There are some problems in Chinese teaching in secondary vocational schools. On the one hand, secondary vocational school students have weak foundation, extreme understanding, lack of interest in learning and insufficient motivation to learn. On the other hand, the teaching materials of secondary vocational schools are boring, outdated, single in form, lacking in professional characteristics and inflexible in teaching mode. Based on the characteristics of students, this paper puts forward the improvement methods and measures according to the professional needs.
Keywords: Chinese in secondary vocational schools; There is a problem; improvement measures
Chinese is an indispensable cultural basic course in secondary vocational schools. The quality of Chinese teaching is directly related to secondary vocational school students' knowledge and understanding of professional theory, and determines whether the training goal of secondary vocational school students can be realized as soon as possible. In recent years, Chinese teaching in secondary vocational schools has made great progress, but some problems have also been exposed. Only by paying attention to these problems and actively taking effective measures can we improve the quality of Chinese teaching in secondary vocational schools.
1 Problems in Chinese Teaching in Secondary Vocational Schools
1. 1 Students have weak foundation, extreme understanding, lack of interest in learning and insufficient motivation to learn. Compared with ordinary senior high school students, secondary vocational school students generally have poor Chinese foundation, lack of correct understanding of Chinese, and lack of interest and motivation in learning Chinese. Over time, difficulties accumulated and interest in learning almost ran out. Some students think they are underachievers. They broke their jars on the first day of school. Some students think that learning in secondary vocational schools means learning a skill, and Chinese has nothing to do with technology, and ancient Chinese poetry, prose and drama have nothing to do with technology, so they refuse to learn Chinese, let alone generate interest and motivation. These extreme understandings are extremely unfavorable to Chinese learning.
The teaching content of 1.2 is boring, outdated, single in form and lacking in professional characteristics. At present, Chinese textbooks in secondary vocational schools are common to all majors, and the teaching content is boring, outdated and single, which seriously lags behind the needs of majors, the development of the times, the current social situation and the reality of students. Students' listening is boring, learning is useless and reading is unintentional, which brings great difficulties to Chinese teaching in secondary vocational schools.
1.3 The teaching mode of a three-foot platform and a blackboard is dull and monotonous. At present, Chinese teaching in secondary vocational schools generally tends to attach importance to knowledge transmission and neglect ability training. The teacher's class state is "three feet on the podium, burning candles before two piles of homework, and writing hard in front of a blackboard", but ignoring the students' reaction and emotional communication. Students lack interest and motivation in learning Chinese. Some doze off in class, some play mobile phones, some read novels, some listen to songs, and often interrupt the normal classroom order. Teachers are very happy, students are in a fog, and the classroom lacks vitality, so the teaching effect will certainly not be obvious.
2 improvement strategy
2. 1 Combine students' personality characteristics, supplement the foundation, correct understanding, arouse interest and strengthen motivation. Students should try to make up for their weak foundation. Just like Chinese medicine, we should make up for its shortcomings. We should enhance their self-confidence to keep up with the progress by making up lessons and pay more attention to and help them. Only by making up the weak links can we fundamentally solve the problem.
2. 1. 1, new to school, make up the foundation first. The author suggests that once you enter vocational high school, you should spend two months tutoring the basics first, and then formally teach textbooks. In this way, if you come to class again, students will be able to spell and read, and their enthusiasm for learning will come back. For students whose foundation is still poor after making up lessons, we should be more patient and encourage them persistently, so that they can make unexpected progress.
2. 1.2 Organize learning activities according to students' specialties. Every secondary vocational student has his own bright spot. It is suggested that schools organize various activities and competitions according to students' characteristics, so that students can experience the joy of victory, correct their misconceptions that they are underachievers and regain their self-confidence in learning.
2. 1.3 Use examples to guide students to understand the importance of learning Chinese. American educator Bruner pointed out: "The best way to make students interested in a subject is to let them know that it is worth learning." Therefore, in view of the problem that "secondary vocational school students don't need to learn Chinese", teachers should guide students to have a big discussion with examples. Through the discussion between teachers and students, students can realize that these basic abilities of listening, speaking, reading and writing in Chinese are of great help to their professional courses, but in real life, they can't live without Chinese all the time. Really change the misconception that Chinese has nothing to do with specialized courses, so that students' interest in learning will naturally increase.
