Research On The Teaching Design Of Comprehensive Practical Activities In Secondary Vocational Schools

In 2009, the Ministry of Education promulgated the new "secondary vocational school language teaching outline", the Chinese comprehensive practice activities become secondary vocational language curriculum reform highlights, which has brought about vitality for secondary vocational Chinese teaching. But faced with the problem of scheduling, limited teaching resources, and the lack of teaching and learning experience both from teachers and students, the Chinese comprehensive activity faces some difficult embarrassing situations, such as the difficulty in teaching for teachers or the trouble in learning for students. If the teacher is able to correctly understand the language synthesis practice concept and significance, and grasp the proper method of teaching design, it is bound to improve the current situation of Chinese teaching in comprehensive practical activities effectively.This paper analyzes the concept, characteristics and significance of Chinese comprehensive practice activity; Based on the survey of the local vocational colleges especially the school teachers and students, the teacher makes an analysis of the existing problems of teaching process in vocational high school, puts forward the necessity of Chinese comprehensive practice design, and makes an illustration of theoretical basis of the research reasonably.According to the arrangement characteristics and status of implementation of Jiangsu Education Edition of Chinese comprehensive practice activity analysis, and at the same time, from the teaching system design point of Jiangsu Vocational Chinese comprehensive practice two times development strategy -- a series of activities, restructuring unit three plate overall design, arrangement of school-based activities. The teacher is required to make a special adjustment according to school work.Put forward three strategies of Chinese comprehensive practice teaching design:instructional design framework for a double link table three, "Five" teaching design process -- activities targeted, theme, feasible program of activities, activities can be diversified operation task refinement, evaluation methods, the implementation of security design at the helm + variety resources + information.