The phenomenon of attaching importance to specialized courses over cultural courses will not only have a great impact on the quality of cultural courses in secondary vocational schools, but also bring many disadvantages to specialized courses. Through the investigation and analysis of teachers and students in our school, this paper understands the attitude of secondary vocational school students to culture classes and the present situation of teachers' attitude to teaching.
Paper Keywords: secondary vocational schools; Culture class; Current situation of teaching; Investigation; analyse
For a long time, in people's minds, secondary vocational education has an inherent concept: to teach students to master a technology, or to ask students to do it as long as they can, without thinking too much about others. It is under the guidance of this idea that parents, students and even some schools and teachers pay more attention to the level of students' professional skills, while ignoring the cultivation of students' basic cultural knowledge such as Chinese and mathematics, which leads to the phenomenon that teachers are difficult to teach and students do not pay attention to it. Faced with embarrassment, the teaching of cultural courses needs to be reformed urgently. Therefore, we made this educational survey among teachers and students in our school.
Purpose of investigation
The phenomenon of attaching importance to specialized courses and neglecting cultural courses will not only bring great influence to the teaching quality of cultural courses, but also bring many disadvantages to specialized courses. Therefore, it is necessary to understand and analyze the learning attitude of students in secondary vocational schools and the teaching attitude of cultural teachers, so that vocational schools can strengthen teaching management, correct students' learning attitude towards cultural basic courses, promote professional learning and improve teaching quality.
Objects and methods of investigation
The survey objects include (1) students: nearly 450 students in 7 classes in Grade One and nearly 200 students in 5 classes in Grade Two, involving CNC, electromechanical, chemical engineering, auto repair, accounting, e-commerce and computers. (2) Teachers: 35 teachers in the teaching and research groups of Chinese, Mathematics and English.
The survey methods are mainly individual interviews and questionnaires. Investigation, statistics and analysis
student
A survey on students' unclear learning objectives in cultural courses shows that 40% students like to study specialized courses, but only 13% students are willing to study Chinese, mathematics and foreign languages (the other 47% students answer that they are not interested in all courses). However, as can be seen from the figure 1, although students are not interested in cultural courses, most students still think that cultural courses are useful for future professional courses. Can you see students' interest in culture class? Love and hate? . On the one hand, students' thirst for professional skills leads to the phenomenon that students pay more attention to professional courses than cultural courses. On the other hand, in the conversation with students, we found that they seemed to understand, vaguely felt that cultural courses were useful for professional courses, but did not know where they were really useful. Because of the weak foundation of culture class, students can't lift their spirits in learning culture class. If the teacher keeps pushing? Instill? How willing are they to study culture classes? Fatal? Strike until they lose interest in learning.
There are many reasons for students' difficulties in learning culture classes. As can be seen from Figure 2, there are subjective and objective reasons why students in secondary vocational schools have difficulties in learning cultural courses. On the one hand, almost all the students in secondary vocational schools come from junior high school students, and most of them choose to study in vocational schools because they have no hope of entering high school, which generally leads to the problem of low level of basic cultural knowledge. On the other hand, these cultural foundations? Congenital deficiency? Students generally have it? What is the purpose of attending a vocational school? Mixed diploma? So you can find a job. They generally experienced a change from not understanding to not listening, to disgust and even mentioning? Headache? This process. Due to the low quality of students, most of them are not interested in learning basic cultural courses. As can be seen from Figure 3, students want teachers to communicate with students more in class. Teachers of cultural courses should know more about students' thoughts and learning psychology, and infiltrate some professional applications in teaching, which can not only improve students' interest in learning basic cultural courses, but also enable students to lay a good foundation for future professional courses.
(2) Teachers
The culture teacher is a little helpless about his teaching. According to the survey of culture teachers, 87% teachers think that students in their class are more interested in specialized courses, and only 1 1% teachers are interested in culture courses. Because most students have poor basic knowledge, poor study methods and habits, unclear learning objectives and improper teaching methods, teachers often ask questions in cultural classes and students don't respond. Whenever this happens, culture teachers will feel helpless or embarrassed, and teaching will be passive and inefficient.
As can be seen from Figure 4, Figure 5 and Figure 6, due to teaching materials and other reasons, many culture teachers lack understanding of students' majors and are not clear about the role of the courses they teach in their majors. Therefore, there is a lack of contact with majors in teaching. Due to the lack of contact with majors, the teaching of cultural basic courses is abstract and boring, and students lack interest in the teaching of cultural basic courses, which is easy to appear in the learning process? Difficult, disgusting, afraid, abandoned? Phenomenon.
Investigation and summary
student
Objectively speaking, secondary vocational school students are a group of students with weak foundation. On the one hand, a considerable number of secondary vocational school students have poor comprehensive quality, and some students are inferior, paranoid and disobedient to educational management. On the other hand, their academic foundation is poor, especially mathematics. Subjectively, the learning motivation of secondary vocational school students is complicated. Many students think that they come to secondary vocational schools to learn skills and prepare for future employment. These students pay more attention to the study of professional courses and ignore the study of cultural courses. But there are also more students who are passively at school under the pressure of their parents? Muddle along? These students have no interest and enthusiasm in learning and have no clear learning goals.
(2) Teachers
First of all, there is little communication between culture teachers and professional teachers. Secondly, the culture teacher takes the exam as the teaching goal. On the one hand, they lack the teaching concept of serving professional courses, on the other hand, they lack professional knowledge. Culture teachers often only teach the knowledge points in textbooks. What do they consider more? Teach what? And then what? How to teach? Careful? Why do you teach? .
(3) Teaching materials
The content of basic cultural course textbooks is rarely connected with professional courses. The lack of connection between teaching materials and professional knowledge makes the teaching of cultural courses abstract and boring, and students lack interest in learning cultural courses, which is easy to appear in the learning process? Difficult, disgusting, afraid, abandoned? Phenomenon. Secondly, there is a contradiction between the arrangement of school culture teaching materials and the curriculum arrangement of professional courses, and the difficulty and depth of basic cultural knowledge do not meet the requirements of professional courses. This makes the teaching and learning of cultural knowledge lag behind its application in the specialty, and can not provide services for the specialty in time and effectively.
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