2. 1.4 Integrate various effective teaching methods to keep students' interest in learning. For example, when teaching novel units, students can fully experience the personality characteristics of novel characters through role-playing; When learning poetry units, readers' competitions can be held for articles that need to be recited; When studying American units, you can carry out the "Lecture Room" competition; When learning the practical writing unit, we can set the actual situation that students may encounter in their future work and life to complete the teaching. In this way, students can not only learn knowledge and exercise their ability, but also realize the relationship between Chinese and real life, thus enhancing their learning motivation.
2.2 Combination of professional needs, diversified and reasonable choice of teaching content, highlighting professional characteristics. Chinese teaching in secondary vocational schools should serve the profession. Teachers should arrange learning contents, key points and difficulties according to the principle of combining Chinese teaching with majors, and highlight the cultivation of students' professional ability. For example, students majoring in tourism can arrange tourism articles as the key content of reading teaching, and vivid knowledge of scenic spots will certainly be of great help to professional courses; Students majoring in preschool education can focus on classic works, myths, telephone calls and children's songs, and cultivate students' rich emotions, certain literary literacy and vivid description ability; Cooking majors arrange introductory reading, introduce the making process of each dish and so on. In this way, Chinese learning and the learning of various majors cooperate with each other and complement each other. Of course, Chinese textbooks of various majors will also have the same parts. "Application Letter" and "Application" are the teaching units that must be set up for each major, which can simulate the recruitment situation of each major, arrange the corresponding knowledge of the "application letter" and "application" units, and train through virtual situations, which can make students get a certain feeling and a certain sense of reality, and lay a foundation for students to take up their jobs in the future.
2.3 the introduction of information technology, the reform of boring and monotonous teaching mode. In order to improve the efficiency of classroom teaching, the author tries to use information-based teaching methods (such as QQ homework before class, students looking up information online; The classroom adopts Starscream teaching system and micro-class; On the basis of QQ and WeChat communication after class, the "four-step" teaching mode of "clear task-operation demonstration-cooperative learning-display evaluation" was implemented. Specifically, it includes the following four links: ① Make clear the task-the task that teachers should complete, clearly explain the task to be completed and the goal to be achieved, so that students can have a clear goal. (2) Operation demonstration-around the knowledge points, the teacher gives a demonstration to let the students know how to learn the knowledge in this lesson. (3) cooperative inquiry-by means of group cooperation, group communication and discussion, group members help and encourage each other to accomplish their goals and tasks together. (4) Presentation and evaluation-each group presents and evaluates the learning effect, and evaluates teachers, students and their own classrooms according to students' participation, roles, cooperation ability and achievements. In this way, everyone has a role, everyone has something to do, everyone has an opportunity, there is a collision between teachers and students, and there is communication between students, which truly realizes that students are the main body of learning and teachers are the guides and promoters of learning. At present, the author's practice has been popularized in the whole school.
2.4 Combination of teaching majors, selective Chinese teaching. For tourism class, the author takes tourism articles as the key content of reading teaching to cultivate students' vivid knowledge of scenic spots; For preschool classes, the author takes classics and children's songs as the focus of reading teaching content, so as to cultivate students' rich emotions and literary accomplishment. When talking about "application letter" and "application", the author simulates the recruitment situation of tourism major and preschool major, and allows students to train through virtual situations to lay the foundation for students to take up jobs in the future. If every secondary vocational school teacher can teach Chinese in combination with his own major, I believe that Chinese teaching in secondary vocational schools will definitely reach a new level.
refer to
[1] Shao Modern Education Research Methods and Applications [M]. Ningbo: Ningbo Publishing House, 1999.
[2] Dong Juchu. China's methodology of educational research [M]. Beijing: Chinese Publishing House, 1995.
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