain and analyze. The contents of video lectures are all some hot topics or events on the Internet recently, and the way of speaking is not the usual serious traditional way from beginning to end, so students like to watch them very much. After reading it, students can analyze what they have said. Students can analyze from all aspects and put forward suggestions for improvement. Very natural. A new topic in society, students often walk in front of teachers. If we can keep up with them and give proper guidance, students can integrate into the classroom well and correct their views on some topics.
Third, there should be more incentives in the classroom, and teachers and students should get along equally.
Secondary vocational school students are in the flower season, characterized by youthful enthusiasm, vigor and vitality, and liveliness. At the same time, they all feel that they are "little adults" and attach great importance to "dignity". Therefore, while maintaining teachers' prestige, teachers should also try to get along with students on an equal footing, and at the same time let students learn to respect themselves. Students should learn to respect all people while learning to respect teachers and classmates. For example, in an assignment, a child said that he wanted to learn well, but he didn't know where to start. When writing a comment, I wrote "The teacher saw your efforts and will pay attention to you in the future class", and praised him in front of the whole class before the next class. As a result, no matter what happens around him, he can listen carefully in class. There is another child who basically didn't appear in class at first, but occasionally appeared to be playing with his mobile phone or sleeping, but I left him enough face in a very accidental incident. As a result, he quietly corrected his mistakes and began to listen carefully, and he was able to supervise the people around him to listen carefully. These little things make me feel very much. Children are still very sensible, but sometimes they need to be concerned, encouraged and paid more attention.
Fourth, save the classroom with story language.
Due to some special reasons, many of them have poor foundation and unclear learning purpose, so it is inevitable that they will be distracted in class, play mobile phones and even doze off. Most children in secondary vocational schools are not interested in the teacher's eloquent "tirade" at all, and they are particularly disgusted with the traditional indoctrination teaching. Therefore, it is an indispensable "killing skill" for teachers to inject happy factors into teaching and make the classroom atmosphere active.
14- 18-year-old children are often willing to learn stories, so interspersed with some short stories in class can attract their attention, especially anecdotes related to the author. A child said to me, "Teacher, what I learned at school is useless. What I learned is not real knowledge." I replied, "You're right, what I learned in the school classroom is not real knowledge, and I'm not teaching you knowledge. I am teaching you knowledge and the sense of superiority when chatting with friends outside school. The little story I usually tell you is not to let everyone laugh it off, but to let everyone accumulate material when chatting with friends. " In class, the proper use of humorous or emotional language can make students devote themselves to teaching well. Therefore, we should be good at using appropriate language to attract students and improve their enthusiasm.
Chinese teaching in secondary vocational schools is a special teaching topic, and there are many places worth discussing. Although I have gained something in my previous teaching work, I still have a lot to learn, so I will learn more from other teachers in my future work and continue my teaching reflection and summary in the future classroom, so as to improve my teaching level even more.
Reflections on Chinese teaching in secondary vocational schools. Chinese is an important basic subject and tool subject required by students in secondary vocational schools. The Chinese quality of students in secondary vocational schools not only affects the study of other subjects, but also affects their future work and life. However, from the current reality, no matter from the aspects of students' quality, learning situation, teaching methods, teaching materials and quality evaluation, there are many problems in Chinese teaching in secondary vocational schools, which seriously restrict the completion of the objectives and tasks of Chinese teaching in secondary vocational schools and the improvement of quality. How to realize the ability-centered and employment-oriented vocational education and teaching objectives in secondary vocational schools has become a subject that every Chinese teacher in secondary vocational schools seriously thinks about and tries to explore.
1 Main phenomena in Chinese classroom teaching
1. 1 student questions
(1) The foundation of Chinese subject is weak. Facing the turbulent economic tide, the enrollment competition between secondary vocational schools is becoming increasingly daytime, and the number of students has changed from the first batch of "top students" to the last batch of "poor students". Because most students in secondary vocational schools come from rural areas that do not attach importance to education, most of them show a weak foundation of Chinese subject.
