Strategies For Vocational Language Synthesis Practice Activities

Under the new curriculum in senior middle school Chinese language, Chinese teaching reform in high schools in full swing, vocational college Chinese teaching has always been ahead of the General higher education behind only language syllabus compared vocational curricula more thinly. In fact, the characteristic of vocational schools in determines the teaching of higher vocational college Chinese teaching reform cannot be generic in old road, vocational students’characteristics, features calls in the vocational college Chinese in secondary vocational school need suitable for their own and who are of Chinese teaching in vocational colleges characteristics. In the Chinese new syllabus in secondary vocational high schools (Amendment), under the guidance of, the language became highlights of vocational College curriculum of comprehensive practice activities, which brought vitality to stick in the vocational teaching, which further expanded the students’learning and in-depth view of life, mobilized students have some life experience, to lead the students love to learn, to learn, good. But many practice course for activities, activities, teaching objectives in the course of operations of unknown, conduct a single, poor regulation and activities with little deficiencies that teachers did not play a real leader, supervisor, the role of leader. In order to better improve the scientific nature and effectiveness of classroom teaching of Chinese in secondary vocational school, the article using the related theory, school in college Chinese teaching and students’cognitive characteristics analyzed, expounded the connotations of Chinese comprehensive practice in vocational college, explores and details on how to put into practice. Continuous practice in the research process, continuously review, concluded that enriched the vocational college Chinese class teaching method, and to promote the optimal development of the vocational college Chinese class teaching.