At present, the reform of Chinese teaching in higher vocational colleges obviously lags behind the development of higher vocational education, schools and students pay insufficient attention to it, teachers lack the motivation for reform, and teaching objectives are unclear, which have become important factors that hinder the reform of Chinese teaching. Chinese educators in higher vocational colleges must shoulder the mission, take the initiative to attack, be determined to reform, make bold attempts, communicate closely, and seek common ground while reserving differences. Only in this way can Chinese teaching in higher vocational colleges gradually get out of the predicament and usher in new development opportunities.

Paper Keywords: higher vocational education; Chinese; reform in education

With the promulgation and implementation of "People's Republic of China (PRC) Vocational Education Law", especially in the 2 1 century, higher vocational education is developing vigorously in China, which not only becomes an important part of higher education, but also increasingly reflects its important position and great role in economic and social development. At present, in order to cultivate high-end skilled talents to meet the needs of production, construction, management and service, higher vocational colleges have made great efforts in professional curriculum setting, theoretical research of professional curriculum and practical teaching reform, and achieved good results. However, as a basic subject, higher vocational Chinese is increasingly marginalized, and even in danger of being completely replaced by specialized courses, which cannot but arouse our deep thinking.

First, the problems and causes of Chinese teaching in higher vocational colleges

Schools and students don't pay enough attention to it.

Influenced by the pressure of enrollment and employment, it is understandable that many college and department leaders in higher vocational colleges pay more attention to the enrollment index, the teaching of specialized courses and the cultivation of students' vocational skills, and how to improve the employment rate of students. Higher vocational colleges will still face great survival pressure for a period of time because of their inherent shortcomings in academic qualifications and the shortage of school scale, level, experience and teaching resources. It is precisely because of this that teachers and students in higher vocational colleges have generally formed a "consensus": as long as they learn "professional courses" well, they can find a good job after graduation, which is stronger than anything else. As for the basic courses, they have been in primary school for more than ten years, so it doesn't matter if they learn more or less. The direct consequence of this mentality is that leaders do not attach importance to Chinese teaching and students do not attach importance to Chinese classroom.

(B) Too few class hours, it is difficult to effectively complete the established teaching objectives.

In three-year higher vocational colleges, most students study for two or two and a half years. In order to complete the teaching task of specialized courses, the class hours of basic courses are greatly reduced. According to incomplete statistics, at present, the actual teaching volume of Chinese courses in higher vocational colleges is mostly between 30 and 60 hours, which is divided into one or two semesters. Few Chinese classes can be held for three or four semesters, and the actual teaching volume exceeds 120 class hours. What is even more worrying is that some schools reduce the teaching hours of Chinese classes year by year, some schools change Chinese classes to practical writing or offer one or two elective courses, and very few schools even cut Chinese classes directly. On the one hand, it strongly advocates improving students' comprehensive quality, on the other hand, it gradually marginalizes basic subjects such as Chinese, which is puzzling and very regrettable.

(3) Teachers in China lack motivation to work, and the teaching reform is stagnant.

Higher vocational colleges are mostly science and engineering colleges, which determines that Chinese teachers belong to the "weak" group in these colleges. Even in some comprehensive vocational colleges, due to various reasons, people take a dispensable attitude towards the subject of Chinese, which seems to be "everyone has learned" and "almost learned". This situation directly leads Chinese teachers to encounter many difficulties in teaching, and the quality of classroom teaching cannot be guaranteed. In this situation, many Chinese teachers in higher vocational colleges either quit their jobs completely or switch to other related disciplines, such as "career guidance" and "public relations etiquette". Especially some young and middle-aged Chinese teachers who are in their prime of life have a serious brain drain. Only those teachers who are old, close to retirement, really unable to change careers, or who love Chinese teaching very much are still sticking to their posts. The vicious circle that follows is that the less people pay attention to it, the worse the quality of Chinese teaching, the less teachers' motivation and the more stagnant the teaching reform. In this way, the fate of Chinese teaching in higher vocational colleges can be imagined.

(D) The teaching objectives are unclear, and there are great differences between humanity and instrumentality.

At present, some Chinese teachers in higher vocational colleges are also exploring the way out of teaching reform. However, there are great differences in the orientation of Chinese teaching objectives in higher vocational colleges. Some people think that the characteristics of Chinese subject determine its prominent position of humanity; What's more, the higher education stage cultivates high-level talents, and talents at this level must have corresponding humanistic qualities such as morality and culture. Therefore, higher vocational Chinese should not only give up its humanistic status, but also highlight and strengthen its humanistic status and characteristics. Those who hold objections think that higher vocational education is basically vocational education. Vocational education is different from traditional higher education. Its educational goal must be "service-oriented, employment-oriented". All teaching activities must closely focus on the cultivation and formation of students' professional ability, and take "applicability" and "practicality" as the standards. Without these goals and standards, all reforms are empty talk. The dispute between these two opinions has brought many puzzles to the reform of Chinese teaching in higher vocational colleges.

To sum up, the current Chinese teaching reform in higher vocational colleges is in a dilemma and difficult position. The root cause should be closely related to the current social and economic situation in China, the employment pressure of students and the impetuous mentality of Chinese people for quick success and instant benefit. Of course, Chinese educators in higher vocational colleges can't completely shirk their responsibilities. The lack of pioneering and innovative spirit in Chinese teaching reform, the lack of in-depth research on relevant education and teaching theories, the inability to combine Chinese teaching with specialized courses and practical skills training, and the lack of mature and widely popularized experience in Chinese teaching reform in higher vocational colleges are all important factors that make Chinese teaching difficult. Second, how to get out of the predicament

(A) take the initiative to seek support

If Chinese teaching in higher vocational colleges wants to get out of the predicament, it is very important to get the support of leaders and the recognition of students. At this point, all educators, especially Chinese educators, should shoulder their own responsibilities, take the initiative, publicize the importance of Chinese education through various forms, channels and means, and attract the attention of superiors and students.

