1 On how to do a good job in Chinese teaching in secondary vocational schools Abstract: As secondary vocational students who have been eliminated from junior high school basic education, most of them can't receive Chinese literacy re-education normally, and there are generally intellectual or psychological obstacles in Chinese learning. Vocational education is employment education, and all subject education should be carried out around this goal. The Chinese Teaching Syllabus for Secondary Vocational Schools stipulates that Chinese teaching should "lay a foundation for improving comprehensive quality, comprehensive professional ability and ability to adapt to professional changes"; At the same time, Chinese teaching must also implement the vocational education concept of "service-oriented, employment-oriented and ability-oriented". Therefore, in order to do a good job in Chinese teaching in secondary vocational schools, we must establish a Chinese teaching concept with vocational education characteristics, take stimulating students' interest in learning as the starting point, arrange teaching activities according to students' hobbies, and strive to create a relaxed and pleasant teaching atmosphere and learning environment, so that students can find new sources of learning motivation, and then constantly generate new learning motivation. Keywords: China's concept of Chinese teaching in secondary vocational education, as a basic subject, is a basic and instrumental subject to learn other courses well. It is closely related to social life, and its role in life and work can not be ignored. After entering secondary vocational schools, students have no great pressure to enter higher schools. In teaching, professional courses are also the main courses, and the proportion of cultural courses is greatly reduced. 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 imaginative thinking ability, logical reasoning ability and comprehensive reasoning ability 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. Many students think that students in secondary vocational schools should focus on specialized courses, while Chinese courses are dispensable. They think that coming to a vocational school is a major, and Chinese and major are two different things. It doesn't matter whether they study or not, as long as they are majors.