With the deepening of the curriculum reform of basic education, the curriculum reform of secondary vocational schools is also in full swing. Under the guidance of the concept of new curriculum reform, professional teachers undertake the heavy responsibility of this curriculum reform. As the basic course of accounting and marketing major in secondary vocational schools, the course of Economic Regulations (hereinafter referred to as "Economic Law" in this paper) is in a critical period of the alternation between modern and traditional teaching concepts. By summarizing the teaching experience in recent years, the author puts forward three principles that should be adhered to in the teaching of economic law, and combining with the problems existing in the teaching of economic law in secondary vocational schools, discusses the teaching from many angles and puts forward his own views.
Paper Keywords: new curriculum; Secondary vocational schools; Classroom teaching of economic law; Case teaching method; Efficient classroom
Although education and teaching in secondary vocational schools are different from basic education and have their own inherent characteristics and laws, the concept of universal education put forward by the new curriculum reform still has a certain guiding role. Under the background of macro-curriculum reform, the author believes that the current teaching of economic law should adhere to three principles: first, people-oriented, reflecting the characteristics of secondary vocational school students and objectively reflecting their knowledge structure and physical and mental characteristics; Second, apply modern educational theory, especially the concept of current new curriculum reform; Third, we should fully reflect the teaching characteristics of economic law. Here, the author intends to summarize the exploration and practice of economic law classroom teaching in recent years, summarize the problems existing in the teaching of this course, and put forward some thoughts.
Problems existing in the teaching of economic law in secondary vocational schools
In the arrangement of teaching materials, it is seriously divorced from the actual situation of students. The arrangement of teaching materials is in the order of abstracting knowledge first and then describing substantive legal content, which is seriously divorced from the reality of students, resulting in the phenomenon that teachers are difficult to teach and students are difficult to learn. The first chapter of Economic Law published by Higher Education Press is "Overview of Economic Law", which mainly tells the essence, characteristics, basic principles and functions of economic law. The second chapter "economic legal relationship" mainly expounds the concept, characteristics, composition, emergence, change and termination of economic legal relationship. These two chapters are highly summaries of the knowledge of economic law, which are abstract, systematic and professional. For secondary vocational school students, directly accepting these pure rational knowledge greatly exceeds their existing acceptance ability, and the teaching effect is poor.
In the teaching practice, the form is too simple. In the current classroom teaching of economic law, teachers still play a leading role, and the "spoon-feeding" teaching mode has not been fundamentally changed. Because of the single classroom activities and one-sided emphasis on mechanical memory of legal knowledge points, students are tired of learning and lax in classroom discipline. The students trained in this way lack logical oral expression ability, eloquent debate courage and practical application ability of knowledge. This kind of teaching ignores the process training of professional ability, emotion, attitude and values, and it is difficult to attract students effectively. The classroom lacks vitality and the three-dimensional educational goals put forward by the new curriculum cannot be implemented.
In the application of teaching methods, the application of case teaching method is not sufficient. In the current teaching of economic law, in order to complete the heavy teaching content, teachers are often busy teaching the heavy legal content of each chapter, while ignoring the most distinctive case teaching method in legal teaching. Case teaching method only acts as a "supporting role" of teaching method in class, which leads to teachers' weak case awareness, and it is difficult for students to effectively use economic law knowledge to solve practical problems, which restricts the cultivation and improvement of students' practical ability.
In the allocation of class hours, time is tight and tasks are heavy, so it is difficult to finish teaching tasks on time. On the one hand, the content of economic law is complex, extensive and large, and the actual teaching needs more than 90 class hours, while the average school only arranges 72 class hours, which is a big gap. On the other hand, the classroom teaching efficiency of this course is low, and there are a lot of repeated teaching phenomena. For example, various limited companies and joint-stock companies in Chapter III of the Company Law, and partnership enterprises and sole proprietorship enterprises in Chapter IV of the Laws and Regulations on Small and Medium-sized Enterprises need not be explained in detail in teaching. Chapter VII of the Law on the Protection of Consumers' Rights and Interests has relevant contents in junior and senior high school law textbooks, and the content of the Accounting Law has corresponding contents in the teaching of accounting specialized courses. A large number of repeated teaching results in inefficiency or ineffectiveness in the classroom and wastes teaching time.
