Research On The Development Of Teaching Content Of Vocational Literacy Education In Rural Schools

Having vocational literacy education in rural schools is an effective way to enhance rural students' sense of social responsibility and practical ability.It can cultivate rural students' vocational awareness,help rural students clarify their career direction and improve rural students' comprehensive quality and employability.As the key carrier of vocational literacy education,in-depth research on the development of teaching content of vocational literacy education in rural schools is conducive to promoting the implementation of vocational literacy education in rural schools and cultivating the foundation for the development and employment of rural students.However,most rural schools are not able to offer specialized vocational literacy education courses due to the lack of teachers,funds,infrastructure and other conditions,so it is particularly necessary to explore the infiltration and integration of vocational education content in subject teaching.The development of teaching content of vocational literacy education in rural schools,which is supported by rural schools,local society and local government,is to realize the goal of developing students' basic vocational literacy by digging out the vocational literacy teaching content in teaching texts or introducing the vocational literacy education materials in students' life into subject teaching and organizing them effectively.The development of teaching content of vocational literacy education in rural schools has a certain historical basis.Since the founding of the People's Republic of China,the development of teaching content of vocational literacy education in rural schools has been having different forms in different stages.In the first stage which was from 1949 to 1978,vocational skills courses were set up in addition to subject courses.In the second stage which was from 1978 to 2001,general vocational combination was deepened and double-qualification education was implemented.In the third stage which was from 2001 to 2018,vocational literacy elements were introduced into school-based courses.In the fourth stage which starts from 2018,vocational literacy education has been integrating into subject courses.The historical changes reflect the historical evolution of the development of the teaching content of rural vocational literacy changing with the ages and the humanistic logic of the focus from the society to the synergistic relationship between society and human beings.And the development of vocational literacy teaching content in rural schools is also of contemporary value,which is embodied in optimizing the content system of rural education,improving the core literacy of rural students,and consolidating the talent base for rural revitalization.According to Dewey's experiential curriculum theory and Goodlad's curriculum hierarchy theory,it can made clear that the development concept of teaching content of vocational literacy education is survival orientation,life orientation and growth orientation.The key point of mastering the teaching content development is to pay attention to the teaching text interpretation,introducing teaching materials and reasonable presetting teaching.The development of rural vocational literacy teaching content is affected by many factors.This paper focuses on digging out the problems and exploring the reasons from the aspect of the main body of development,teachers.In order to master the current status of vocational literacy education in rural schools,the primary and secondary school teachers in rural schools in Chongqing,Yibin,and Guiyang are chosen as the research objects.The interview method is mainly used to collect data in the front line of rural teaching.And through organize and analyzing the data,it is found the problems and causes of teachers in the development of vocational literacy teaching content.Through the sorting and analysis of interview data,the following problems have been found in the process of developing vocational literacy teaching content in rural schools.For example,the vocational literacy teaching content has been being gradually ignored by teachers,the vocational literacy teaching content is separated from the teaching material,and the vocational literacy teaching content is less consistent with students' experience.From the perspective of teachers,it is found that teachers have a vague understanding of the goal of vocational literacy teaching content development,a lack of understanding of the connection between vocational literacy education and textbook content,and a lack of understanding of rural students' living conditions.Aiming at these problems,first of all,rural teachers can deeply explore the teaching contents of vocational literacy contained in the textbooks,including self-cognition,career perception and career planning.Secondly,rural teachers can explore the teaching materials of professional literacy in local society,such as introducing the types of occupations in local society,analyzing the basic abilities required by occupations,and mining the professional emotions of relevant figures.Thirdly,rural teachers can strengthen the connection between vocational materials and subject teaching content,and pay attention to the conformation of the teaching materials,which are introduced,with the attribution of subjects.Finally,rural teachers can use a variety of methods to adapt the teaching content of vocational literacy.For instance,situation construction method,case teaching method and theme exploration method can be adopted to promote the effective integration of relevant materials into teaching.