Keywords: improvement of Chinese teaching in secondary vocational schools
In recent years, the quality of students in secondary vocational schools has obviously declined, and students in Chinese teaching are tired of learning and teachers are tired of teaching. The reasons are as follows: first, most secondary vocational school students have poor cultural foundation, weak foundation, lack of interest in learning and poor study habits; Second, some secondary vocational school students think that it doesn't matter if they study technology and don't study literature. How to arouse students' learning enthusiasm and improve Chinese teaching? Based on years of accumulated teaching experience, the author thinks that improving Chinese teaching in secondary vocational schools can start from two aspects: teacher-led and student-centered.
First, fully prepare lessons, set appropriate teaching objectives, clarify teaching ideas, and choose appropriate teaching methods.
Lesson preparation is the design and "practice" of classroom teaching, which embodies teachers' teaching ideas and teaching guiding ideology. The adequacy of preparing lessons is directly related to the effect of classroom teaching. Therefore, when preparing lessons, we should proceed from the actual situation of students in secondary vocational schools and earnestly:
(A) carefully designed teaching objectives
The purpose of Chinese teaching is to improve students' comprehensive language application ability, including listening, speaking, reading and writing. Every unit and chapter of Chinese textbooks has its own "core", some are ideological, some are artistic, some are practical, and the teaching purposes are different. For example, narrative, expository, argumentative and practical writing units focus on applying what they have learned, while artistic units such as poetry focus on feeling and appreciation. We should set the learning goals of each unit and class according to the students' ability, and the goals should be moderate. If the difficulty is too low, it can be achieved without thinking and learning, and students have no pressure to study, which is not conducive to mastering knowledge and improving their ability. If the difficulty is too high, students can't achieve it through hard work, just like jumping up and picking peaches, they will have fear of difficulties and dampen their enthusiasm. Therefore, when preparing lessons, only by determining the appropriate teaching objectives can we guide students to achieve their goals and experience success in the teaching process, and can we protect students' enthusiasm and give full play to their initiative.
(B) clear teaching ideas
A unit, a text, what students want to learn, how to learn, what to read carefully and what to skim, should be fully considered when preparing lessons, and boldly choose and add or delete according to the actual situation of students. This requires that when preparing lessons, according to the requirements of the syllabus of Chinese textbooks, we should study the text deeply, grasp the key points and difficulties of the text content, determine the teaching content, make clear the knowledge and ability that students should master, choose appropriate teaching methods and means, form unit or chapter lesson plans on this basis, and write practical lesson plans that suit students' reality.
(C) Choose appropriate teaching methods
The application of teaching methods directly affects the teaching effect. Therefore, it is necessary to choose teaching methods suitable for students according to different teaching contents, that is, teaching methods should be targeted. Different teaching methods such as discussion, heuristic and autonomous can be used to guide students to analyze the text, find problems and solve them. For example, when studying the article Thunderstorm, I asked several students to role-play the characters in the book, and the whole class actively participated. Even some students who don't take textbooks in class at ordinary times can read the text very carefully with the help of their classmates' books, and the effect is particularly good. Through role-playing, students' initiative is brought into play, so that they can better understand the lines of the script, better grasp the psychology, movements, expressions and personality of the characters, and further understand the theme of the text. This kind of teaching can stimulate students' thirst for knowledge and effectively improve their ability. In addition, in teaching, multimedia teaching should be adopted according to the needs of teaching content. Multimedia teaching can make the teaching process lively, interesting and infectious. Through the input of sound, image, text, color, luster, audio-visual, body and mind, the use of left and right brains, and the multi-directional mobilization of eyes, mouth, hands and brain, students are excited and take the initiative, which makes them easier to understand and remember.
Second, concentrate on "practicing" and give full play to students' main role.
In Chinese teaching in secondary vocational schools, because most students have a poor foundation, they often start but don't start, so most of the time teachers teach mechanically and memorize, which just encourages students' inertia and even produces boredom. Mr. Ye Shengtao said: "The teaching of all subjects is the same, which is nothing more than a series of processes in which teachers help students learn." Therefore, it is the fundamental way to improve Chinese teaching in secondary vocational schools to let students "speak more, think more and write more" and guide students to learn actively. In classroom teaching, the implementation of "intensive teaching and more practice" allows students to play the main role, which is reflected in:
(A) Pay attention to and do a good job in preview, and cultivate the ability of autonomous learning.