(2) Lack of interest in learning. As secondary vocational students eliminated from junior high school basic education, most of them can't receive Chinese literacy re-education normally, and there are intellectual or psychological obstacles in Chinese learning. Some students lack due interest in many things, especially in learning, and so does Chinese learning; Although some students have received nine-year compulsory education, they have not actually reached the level of junior high school graduates. Their comprehensive quality is poor, and their abilities of abstract thinking, logical reasoning and comprehensive inductive reasoning are weak. It is difficult to learn Chinese. They often lose confidence in learning because they can't understand the class and can't keep up with the learning progress. Some students think that coming to a vocational school is a major. Chinese and major are two different things. Whether they study or not is not important. They lack interest in Chinese classes, don't listen carefully in class, and never take the initiative to study after class, let alone work hard. Secondary vocational school students love network and multimedia. According to the survey, most students in secondary vocational schools have computers in their families, but they are basically used for playing games, chatting, watching movies or listening to music, rather than studying.
(3) Lack of correct learning attitude. An important reason why secondary vocational school students lack correct learning attitude lies in their insufficient understanding of the importance of Chinese basic course teaching. Most students misunderstand the importance of attending vocational schools and basic cultural courses for their own development. The vast majority of students think: "The first reason for choosing a vocational school is because of helplessness, ordinary middle schools can't get in, so they have to come to vocational schools;" The second is to learn a technology and find a job after graduation. As for whether it is to learn more cultural knowledge and improve my cultural literacy, I have never thought about it. I also think that the education level has little to do with being a worker in the future. " Moreover, under the guidance of "occupation", their learning motivation largely reflects the utilitarian characteristics, and the phenomenon that students "pay more attention to majors (courses) than culture (courses)" is more obvious.
1.2 teacher problem
There has always been a very prominent problem in our Chinese classroom teaching, that is, most teachers mainly adopt the traditional "cramming" teaching method, ignoring students' uniqueness and autonomy, and forcibly instilling their own views and ideas into students. In class, I talk eloquently, from ancient to modern, at home and abroad, about family affairs and state affairs, and what's going on in the world. It is revealed that the Chinese class of secondary vocational school students mainly shows the characteristics of "four stresses and four lightness": 1. Pay more attention to knowledge transfer than ability training; 2. Pay more attention to theoretical indoctrination than practical teaching; 3. Pay more attention to formal preaching than habit formation; 4. Pay more attention to general education than personality guidance. Especially in secondary vocational schools, modern teaching equipment is insufficient, and teachers basically follow the traditional "cramming" teaching method for classroom teaching. This kind of classroom teaching is easy for teachers and students to get tired. The results of education and teaching only seek the correctness of knowledge replication, completely ignoring students' experience and ability.
1.3 textbook problem
(1) The existing Chinese textbooks for secondary vocational schools are rich in content and large in capacity. Due to the reduction of class hours, a set of four-volume Chinese textbooks often only uses one or two volumes, which cannot reflect the systematicness and integrity of the whole textbook system in teaching.
⑵ The updating of Chinese textbooks in secondary vocational schools is slow. Over the years, a set of teaching materials has been used one by one, and the teacher's "teaching" has become a simple repetitive work, and teaching lacks the vitality it deserves. The teaching content is outdated, getting farther and farther away from students' life, and it is not attractive to students.
(3) The characteristics of secondary vocational education are not outstanding. Most of the existing textbooks lack comprehensive consideration for secondary vocational school students, and cannot reflect the new concept of "employment-oriented" vocational education textbooks.
⑷ Chinese teaching objectives and requirements of different majors are basically the same, which can't fully reflect the different requirements of different professional categories. No matter the arts majors such as cooking technology and tourism management, or the science majors such as electromechanical machinery and chemical technology, Chinese teachers use the same Chinese teaching plan, the same Chinese progress, the same Chinese test paper, and even the same teaching plan and teaching objectives, which makes Chinese teaching unable to adapt to and realize the requirements of the times when serving the profession.
2 Effective countermeasures against the problem
In view of the above situation, the future Chinese teaching in secondary vocational schools should be employment-oriented, combined with the characteristics of the current market economy, with students' employment as the center, fully mobilize students' enthusiasm and initiative, and let students learn something useful.
