(A) change the concept
To arouse the enthusiasm of secondary vocational school students to learn Chinese, we should first change our concepts, truly understand the purpose and connotation of Chinese teaching in secondary vocational schools, and have a correct position as a secondary vocational school teacher.
1. Treat secondary vocational school students correctly with a positive attitude and a developmental vision.
As we know, most students in secondary vocational schools have a poor learning foundation and a heavy sense of frustration and inferiority. They think they are "children" abandoned by the school. They are eager for recognition and praise from others. Therefore, first of all, we should change the concepts of "Confucian scholars can't be taught" and "rotten wood can't be carved", but look at it with a positive psychological and developmental perspective, and firmly believe that every student can become a talent and that "life is useful". The theory of multiple intelligences founded by Professor howard gardner of Harvard University provides us with a personalized development model. There is no difference in intelligence between secondary vocational school students and ordinary high school students, but the structural types of intelligence are different. Only the teachers themselves truly believe that "there must be a champion in 360 lines" and that "talented people have come out of the mountains and rivers, and champions have come out since ancient times" can guide students out of the shadow of "losers". Only in this way can we build students' confidence, make them willing to learn and enjoy learning.
On the other hand, if we are biased against them, lack confidence and think that they are not worth teaching and can't be taught well, then in our daily education and teaching activities, we will "inadvertently" show our disdain for them, which will often make students feel more inferior, further deepen the "loser" mentality shrouded in their body and mind, and make them even more reluctant to learn, and "break the jar and break the fall". So that normal classroom teaching cannot be carried out.
2. Correct understanding of Chinese teaching objectives in secondary vocational schools.
In recent years, great changes have taken place in the textbooks of secondary vocational schools. To truly understand the spirit of the new textbook, the teaching goal is to cultivate students' ability to use Chinese to meet the needs of employment and entrepreneurship, and to master the modern reading ability, writing ability and oral communication ability required by daily life and professional posts. It is also necessary to set up comprehensive Chinese practice activities, select activities, design activities, simulate professional situations, organize practical activities, improve Chinese application ability, enhance cooperation consciousness and team spirit, and enhance professional quality. At the same time, teachers should see the gradual improvement of students' ability in teaching, break the single evaluation system of test scores, and pay attention to the multiple evaluation of knowledge, theory and skills in the evaluation of students.
3. Correctly locate the position of secondary vocational school teachers.
The vast majority of secondary vocational students think that as long as they master a technology in secondary vocational schools, it is dispensable and insignificant for the cultural course of Chinese, and they lack the desire to learn Chinese actively. Therefore, it is very important to stimulate students' enthusiasm for learning Chinese, and in secondary vocational schools, the harmonious relationship between teachers and students often determines students' enthusiasm for learning, so we should first put down the shelf of "being a teacher by example" and approach students as friends and be their friends in life and study. Sincerely care about and respect them, know what students need, really think of students, talk to them about topics of interest, and do more things with them. Compared with the teacher's identity, the friend's identity can make students more willing to learn. "Love is love". If students can feel your care and love like friends, they will like watching you and listening to your class more. A Japanese newspaper once surveyed thousands of students, and found that 52.8% of them wanted their teachers to be gentle, amiable and caring. In addition, in teaching, we should learn to put ourselves in the students' shoes, talk about knowledge from the students' point of view, and be the guide of knowledge, so as to truly reflect the subjectivity of students' learning. When students make mistakes, we should be patient and correct them with a tolerant attitude, so that "adults" don't remember "villains".
For example, in our school 12 class, many teachers have a headache. Students are not interested in learning, and most of them play mobile phones to sleep in class. For such students, when I am teaching, I often chat with them as friends after class, and talk with them on QQ groups about topics they are interested in, such as "beauty", "Jiangnan style" and "leverage", so as to be their ideological guide. Visit their space frequently, understand their ideological trends, join their activities and games during recess, praise their little progress in time and give them material rewards. With me, students have no fear and boredom of teachers. They think I'm with them. They like such teachers and naturally like my teaching. The classroom atmosphere is harmonious, the discussion is intense, and the Chinese performance has improved rapidly.
Second, change the teaching materials.
According to the survey of recruitment units in our school in recent years, the first level of interview in most units is to let students introduce themselves and judge their basic qualities such as language, thinking, organizational ability and emotional factors through their oral expression. Secondly, employers pay more attention to students' practical writing ability.
In recent years, according to the requirements of "Chinese Teaching Syllabus for Secondary Vocational Schools (Revised)", many versions of new textbooks have been published, such as Chinese version, Soviet education version and higher education version. Textbooks pay special attention to social practice function and cultivate students' practical ability, which changes the previous Chinese textbooks from simple reading teaching content, especially the higher education version, which divides the textbooks into three modules, which are both a whole and have their own emphasis, such as: the basic module focuses on "cultivating students' basic scientific and cultural literacy"; The vocational module focuses on "serving students' professional learning"; The expansion module focuses on promoting students' "lifelong development". This kind of teaching material conforms to the reality of secondary vocational students and the real teaching purpose of Chinese in secondary vocational schools. However, in practice, we can be more flexible and boldly change the teaching materials and teaching contents according to the actual situation of students, so that students can enjoy learning more. How to use teaching materials flexibly and change teaching content under the premise of completing teaching objectives? I talk about two ways:
1, the teacher revised the teaching content.
