Paper Keywords: secondary vocational education and cultural foundation course teaching reform

A certain number of cultural basic courses are arranged in the curriculum plan and teaching plan of secondary vocational schools, but students lack the necessary motivation and interest in such courses, and teachers lack the necessary understanding and confidence in teaching such courses. To change this situation, cultural basic courses must have clear value orientation, pragmatic structural innovation and effective teaching measures.

At present, the basic course of culture in secondary vocational schools is still in an embarrassing situation: on the one hand, the course plan and practical teaching design arrange a certain number of class hours, and the study of basic course of culture is regarded as an indispensable process of cultivating intermediate vocational and technical talents; On the other hand, students have little knowledge, motivation and interest in this kind of courses, teachers are unclear about the value of this kind of courses, their teaching enthusiasm is not high, and their classroom confidence is weak, which will inevitably lead to unsatisfactory teaching quality. So how can we change this situation?

First, we should have a clear value orientation for basic cultural courses.

At present, the value orientation of cultural basic courses is rather vague. It is generally believed that basic cultural courses must serve specialized courses, and the basic cultural courses must be effectively connected with specialized courses. So the choice of course content emphasizes? Useful, sufficient, practical? The basic principles of. In my opinion, it is understandable that cultural basic courses serve professional courses. Many majors have special requirements for basic cultural courses, for example, electronics majors require students to learn more about physics, and tourism management majors require students to learn more about history and geography. However, it is biased to only position the value of cultural basic courses as service professional courses. There are at least some problems with this concept: first, not all basic cultural courses, especially those after compulsory education, can be closely combined with professional courses, such as law courses. Unless it is transformed into professional law, it is difficult to combine it with professional learning. Secondly, blindly emphasizing that cultural basic courses serve professional courses will lead to the loss of the status of cultural basic courses with independent significance. Each course has its own course characteristics, value pursuit and content system, as people often say? Do you want a surname in Chinese class? The language is the same. What if there is no surname in Chinese class? Language? Then it's not a Chinese class. For example, in the Chinese teaching based on cooking major, if we emphasize that Chinese serves for specialized courses, it may alienate the Chinese curriculum standards in secondary vocational schools and dismember the content system. Perhaps we can derive some food culture from some ancient poems, but this far-fetched attachment will certainly destroy the artistic conception and ecology of the course, deviate from the original task and goal of the course and vulgarize the original quality and taste of the course.

The starting point and end result of education is educating people, and vocational education should not be vocational or professional education at first. The value of cultural basic courses not only has the tool value of better serving students in professional learning, but also has the function of perfecting students' personality. In a sense, the primary basis for offering cultural basic courses in secondary vocational schools is not to serve the majors, but to improve students' individual personality. The basic course of culture mainly cultivates students' most basic cultural literacy, and gradually internalizes it through long-term accumulation, so as to achieve the purpose of improving morality, improving concepts, increasing knowledge and developing thinking. No matter how professional education is, we can't ignore the cultivation of people's all-round quality. As Dewey pointed out, narrow vocational training may cultivate dull and mechanical skills, but it sacrifices people's rational abilities such as agile observation and compact and ingenious planning. In fact, any product will be deeply branded with the personality of the manufacturer, and the development of individual specialization ability must be combined with the development of all-round quality.

Cultural basic courses must also meet students' lifelong learning needs. International documents such as UNESCO 1962 Proposal on Technical and Vocational Education, UNESCO and ILO's Proposal on Technical and Vocational Education and Training in the 20th Century in 2002 have clearly defined the connotation of vocational education. Vocational education should not only prepare students for a certain occupation and effective employment, but also prepare them for lifelong learning. Starting from the similarity between secondary vocational schools and ordinary high schools, it is not difficult to understand that cultural basic courses are actually the connection point and contact point of ordinary professional communication, which makes it possible for students to choose their career development. Therefore, while strengthening the independent position of cultural basic courses in vocational education, we should also clearly understand the basic, compatible and universal position of cultural basic courses in the whole curriculum system of secondary vocational schools, so as to lay a solid foundation for students to adapt to the needs of employment, career development, personality growth and lifelong development.

Second, the basic course of culture should have pragmatic structural innovation.

