Research On The Optimization Strategy Of School Support For The Professional Development Of Cultural Course Teachers In Secondary Vocational Schools

The newly revised "Vocational Education Law" in 2022 clearly states that "vocational education and general education have equal status".Emphasizing the development of vocational education with the goal of high-quality development has become an inevitable demand for socialist modernization construction.How to fully leverage the educational function of vocational education and provide vocational and technical talents for society has become a current focus of attention.Strengthening the professional development of vocational school cultural course teachers and improving the level of cultural course teachers can help improve the quality and level of vocational education.However,there are currently some problems with the professional development of cultural course teachers in vocational schools.To achieve the professional development of cultural course teachers,strong support from schools is indispensable.This study uses literature research,questionnaire survey,and interview methods to investigate the support for the professional development of cultural course teachers in L Secondary Vocational School.It aims to understand the support situation in four aspects of the school’s material,emotional,institutional,and cultural atmosphere,identify problems in the support process,and propose targeted optimization strategies,including four aspects:The first part,using the literature research method,collects the domestic and foreign research results on school support for the professional development of culture teachers in secondary vocational schools,summarizes and defines the core concepts of culture teachers in secondary vocational schools,professional development of teachers in secondary vocational schools,school support,etc.,discusses the social support theory,Maslow’s hierarchy of needs theory,and humanistic management theory,and forms a professional school support system based on these two theories.The second part,through questionnaire survey and interview methods,conducts a questionnaire survey on the school support for the professional development of vocational school cultural course teachers from material needs support,emotional needs support,institutional needs support,and cultural atmosphere needs support.At the same time,through interviews with teachers and students,we can understand the insufficient support provided by the school for the professional development of vocational and cultural course teachers.In the third part,through research,it was found that there are problems with school support for the professional development of vocational school cultural course teachers.The analysis of the problem is based on the school support system proposed in this article.From an institutional perspective,there are issues with insufficient material support and a lack of professional development foundation,which are manifested in the need to optimize salary and benefits,insufficient funding support,and outdated teaching hardware facilities;From an emotional perspective,there is a gap in emotional communication and a lack of professional support,which is reflected in the lack of humanistic care from school leaders and the lack of opportunities for emotional communication among colleagues;From an institutional perspective,there are problems with imperfect institutional construction and a lack of professional development guarantees,which are reflected in the unreasonable structure of incentive systems,lack of evaluation of professional development characteristics,and inadequate training systems;From the perspective of cultural atmosphere,there is an imbalance in cultural atmosphere and a lack of balanced professional development,which is reflected in the emphasis on external cultural atmosphere construction,neglecting internal development concepts,and the lack of emphasis on school teaching and research activities.In the fourth part,based on the above issues,four innovative improvement strategies are proposed: firstly,increase material support,consolidate the foundation of conditions,including specific measures such as improving salary and welfare support,increasing funding support,and improving hardware facilities for cultural course teachers;Secondly,strengthen emotional communication and professional support temperature,including specific measures such as increasing humanistic care from school leaders,forming a learning and mutual aid community,etc;Thirdly,optimize institutional support and provide professional development guarantees,including specific measures such as optimizing the incentive system structure,strengthening the evaluation of professional development characteristics,and improving the content of training systems;Finally,create a cultural atmosphere and improve the balance of development,including balancing the internal and external concepts of school cultural construction,and improving the focus of teaching and research activities.The innovation of this study lies in the dimensionality division of school support for the professional development of cultural course teachers in vocational schools.Starting from social support and Maslow’s demand theory,based on the subdivision of school support dimensions for teacher professional development proposed by scholars such as Tang Junli and Gong Xuanqi,and combined with the professional development of cultural course teachers in L vocational schools,material demand support,emotional demand support,and institutional demand support are formed The cultural atmosphere demand support framework system provides a comprehensive analysis of school support for the professional development of vocational school cultural course teachers,providing effective suggestions for optimizing school support for the professional development of vocational school cultural course teachers.