Students in secondary vocational schools have poor learning consciousness and initiative. If teachers don't arrange previews, few students will take the time to preview the text, which increases the difficulty of teaching implementation and often gets half the result with half the effort. Therefore, we should take preview as a part of students' autonomous learning, arrange preview and put forward preview requirements before each lesson, and conduct routine inspection before the new lesson is taught, such as asking students to write new words on the blackboard, asking other students to annotate or explain, or summarizing the basic contents of the text and asking their own questions. The process of preview is the process of students' hands-on, thinking, finding information, finding problems and even solving problems, and it is also the process of self-study. As long as any student tries to solve a problem, learn a little knowledge and master a skill, he will feel very happy, become more and more interested in learning Chinese, and have a firmer grasp of what he has learned. Practice has proved that students' preview not only lays a foundation for further understanding of the text, but more importantly, enables students to form their own habit of paying attention to and reading, thus cultivating their self-learning ability.
(2) Seriously questioning in classroom teaching and guiding students to master methods and skills.
A very important point in classroom teaching is to set doubts. Guide students to question and think, so as to master some methods and skills. Doubt can stimulate interest and arouse a strong thirst for knowledge; Only when there is doubt can we form the motivation for in-depth discussion. Therefore, teachers must carefully set up doubts in the teaching process, do everything possible to guide students to ask and answer questions, and fully mobilize students' thinking enthusiasm. For example, when I was teaching the article "The Necklace", I asked the students the following questions about the story that the necklace borrowed at the end of the article was fake: When Mrs. Frais told Mathilde that the necklace was fake, what kind of expressions, psychological activities and actions would Mathilde have? What will happen between Fraser and Mathilde? Guide students to follow the pulse of the novel and imagine reasonably. As a result, the students were very active and came up with many interesting and touching situations. I comment on the students' answers one by one, and then ask the students to compare the end of their sequel with the end of the original text. Only then can the students understand why the original text ends like this, and understand that plots and characters are created to express the needs of the theme. Through teachers' questioning and resolving doubts, students are taught to question and resolve doubts, so that students can gain their own experience and understanding in learning, and their understanding of the article gradually rises from perceptual to rational, so that students can master certain learning methods and skills.
(3) Carrying out Chinese classroom practice activities corresponding to the teaching content.
In the teaching process, organizing Chinese classroom practice activities related to teaching content is an effective means to arouse students' learning enthusiasm, such as reciting, speaking, debating, discussing and writing. And organically combine these practical activities with unit or chapter teaching. For example, poetry units can organize recitation competitions; Prose unit, allowing students to choose a scene to write a short composition and comment on it; In the argumentative essay and novel unit, you can choose one or several topics to organize discussion, so that students can speak freely and express their views freely. When the time is ripe or conditions permit, a speech contest can also be organized. In order to make students dare to speak, we can persistently carry out "speaking" activities to eliminate students' fear of speaking or their nervousness when speaking. For example, I launched the "three-minute talk" activity before class, in which a student gives a speech on stage for three minutes in any form. You can tell stories, talk about experiences, and complain about feelings; You can also specify a topic to speak, such as "three-minute self-introduction", so that students can face the interview of the employer calmly and freely when they are looking for a job after graduation, without being too nervous. It is observed that after the "three-minute talk" activity before class, the enthusiasm of students to speak in class is generally improved. During the break, the author also noticed that there are many useful reading materials on students' desks, such as Readers, Prose, Speech, Eloquence, etc., which shows that students pay more attention to the activity of "speaking", and the "speaking" training before class can effectively stimulate their interest in learning.
(4) Arrange appropriate homework exercises.
Homework practice is the consolidation of classroom learning, but the amount of homework assigned should not be too large and the difficulty should be moderate. Revisions and comments should be made in time, and registration should be made after revision. It should be explained to students that homework exercise is an important basis for evaluating the final grade, which can urge most students to finish their homework seriously and consolidate classroom learning.
As the saying goes, "teaching students in accordance with their aptitude", in the teaching process, whether it is "reading, speaking and writing" training or classroom practice activities, we should pay attention to grasping the "degree" and teach according to the actual situation of students. Students in secondary vocational schools have a poor foundation. Therefore, when teaching, they should try to be easy to understand, interesting and profound, and popularize them with vivid language, so as not to make the language unfathomable, make people feel difficult to learn, and let students' interest in learning fade. Questions interspersed in lectures or homework assigned after class should conform to students' actual ability and try not to go beyond the category of "being able to answer after thinking or being guided and inspired by teachers". In addition, don't neglect basic training, such as phonetic notation, word formation, sentence formation, interpretation, paragraph and chapter recitation, etc. This is the basis of language learning.
In short, Chinese teaching in secondary vocational schools should make students "speak more, think more and write more", let students practice more and feel the fun of learning Chinese in practice, thus promoting students' active learning. Only in this way can we improve Chinese teaching and improve the teaching effect.