Throughout the current cultural basic courses in secondary vocational schools, they can be roughly divided into tools, arts and sports, morality, psychology, professional preparation and so on, and appear in all grades of secondary vocational schools in the form of branches. Its characteristic is to design courses centered on subject content, and to offer courses in a certain order according to the independence of subjects and the correlation between different subjects. Its greatest advantage is that it is very strong? Logical, systematic and simple? This is beneficial for students to learn and consolidate basic knowledge and master systematic scientific and cultural knowledge, but its disadvantages are also obvious: students are time-consuming and laborious in learning, lacking interest, and the course content and teaching methods are far from the positioning and application of vocational education courses, as well as the correlation and comprehensive requirements between professional knowledge. It is from these problems that many schools have carried out a series of curriculum reforms. The author thinks that it is advisable to reform and innovate the cultural basic curriculum from the dimension of curriculum structure. Let's take the Chinese subject in secondary vocational school as an example to elaborate.

Based on the relevant teaching contents and requirements put forward in the Chinese Teaching Syllabus for Secondary Vocational Schools issued by the Ministry of Education, we can divide the Chinese curriculum in secondary vocational schools into three modules: subject foundation, professional development and comprehensive practice, and set these modules in corresponding grades. For example, the Chinese course in three-year vocational high schools has five semesters, the first to third semesters mainly focus on the teaching of basic subject modules, the fourth semester mainly focuses on the teaching of professional development modules, and the fifth semester focuses on the teaching of comprehensive practice modules.

Basic module of discipline. The design of this module follows the idea of compiling subject courses, highlights the systematicness and completeness of subject knowledge, takes the cultivation of students' essential Chinese literacy as the core and the improvement of students' Chinese application ability as the main purpose, and strives to cultivate students' reading, writing and oral communication abilities, laying the foundation for the formation of comprehensive professional ability and continuous learning. This module consists of several units, each of which includes three parts: listening, speaking, reading and writing. The ability is graded according to the requirements, step by step. This kind of modular teaching highlights the basic attributes and core tasks of Chinese subject.

Career development module. The design of this module should reflect the idea of task-driven curriculum preparation, and design several courses from the perspective of professional courses and career-oriented. Reading and appreciation? 、? Expression and communication? Learning tasks, effectively realize the communication between cultural basic courses and professional courses, and strengthen the cultivation of students' professional skills. This module course belongs to the scope of school-based curriculum development and implementation. Chinese teachers and professional teachers work out curriculum plans together, and students have strong autonomy and selectivity, which highlights the purpose of Chinese discipline serving professional courses. For example, secretarial majors offer official document writing courses, and business majors offer business official document writing courses.

Comprehensive practice module. In the study of the three types of modular courses listed in the Chinese Teaching Syllabus for Secondary Vocational Schools, the requirements of the sub-modules of comprehensive practical activities are put forward. In the Chinese curriculum reform, the fifth semester focuses on the Chinese comprehensive practice module course. The comprehensive practice module course follows the design concept of project curriculum and research-based learning in ordinary senior high schools, emphasizing the integrity, application and inquiry of knowledge. On the one hand, it pays attention to the comprehensive application of Chinese knowledge in secondary vocational schools, on the other hand, it pays attention to the organic integration of professional learning and Chinese subjects, and emphasizes the practicality of knowledge. In the application of knowledge, we should understand and master the basic ideas and methods of the course and improve the quality of the subject. In the course development of this module, we should insist on designing research topics, selecting activities and simulating professional situations from the actual needs of related occupations, so as to improve Chinese application ability and professional ability, and enhance cooperation consciousness and team spirit. For example, in the Chinese comprehensive practice module for cooking majors, students can carry out topics such as "Study on the Seafood Diet Culture in the South Yellow Sea" and "Study on the Characteristics of Restaurant Names in Nantong City".

Third, there should be effective teaching measures for basic cultural courses.

To a large extent, the basic cultural courses in secondary vocational schools? Born? In ordinary high schools, it is presented in the form of subject courses. In the course implementation, we usually follow some basic practices of the class teaching system in ordinary high schools, such as? Teachers explain students' listening, teachers demonstrate students' observation, students imitate teachers' guidance and students practice teachers' evaluation? what's up Four-stage teaching method? . This course implementation strategy is reasonable and has been adopted by most teachers of cultural basic courses, but there are also many disadvantages: in the teaching process, students' initiative, teacher-student interaction and teaching creativity are ignored, students have poor learning foundation and are not interested in what they have learned, and even some students give up learning some courses completely. Based on the structural innovation of cultural basic courses, there should be some effective teaching measures in the teaching process of cultural basic courses.

