Basic courses in secondary vocational school Rational Thinking Curriculum Reform

Paper Keywords: cultural foundation secondary vocational education teaching reform

Abstract: secondary vocational school curriculum program and implementation of teaching programs arranged a certain amount of cultural foundation courses, students learn this type of programs lack the necessary motivation and interest in this type of teaching teachers lack the necessary knowledge and confidence to change this situation, we must have clear cultural foundation courses value orientation, pragmatic structure innovative and effective teaching initiatives.

Secondary vocational and cultural foundation courses is still in a rather awkward position: on the one hand, the implementation of teaching programs and curriculum design arranged a certain amount of hours, depending on the cultural foundation courses for intermediate vocational technical personnel training process can not be missing, On the other hand, students' lack of knowledge of these courses, power is not strong, interest is not strong, teachers recognize the value of this type of programs is unclear, were not enthusiastic about teaching, classroom confidence weak, the result will inevitably lead to different quality of teaching satisfactory, then, how do we change this situation?

First, the cultural foundation courses have a clear value proposition

Currently, the value of cultural foundation courses positioning vague, generally considered to be the cultural foundation courses professional courses services, cultural foundation courses and professional courses must be effective docking, so the choice of content in the curriculum emphasizes the "useful, enough, practical" The basic principle I believe that cultural services basic courses for the professional courses of the blame, many professional foundation courses on culture has special requirements, such as: electronic professional require students to learn more knowledge of physics, Tourism Management requires students to learn more about the history of and geographical knowledge, but if we only will the value of cultural foundation courses targeted at service professional courses, is biased, this concept at least the existence of such problems: First, not all of the cultural foundation courses, especially culture of post-compulsory courses and professional courses are able to closely, like law courses, unless transformed it into a professional law, or to combine with professional learning is more difficult. Secondly, only emphasizes basic courses to courses services, with exist independently of the cultural significance of the status of foundation courses will therefore decay. Each course has its own curriculum qualities, values ​​and content systems, etc., are commonly known as the so-called "language lessons to surname 'language'", as if language classes do not name "language", it is not a language lesson. example, based on culinary professional language teaching, if the emphasis language courses for professional services, we can be able to alienation vocational language curriculum standards, content system dismembered, perhaps we can learn from Some ancient poems come out of some of the food culture, but this is bound to destroy the curriculum should be far-fetched mood and ecology, a departure from the original mission and curriculum goals, secularization course the original quality and taste.

Education starting point and the end point is education, vocational education should not be a professional or professional oriented education foundation courses and cultural values, in addition to having a service professional learning tool for students to better value, more students realize the function of personality perfection. In a sense, set the foundation courses vocational school culture is not the primary basis for professional services, but should be perfect personality needs of individual students, and cultural foundation course students basic cultural awareness, through long-term accumulation and gradually internalized in the heart, in order to achieve improved character, improve ideas, increase knowledge, develop thinking purpose, no matter how specialized education, we can not ignore the people's overall quality of the training, as Dewey pointed out, might be able to narrow vocational training cultivate dull, mechanical skills, but at the expense of human observation and compact agility, clever schemes intellectual capacity. fact, any manufacturer's products will be deeply marked imprint of personality, individual specialized capacity development must and the overall quality of development of the combination.

Cultural foundation courses students must also meet the lifelong learning needs of .1962 << UNESCO Recommendation concerning Technical and Vocational Education >>, 2002 << 21st century technology and vocational education and training - UNESCO and International Labor Organization and other international documents suggest >>, clarified the meaning of vocational education, vocational education not only for students to engage in an occupation, and effective preparation for employment, but also to prepare for lifelong learning. settings from other vocational schools and cultural foundation curriculum and high school curriculum similar way, we can easily understand that cultural foundation courses is actually general level of communication convergence point, point of contact for students to choose to provide career development possibilities, so we vocational education and culture in strengthening the independence of foundation courses at the same time, but also a clear understanding of the cultural foundation courses throughout the curriculum in secondary vocational school system in the base, compatibility, versatility status entry for students to meet the employment needs, career development, personal growth needs and the development needs of lifelong lay a solid foundation.

Second, the cultural foundation courses must be structured and pragmatic innovation

Throughout the foundation courses in secondary vocational school culture can be divided into tools, art and physical classes, class morality, psychology, professional preparation, etc., and in Division courses in secondary vocational school forms and shapes each grade segment, which is characterized Discipline is content-centric design courses, and in accordance with the independence of discipline, according to the correlation between different disciplines, according to a certain order of courses. Its biggest advantage is a strong "logical, systematic and simplicity." , which is conducive to student learning and consolidate knowledge, master system of scientific and cultural knowledge, but its drawback is obvious: Students learn time-consuming, lack of interest, curriculum content, teaching methods and vocational education programs directed, applied and professional correlation between knowledge and comprehensive requirements are far apart. It is from these questions, it carried out a series of many schools curriculum reform author believes that we might construct dimension from the course curriculum reform and innovation and cultural foundation. below to Secondary vocational language subjects as an example to elaborate.

Based on the Ministry of Education promulgated << >> secondary vocational school language curriculum proposed relevant teaching content and teaching requirements, we vocational school language courses can be divided into academic foundation, professional development, comprehensive practical course of three modules, and these module curriculum is divided into segments in the corresponding grades for example, a three-year vocational high school language courses were opened five semesters, the first to third semester modules mainly for teaching basic subjects, mainly for the fourth semester teaching professional development module, the first five semester modules integrated practice teaching.

