Research On Chinese Teaching Practice In Secondary Vocational Schools Based On The Promotion Of Core Literacy

The Chinese Curriculum Standards for Secondary Vocational Schools(2020Edition)(hereinafter referred to as the New Chinese Curriculum Standards for Secondary Vocational Schools)takes the core quality of the language discipline as the guide,constructs as a whole,and systematically designs 15 learning topics under the three modules of "basic module,vocational module,and expansion module".It is hoped that this series of topic task groups can be used as the starting point to solve the key problems of improving the Chinese quality of secondary vocational students.In the preparation stage of the New Curriculum Standard of Secondary Vocational Chinese,the relevant education departments carried out the "teaching reform" training for the subordinate secondary vocational schools.However,because the curriculum standard was introduced first,the new teaching materials were prepared and used later,the learning quality level was released first,and the enrollment reform of vocational colleges was lagging behind,the secondary vocational Chinese classroom in my school did not change before and after the New Curriculum Standard of Secondary Vocational Chinese was introduced,which caused the author to think deeply.If the New Curriculum Standard of Secondary Vocational Chinese has been suspended for a long time,education and teaching cannot focus on the cultivation of students’ core quality.Not only is the teaching reform stuck in stagnation,students’ development lacks stamina,but the teaching quality and school running quality will also be greatly reduced,hindering the development of local secondary vocational education.Behind the phenomenon,although there are the problems of "compliance" and "randomness" of teachers’ teaching concepts,more attention is paid to and insufficient research is made on the concept of Chinese core literacy advocated by the New Curriculum Standard of Secondary Vocational Chinese.This research tries to provide theoretical support and implementation reference for the real problems in the teaching practice of the implementation of the New Curriculum Standards for Chinese in Secondary Vocational Schools of the region where the author is located by combining literature learning,current situation investigation,lesson accumulation,model exploration and design practice:First of all,on the basis of in-depth understanding of the New Curriculum Standards for Chinese in Secondary Vocational Schools and related documents such as the core literacy of the Chinese discipline,through an extensive and orderly survey of 300 students in 30 teaching classes in three grades of the secondary vocational school where the author belongs,we fully grasped their understanding of the Chinese classroom and learning status in terms of non intellectual factors,metacognition,cognitive activities,resource management activities,learning feedback and other dimensions;Secondly,through the analysis of the survey results,it is found that the students have made positive changes in resource management activities and Chinese literacy.They have Chinese learning achievement motivation,like "learning by doing","learning by competition",like peer assisted learning,take the initiative to use the network to collect learning materials,and their language literacy has been improved to varying degrees.At the same time,they are incurable in non intellectual factors,metacognition,and cognitive activities,and their professional development is unbalanced Low learning initiative,poor learning habits,and lack of learning methods;We further conducted a questionnaire survey and interview with 14 Chinese teachers in three grades of the school,and grasped their real situation in teaching cognition,teaching practice,teaching strategies,teaching reflection and other dimensions.The survey found that teachers have various abilities and qualities of Chinese teaching in secondary vocational schools and even teaching reflection ability.Their thinking ability and action ability are very strong,but for various reasons,their teaching philosophy is relatively backward,There is no direction guidance for students to learn Chinese well,and there is no strategy for secondary vocational Chinese teaching based on the improvement of core quality.Therefore,it is difficult to give full play to personal teaching charm in teaching,and there is no joint force of teaching and research in the school;Then,based on the above investigation and analysis conclusion,referring to the relevant theoretical basis,the author,according to the shortcomings and confusion in the existing teaching practice,proposes the optimization strategy of Chinese teaching in secondary vocational schools based on the promotion of the core quality of Chinese,which includes "changing the teaching concept","building a practical classroom model","conducting research on Chinese flipped classroom","exploring the evaluation path",etc;Finally,in order to give consideration to the feasibility of these strategies in teaching practice,we further carefully designed specific cases under the application of relevant strategies.With specific design cases,creative explanations and implementation suggestions,we can provide examples and paradigms for secondary vocational Chinese teachers to flexibly use the teaching strategies constructed in this study,better carry out Chinese classroom teaching in various forms and with significant effects,and promote students’ Chinese core literacy.