2. 1 Rebuild students' self-esteem
If students have good self-esteem and confidence, it will lay a solid foundation for students to form a positive attitude towards life in the future. Otherwise, it is difficult for them to have confidence in their study and life. Therefore, in mathematics education, teachers in secondary vocational schools should not only consciously protect students' self-esteem, but also cultivate students' self-esteem and help students build up their confidence in learning. Teachers should care about students, respect them, understand them and help them. Teachers had better fully protect students' self-esteem.
2.2 Establish the concept of vocational education
Teachers should change their ideas and strengthen their own study and research. There is a certain gap between secondary vocational school students and ordinary senior high school students in learning attitude, learning habits and learning interest, which leads to a large gap in academic performance. On the other hand, compared with high school students, secondary vocational school students have many distinct characteristics, such as quick thinking, strong practical ability, easy to accept new things and new ideas, and strong adaptability; And the dream of pursuing fashion, wealth and getting ahead is very strong.
2.3 well-designed classroom
Class discipline in secondary vocational schools is generally poor, students' learning atmosphere is not strong and the learning environment is not very good. This puts high demands on the quality of Chinese teachers in secondary vocational schools. In teaching activities, we should have unique and creative opinions and behaviors to stimulate students' enthusiasm for learning and enliven the classroom atmosphere. Carefully design topics to guide people to organize language, design questions, set up scenes, design blackboards, etc. Also pay attention to the rendering of the classroom atmosphere. Facial expressions, tones, gestures and even eyes can mobilize students' emotional reaction and cooperation. Creating a situation consistent with the content of the article, so that students can better understand and appreciate the content of the article, and even unconsciously enter the role of the article, the initiative of learning Chinese will naturally improve.
2.4 Take a pluralistic teaching evaluation model.
How to get vocational school students out of the shadow of failure, feel the charm of learning, experience the joy of success, and rebuild their confidence in learning and life in the new learning environment is the first problem that our secondary vocational school teachers should consider. With the deepening of classroom teaching reform, it is becoming more and more obvious that the backward, unified and ultimate performance assessment method has become an obstacle to students' development, and more and more students have begun to chew the taste of failing in-service exams, which has greatly affected their self-confidence in learning. Therefore, in order for every student at different levels to develop actively and gain a successful experience, it is necessary to reform the current ultimate, knowledgeable and one-size-fits-all examination mode, establish a new Chinese assessment method, highlight the process evaluation, and pay attention to the cultivation of interest and ability, so that every student can gain a successful emotional experience in the process of learning, thus stimulating their subjective spirit.
2.5 integration of teaching materials, highlighting the characteristics of vocational education
Chinese teaching uses textbooks instead of teaching them, which requires teachers to use textbooks flexibly. When selecting materials, we should be close to reality and pay attention to practicality. Mainly for the sake of giving consideration to different majors, Chinese teaching in different majors should not be carried out in a unified mode, but should be biased. The focus is on the "inclination" of Chinese teaching to majors in content arrangement and teaching methods. For example, if you are majoring in numerical control, you can choose some informative articles about numerical control, including the evolution, innovation and development prospect of numerical control technology. And let the students choose a product and write a product description with the explanation method they have learned; For computer majors, we can try to let students practice writing compositions on the computer and submit them by email in combination with document editing. In order to arouse students' learning enthusiasm and initiative.
The selection of Chinese textbooks in secondary vocational schools should also pay attention to the characteristics of vocational education, that is, employment-oriented. This requires us not only to pay attention to the cultivation of Chinese knowledge and ability, but also to strengthen the humanistic nature of the course and the necessary spiritual quality and ability in professional activities. Students' study should meet the needs of their future work.
3 Conclusion
It is true that there are many factors that affect the vitality of Chinese classroom, but as long as teachers constantly update their educational concepts, reform teaching methods and means, seize students' interest, fully mobilize students' learning awareness, turn passivity into initiative, turn disadvantages into advantages, and turn negatives into positives, they will certainly break the boring situation of Chinese classroom, realize the established Chinese classroom teaching goals and tasks in a relaxed, happy and harmonious atmosphere, and maximize the quality of Chinese teaching.