In the evaluation of students, one-sided emphasis is placed on written academic tests, while the process evaluation is ignored. Teachers' evaluation of students is replaced by the final exam, and students' daily process performance is often ignored. The evaluation methods are mostly closed-book written tests, the content is mainly the memory of concepts and knowledge points, and the applied topics such as case analysis, which can truly reflect the comprehensive application ability of knowledge, are relatively insufficient, resulting in the phenomenon that students can get high marks by high-intensity memory. Practice has proved that this rote evaluation method is accidental, and it is difficult to reflect students' true comprehensive ability and level.
Thinking and experiencing
Accumulate perceptual knowledge and build fertile ground for knowledge growth. The new curriculum advocates that the course content should be closely linked with students' life and the development of science and technology in modern society, and pay attention to students' learning interest and experience. Piaget's knowledge construction theory also points out that students construct their own knowledge in active activities on the basis of their own life experience. How to give full play to students' existing economic life experience and accumulate more economic materials has become the key to effective teaching of economic law. Therefore, the following countermeasures can be taken in teaching: (1) Breaking the original arrangement order, reorganizing the content of teaching materials, and choosing specific economic and legal chapters that students are relatively familiar with and easy to accept to give priority to classroom teaching according to the principle of easy before difficult. (2) When teaching each chapter, teachers should proceed from the students' reality, guide students to fully understand and analyze social and economic phenomena and accumulate materials through the excavation of students' life experience, thus arousing students' attention to economic phenomena. For example, the contents of the company law, the small and medium-sized enterprise law and the foreign-invested enterprise law are all forms of interaction between teachers and students. First, talk about the social value or problems of typical enterprises familiar to middle school students in Yiwu local regional economy, so as to stimulate students' desire to continue exploring. (3) Expand teaching resources, give full play to the teaching advantages of modern online media, and implement intuitive teaching. Teachers can collect students' favorite economic law cases and interesting life videos from the multimedia network and play them to students, which can not only enhance students' understanding of legal knowledge background, but also attract students and cultivate their interest in learning.
Build a colorful activity stage and expand the training space of legal skills. Economic law itself is a law based on colorful economic activities, and the economic law class should become a dynamic activity space. The new curriculum reform points out that it is necessary to change the current situation that the curriculum implementation places too much emphasis on learning, rote memorization and mechanical training, advocate students' active participation, willingness to explore and diligent hands-on, and cultivate students' ability to collect and process information, acquire new knowledge, analyze and solve problems, and communicate and cooperate. In the teaching of economic law, the author often carries out special discussions or debates, mock court trials, and organizes students to attend court trials, making it an important carrier of curriculum activities. (1) Thematic discussion or debate. For example, after the Company Law was finished, the author organized students to watch the sensational online video of "Zhejiang Dongyang Wu Ying Fund-raising Case", focusing on "Should Wu Ying be acquitted for the normal production and operation needs of the company, or should he be sentenced to death for personal illegal fund-raising fraud?" Students with opposite views were organized to have an angry debate. (2) mock trial. In order to satisfy students' desire to practice economic law personally, mock trial teaching activities can be carried out. In the specific operation, teachers provide typical difficult cases, and students voluntarily play the role of mock trial. Mock trial can cater to all students. Students in a class can be divided into several groups, such as judges, lawyers, parties and clerks, so that every student can participate in mock trial activities. (3) attending the trial. Conditional can arrange students to attend the trial, experience the whole trial process, as a useful supplement to classroom teaching. For example, when I was teaching contract law, I arranged a court session to attend contract disputes. As a result, students' interest greatly increased, and they listened to the trial process very carefully, thus paving the way for the effective teaching of this chapter.