Teachers can choose, add or delete according to the actual situation of local schools and majors, and deepen and broaden the connotation and extension of Chinese courses according to students' interests, hobbies and personalized choices; Contact the society, choose some articles full of social analysis and professional thinking, and infiltrate the education of professional quality. For example, choose "you can't succeed but you can't grow" to carry out "career and ideal" education; Choose "youth career consideration" to carry out "responsibility and obligation" education; Choose "Life is Burning" for "Life and Creation" education; Choose "Letter to Garcia" for "dedication and happiness" education ... You can also increase some oral and writing training and do more practical writing to meet the actual needs of students at work; On the basis of studying texts and poems, we should increase our appreciation of ancient poems and excellent works of American literature, so that students can understand China's long-standing cultural heritage and profound connotation, and cultivate their correct aesthetics and world outlook; Basic training is combined with basic Chinese knowledge and application at the back of each unit to make up for the weakness of poor word knowledge of secondary vocational school students. Only by making up for the lack of basic knowledge can we improve our ability to use language.
2. Students participate in the reorganization of teaching materials.
Locke, a British educator, expressed this idea many times in his book Random Talk on Education: "Students should be happy when they study hard, and everything should make them feel relaxed and happy." Russian educator Ushins also believes that "learning without any interest will inhibit students' intention to master knowledge". Only when you are interested can you have fun in learning. If you can let students participate in the process of reorganizing teaching materials, choosing teaching content and changing "asking others to learn" into "asking others to learn", you will give students more motivation to learn Chinese.
In this regard, I did this: in the first few Chinese classes, I asked students to read Chinese books as novels from beginning to end. Then let them choose their favorite articles or knowledge points that they feel they need to master, and explain the reasons for their choice in class. This is equivalent to allowing students to read through the text, which is conducive to their overall grasp of the teaching materials. Let students organize teaching materials, but also give play to their subjective role. When students are sorting out their textbooks, I ask them the question "What language skills do you think you need in your work", which can make students realize the importance of learning Chinese. After the students have sorted out their opinions and submitted them, teachers can reorganize according to their own understanding, so as to determine the teaching content of Chinese this semester. Such a student-oriented, practice-oriented, teacher-student cooperation and reorganization textbook must be a teacher who teaches students to learn happily.
Third, change the teaching methods.
For a long time, Chinese classes in secondary vocational schools are based on teachers' teaching activities, that is, teacher-oriented education. But it is often the teachers on the stage who are "very happy", and the students under the stage play with their mobile phones, sleep and talk for more than half. After a class, the teachers are thirsty and the students are happy. For a long time, teachers have become more and more slack, students have become more and more tired of learning, forming a vicious circle and the classroom atmosphere has become more and more harmonious. It can be seen that in order to realize the effectiveness of Chinese classroom, we must change the teacher-oriented education model. Under the guidance of Professor Guo's student-oriented education thought, I try to "stimulate autonomous learning mode" (autonomous learning-cooperative inquiry-performance display-evaluation feedback-extension-feeling experience), which is a learning mode characterized by autonomous learning by stimulating students' potential, relying on cooperative learning platform and adopting autonomous cooperative inquiry. This model improves students' communication ability, teamwork ability and autonomous learning ability. Students generally feel the joy of learning, their self-confidence is obviously enhanced, their interest in learning is obviously improved, the effectiveness of the classroom is improved, and their sense of accomplishment is also enhanced. In the specific implementation process, we should also pay attention to the following points:
1, Chinese teaching should pay attention to combining students' professional knowledge.
Cultural courses should be combined with specialized courses to serve professional development, which is a trend of vocational education and a good way to improve students' interest in learning and participate in cultural courses teaching. For example, when I was teaching Border Town in a tourism class, I asked the students to read the works, collect relevant natural landscapes, explore the folk customs of Xiangxi, and then write a tour guide to explain it in class. In computer teaching, I asked them to make the collected data into ppt files and show them in class; In the animation class, I asked the students to draw an animation for Cui Cui according to the author's description of the protagonist. As for the students majoring in kindergarten teachers, I will let them read Border Town with their own music. Integrate the teaching content with the students' professional knowledge, so as to apply what they have learned, so that students can recognize the content of Chinese subject more and are more willing to learn Chinese.