Teaching concept level: the profound significance and value of the reform of teaching methods and learning methods lies not in the way itself, but in the meaning and value behind the reform of the way. In the final analysis, it is the educational concept and teaching concept that support the change of mode and lead the curriculum reform. In order to effectively implement the teaching of cultural basic courses in vocational schools, we must establish the following concepts: (1) Pay attention to learning situation. Based on learning situation, the choice of curriculum resources is closely related to students' real life, emotional world and career. Only by organizing teaching based on learning situation can teaching activities achieve tangible results. (2) It must be sufficient. Reasonable selection of teaching content, not one-sided pursuit of curriculum integrity, starting from the basic ideas and methods of the curriculum, strengthen the application of knowledge. (3) Subparagraph requirements. We do it in three time periods in secondary vocational schools? Basic module of discipline? 、? Career development module? 、? Comprehensive practice module? In the teaching of courses, the design concept of each course is different, and the teaching methods are also different. These three stages gradually show the trend of knowledge of cultural basic courses from single to comprehensive, theory to practice, and teaching activities from subject system to action system.

Implementation strategy level: In the process of learning basic cultural courses, the fundamental reasons for students' insufficient participation are mainly unclear learning tasks, insufficient experience reserves, unclear curriculum background and imperfect learning system. To this end, we should adopt the following teaching strategies: First, problem-oriented learning strategies. Take problem identification and problem solving as the basic elements of classroom teaching, and ensure the smooth progress of teaching process with problem navigation. For example, teachers start from the teaching objectives, create problem situations, create them together with students, refine the main problems in classroom teaching, and carry out teaching around the main problems throughout the classroom. In order to answer the main question smoothly, teachers can also design a series of sub-questions, so that students can acquire knowledge, form ability, cultivate interest and achieve teaching objectives in solving one problem after another. Problem-oriented learning strategy is mainly used in the teaching of basic module courses. The second is the case analysis strategy. In the teaching process, cases are presented in written form and analyzed. Both teachers and students should participate in the analysis, discussion and evaluation of the case and find countermeasures. Through case analysis, improve students' analytical ability and decision-making ability. Case teaching is vivid, vivid and vivid, which changes the abstract and blunt knowledge situation under the traditional teaching mode, reduces the learning difficulty, and is conducive to students' flexible application of knowledge to relevant practical situations. At the same time, students' analysis and evaluation of cases can also cultivate the spirit of reflection and mobilize the enthusiasm of students to actively participate in classroom teaching. Case analysis strategy is mainly used in professional development module teaching. The third is the task-driven strategy. Design the learning content into various tasks, so that students can learn by working in groups to complete the tasks. Emphasize the sociality of learning and the important role of teachers and classmates in promoting individual learning. Task-driven strategy emphasizes students' preview, analysis and discussion around the task theme, which can mobilize students' initiative to the maximum extent and cultivate students' ability to find, analyze and solve problems in cooperation. Task-driven strategy is mainly used in the teaching of comprehensive practice module course. In addition, role-playing strategy and project teaching strategy can also be adopted in teaching.

Curriculum evaluation level: the reform of learning evaluation of cultural basic courses has not attracted more attention. In fact, teaching evaluation affects students' learning attitude and learning style to some extent. Therefore, in the evaluation reform of cultural basic courses, we should insist on? Pay attention to both results and processes; Give consideration to identity evaluation and trait evaluation; Pay attention to both summative evaluation and developmental evaluation? Evaluation principles can stimulate students' interest in learning and promote their development. Specifically, three reform attempts have been made: First, the reform of assessment content. According to the division of knowledge levels, we should emphasize the mastery of basic knowledge, reduce the examination content that mainly reproduces book knowledge, and strengthen the assessment of students' ability to understand knowledge, especially the comprehensive application and creative application of knowledge. The second is the reform of assessment methods. Change the single written test method in the past, and adopt the combination of stage examination and experimental operation, which is in line with the characteristics of the course content. In the comprehensive practice module, students grade in study groups, so as to improve their sense of cooperation, and make each exam truly become an important teaching link to further deepen their study. The third is the reform of evaluation form. Change the one-off and summative examination into the assessment of the whole learning process, strengthen the assessment and supervision of students' usual study, and improve the proportion of their usual grades in the total score. This is conducive to the realization of the phased objectives of the course, the unification of the content, form and performance evaluation of the examination, the unification of students' learning process and learning results, and the unification of students' learning knowledge and training ability.

References:

Jiang Dayuan. New Theory of Vocational Education Research [M]. Beijing: Education Science Press, 2007

[2] Xu Guoqing. Curriculum theory of vocational education [M]. Shanghai East China Normal University Press 2008

[3] Wang. A summary of the research on the teaching reform of public basic courses in higher vocational colleges [J]. Journal of Nanchang University, 2009(6)

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