Modern education view holds that education is lifelong. Almost all Chinese educators believe that Chinese learning can better reflect the important characteristics of "lifelong learning". Whether in production, study, daily life or even entertainment, people always use and practice Chinese knowledge and skills in social life. Whether oral communication or reading and browsing in writing, the process of obtaining, analyzing, summarizing, editing and outputting all kinds of complex information is the process of using, practicing and learning Chinese. Moreover, the subject of Chinese brings us far more than that. It plays an important role in the formation of people's world outlook, outlook on life and even values. Especially in the important period of China's social and economic transformation, it has become the common aspiration of the broad masses of the people to inherit and carry forward national culture, call for the return of Chinese traditional virtues and establish a socialist core value system. To achieve this, it will be an extremely effective way to attach importance to and rely on Chinese education, an important carrier of national culture.

(2) Change ideas and increase class hours.

Without the accumulation of quantitative changes, it is difficult to make a qualitative leap. In order to improve the teaching quality and effect, it is essential to increase the class hours. However, a large number of specialized courses and practical courses in higher vocational colleges determine that it is unrealistic to get a large number of teaching hours in Chinese classes. Since the objective facts can't be changed, it is necessary for Chinese teachers to change their thinking, be flexible and increase the class hours of Chinese teaching as much as possible without affecting the teaching of normal professional courses. There are many ways, such as: using 7 or 8 classes in the afternoon or self-study time in the evening to offer a large number of elective courses and lectures related to Chinese teaching; Using the network, students can finish a certain amount of reading during holidays or after school hours, forming high-quality reading notes or papers; Organize a series of activities such as calligraphy, speech, recitation and debate by using the second classroom or student associations; Use the activities of the party group to assist the relevant departments to organize students to go deep into social practice and write investigation reports; Work closely with professional teachers, go deep into various professional courses and practical teaching, and help students use their knowledge to solve and deal with various problems encountered in practical operation and training.

In fact, Chinese studies permeate all aspects of our social life. With the support of teachers and students, as long as Chinese educators are willing to calm down, seriously study and think, and devote themselves to teaching reform activities, they will certainly be able to create many good ways and methods, constantly enrich and improve Chinese teaching, and finally achieve the goal of teaching reform with good quality and quantity.

(C) active reform, bold attempts

Practically speaking, the reform of Chinese teaching in higher vocational colleges has lagged far behind the rapid development of higher vocational education. Especially compared with specialized courses, it has fallen far behind in many aspects, such as course construction, excellent course development, practical teaching reform and so on. Chinese educators in higher vocational colleges must clearly understand the situation, bravely shoulder heavy burdens, actively explore, be determined to reform and catch up, and play an important role in cultivating high-end skilled talents to meet the needs of contemporary economic and social development. Only in this way can we fundamentally establish the important position of Chinese teaching and win the respect of teachers and students.

Now, some Chinese teachers in higher vocational colleges have done a lot of useful exploration in this respect. For example, according to the characteristics of Chinese teaching and the needs of students' future professional post ability, the teaching content is set to several modules, such as practical writing, literature appreciation, calligraphy training and oral training, and modular teaching is implemented; On the basis of modular teaching, these modules can be set as compulsory courses and elective courses according to the needs of different majors and different professional positions, so that students can choose purposefully according to their actual situation, which not only ensures the cultivation of comprehensive quality, but also stimulates students' interest in learning, arouses their initiative and enthusiasm in learning, and truly realizes teaching students in accordance with their aptitude; There are also some colleges and universities that set up training weeks in Chinese teaching to concentrate time and strengthen the cultivation of Chinese practical application ability. These are very bold and beneficial attempts, which are worthy of recognition.

In addition, higher vocational Chinese should show its own characteristics in the compilation and use of teaching materials, and in the ways and means of examination and assessment. For example, the choice of teaching materials between different majors in the same college is not necessarily limited to one book. We should make bold choices according to the needs of professional posts and encourage teachers to actively promote the construction of school-based teaching materials. In the evaluation of grades, we should also adopt flexible and diverse forms, organically combine written examination with oral examination, final examination with peacetime, and students' participation in extracurricular activities, and give a fair, just and reasonable comprehensive evaluation. Resolutely avoid the phenomenon that one test paper is graded and several numbers are graded. It is necessary to really make students willing to study, not afraid of exams, form good study habits, form a higher ability to use language and characters, and then comprehensively improve students' cultural quality and moral cultivation.

(D) clear objectives, extensive exchanges

There is no doubt that the debate on the goal of Chinese teaching in higher vocational colleges will continue, but it should not be a shackle that binds the reform of Chinese teaching in higher vocational colleges. Because, no matter what kind of viewpoint, its fundamental purpose is to promote teaching reform, give full play to the important role of Chinese as a discipline, train high-quality talents for the country and train qualified citizens for the society. Moreover, from this perspective, humanity and instrumentality should be an inseparable unity, and they are not contradictory. This is also the case. Scientists of the older generation, such as Hua and Qian Xuesen, have repeatedly pointed out that learning Chinese and other humanities has a very important connection with scientific research ability, and they also actively advocate young people to learn Chinese well and improve their literary and artistic accomplishment. Because of this, academic exchanges between higher vocational colleges should be strengthened, and Chinese educators should seek common ground while reserving differences, seek common ground while reserving differences in the goal of cultivating talents, put aside differences in specific ways and means, give full play to their strengths and let a hundred flowers blossom. We also have every reason to believe that in the near future, the reform of Chinese teaching in higher vocational colleges will gradually get out of the predicament and usher in new development opportunities.

;