2. Chinese teaching should focus on strengthening students' comprehensive practical ability of Chinese.
Students in secondary vocational schools have no pressure to enter higher schools, so they are active in thinking and have a wide range of interests. Some students like to get ahead and attract others' attention. In view of this feature, I take the teaching goal of Chinese course as the core, students' direct experience and their own life, social life and related professional work as the basis, students' autonomous learning, direct experience and research and exploration as the basic ways, and aim at stimulating students' learning enthusiasm and cultivating students' comprehensive application ability of Chinese, and carry out Chinese situational activities to improve students' application ability and professional quality in the activities. For example, I teach The Analects of Confucius, Zeng, Gong and Zuo, and I practice dubbing characters. When students simulate dubbing, they can understand the text, Confucius' thoughts and the writing characteristics of this article more deeply by trying to figure out the characters' language and expressing their personalities through dialogue. At the same time, through activities, students' understanding ability, expression ability and cooperation ability are exercised. When I was teaching The Merchant of Venice, I rehearsed the textbook Drama, so as to train students' drama appreciation ability, improve students' organization and implementation ability, aesthetic creation ability and expression and communication ability. When teaching Application, we should carry out the activity of "the ultimate PK for job hunting" to improve students' oral English, answering questions and improvising ability, and effectively improve students' professional quality, professionalism and skills. In addition, I taught acacia to carry out "celebrity reception room interview" activities; Teach Zhou Nan June litchi eggs to carry out hand-painted litchi popular science atlas activities; Teach Thunderstorm a mock trial-the character identification activities in Thunderstorm ... Of course, all the activities are completed by students in groups.
3. Teaching evaluation pays attention to multiple evaluation, learning process and unexpected results.
The evaluation of Chinese teaching in secondary vocational schools should dilute scores, change the traditional teaching evaluation methods, actively adopt dynamic, diversified and humanized teaching evaluation strategies, attach importance to the evaluation of reading accumulation process, the evaluation of attitudes, methods and emotions involved in writing, the training and practical evaluation of oral communication, and the training and test evaluation of application ability. Pay attention to the learning process and attitude, participate in the performance of practice, and give students the greatest affirmation and support as far as possible, so as to arouse students' spiritual sense of honor, satisfaction and accomplishment, produce good psychological experience, mobilize students' learning enthusiasm through diversified evaluation, and strengthen students' professional language ability.
(1), dynamic evaluation method
Giving multiple evaluation opportunities focuses on promoting students' transformation and development, paying attention to students' individual progress in different periods and affirming them in time. Teachers should run evaluation through daily teaching activities, making evaluation routine and popular. Because the purpose of the exam is to give students a chance to summarize and show their learning situation, of course, at the same time, teachers also have enough data to evaluate and score students. The purpose of evaluation is to develop and cultivate people, not to divide people into talents and mediocrities.
② The evaluation content is diversified.
First of all, pay attention to students' comprehensive quality, especially the "quality" of individual uniqueness, and pay attention to behavioral aspects such as "performance" rather than just "concept" or "cognition". Therefore, teachers can make some changes in the evaluation of Chinese scores and the form of examinations. You don't have to close the exam, you can start the exam appropriately. The examination questions can be opened: tell a story, or perform a sketch, or write a social practice paper or product introduction book; You can take an oral test, or you can combine oral and written tests. Students' free choice is certain as long as they perform well. This will give full play to their multiple intellectual advantages.
Secondly, straighten out the relationship between learning and examination, examination and use, and establish a new evaluation system of Chinese examination in secondary vocational schools. For example, the examination for students majoring in kindergarten teachers can be divided into two parts: oral examination and written examination. The oral part can be tested separately in advance, and the content is pre-printed poems, nursery rhymes, fairy tales, stories or beautiful articles. The test is decided by the students themselves, the teacher will highlight the main points on the spot, and the rest of the students will participate as spectators. Another example is the composition in the examination paper of mechanical students, which can be required to write the mold processing program and write clear words. Students majoring in computer science may need to write an animated explanation for their composition questions. In short, the writing of Chinese test papers in secondary vocational schools should reflect the professional characteristics and the investigation of students' multiple intelligences, continuously improve the application ability of students' Chinese knowledge and skills, and stimulate students' enthusiasm for learning Chinese.
③ Humanization of evaluation scale.
No matter how bad their grades are, students are eager to get high marks, and they need teachers' affirmation and respect. All students who attend classes normally and do their best should be encouraged. Of course, there will definitely be some students sitting in the classroom just to pass the exam, without serious participation; Therefore, it is more important for teachers to use appropriate language at the right time to push them to exceed their expectations and make them make extra efforts to meet the challenges. Learning files are a collection of students' homework, which is managed by students themselves, including homework and composition, and can be used as a supplement to exams. As long as it is all completed, you can get extra points. For those students who have left their homework behind, they can get extra points as long as they make up at any time. This is more respectful to students than those who punish them for skipping homework. Through these practices, actively create conditions for every student to have a successful experience; The evaluation standard of success is the degree that you can achieve through your own efforts, so that students can feel the joy and success brought by facing difficulties, overcoming setbacks and overcoming themselves emotionally.