Academic foundation module This module is designed to follow the preparation of curriculum ideas, highlighting the systematic academic knowledge and integrity necessary to develop students 'language literacy as the core, in order to improve students' language proficiency as the theme, students focus reading, writing and oral communication skills, as well as the formation of comprehensive vocational ability to continue learning lay the foundation of this module is the professional public courses consists of several units, each unit comprising heard, reading and writing three parts, and in accordance with calls for capacity grading, layer by layer progressive. This module teaching basic language subjects prominent attributes and core tasks.

Professional development module This module should be designed to reflect the task-driven curriculum development thinking from the perspective of professional courses, career-oriented, designed a number of "reading and enjoy", "expression and communication," the learning tasks, the effective realization of cultural foundation courses and professional courses in communication and contact, and strengthen students practicing skills course belongs to the module-based curriculum development and implementation aspects, language teachers and professional teachers jointly prepared lesson plans, students have a strong autonomy and selectivity, highlighting language Specialized services for the purpose of discipline, for example, secretarial Majors document writing courses, business writing courses Majors business documents and so on.

Comprehensive Practice modules in secondary vocational school language syllabus << >> listed courses in three modules are presented comprehensive practical activities submodules requirements in the language curriculum reform, it is time to focus on the fifth semester Comprehensive Practice module for language courses. Comprehensive Practice Courses Compliance Program curriculum modules, high school research study design philosophy, emphasizing the integrity of knowledge, application and inquiry, on the one hand focus on subject knowledge in vocational stage of the integrated use of language, the other hand, focus on professional learning and the organic integration of language subjects, emphasizing practical knowledge in the use of knowledge to comprehend and master the basic ideas and methods courses to improve academic literacy. During this module curriculum development should proceed from the relevant Occupational actual needs, design research, select activities, career simulation scenarios in activities to improve language proficiency and vocational ability, and enhance the sense of cooperation and teamwork, such as: Cooking professional language integrated practice modules, allowing students to engage << Southern Yellow seafood diet Nantong City Cultural Studies >> << characteristics of food and beverage outlets name >> and other topics.

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Third, the cultural foundation courses have a valid teaching initiatives

Foundation courses in vocational school culture largely "bodiless" in high school, and presented in a way the curriculum, the curriculum implementation, we usually followed the ordinary high school class system some basic practices, such as "teachers on - Students listen to the teacher demonstration - students to observe, students imitate - instructor, students practice - teacher evaluation "of the" four stages of teaching. "This curriculum implementation strategy has many reasonable, but also by most of the cultural basic course teachers employed, but its disadvantages are also many: that in the teaching process neglect learning initiative, teachers and students interactive teaching invasive nature, coupled with the basis of poor students, no interest on the knowledge even lead some students give up some of the courses of study based on cultural foundation course structure innovative thinking, our cultural foundation courses in the teaching process, there must be some effective teaching initiatives.

Teaching philosophy levels: teaching methods, learning to change the way its profound meaning and value in a manner not in itself, but rather the meaning behind the transformation of the mode and value the support pattern, leading the final analysis, curriculum reform concept of education and teaching philosophy. vocational school culture based teaching effective implementation, we must establish some of the following ideas: (a concern learning situation would be learning situation as a teaching basis, curriculum resource selection close contact with students in real life, emotional world and his career, and only from the learning situation Departure organization of teaching in order to make teaching and learning activities to obtain tangible results. (2 Required enough. reasonable choice of teaching content, not one-sided pursuit of integrity courses from the curriculum of the basic ideas, basic methods of departure, and strengthen the application of knowledge. (3 sub-requirements in secondary vocational school is divided into three time periods, respectively, a "disciplinary base module", "professional development module," "Comprehensive Practice Module" teaching, each different curriculum design, teaching methods are not same, these three stages gradually showing cultural foundation courses toward a single integrated knowledge, theory to practice trends, teaching activities also tend to be action by the disciplinary system architecture.

Implementation of the strategic level: basic course in cultural learning process, students learn the root of the lack of participation in the body, mainly because of the learning task is not clear, experience is not sufficient reserves, course background do not understand, learning system is not perfect and we therefore should adopt some of the following Teaching Strategies: First question Guiding Strategies would issue identification and problem solving as the basic elements of classroom teaching, problem navigation ensure the smooth progress of the teaching process, such as teachers from teaching objective, creation of problem situations, co-creation with students , refining classroom primary problem, the whole class teaching around the main issues in order to successfully answer the main question, the teacher can also design a series of sub-problems, so that students in one solution to the problem of access to knowledge, forming ability, training interests, to achieve teaching objectives. problem Guiding Strategies base module is mainly used in the teaching discipline among second is case analysis strategies in the teaching process, in order to render a written case analysis of the case as an object, teachers and students should work together participate in case analysis, discussion, evaluation, seek countermeasures. Through case studies, to improve students' analytical skills, decision-making ability. case teaching fresh, vivid, changing the traditional teaching mode, abstract, rigid state of knowledge, reduce learning difficulty, flexibility to help students apply the knowledge to practical situations related to the same time, the students analyze the case in evaluation also can cultivate the spirit of reflection, to mobilize students to actively participate in classroom teaching enthusiasm. Case analysis strategy is mainly used in professional development module Teaching Third, task-driven strategy to learning content into a variety of tasks designed to enable students to complete the task through group cooperation to learn. emphasize the social nature of learning as well as teachers and students to promote individual learning plays an important role. task-driven strategy emphasizes Students around the theme of mission preparation, analysis, discussion, mobilize the initiative of students, students identify problems, analyze problems, collaborative problem-solving abilities. task-driven strategy is mainly used in integrated practice teaching module. Moreover, in teaching , we can also take the role-playing strategy, project teaching strategies.

Curriculum evaluation levels: cultural foundation Curriculum Assessment reform did not lead to greater attention in fact, teaching evaluation in a way affect the students' learning attitude, learning this end, the cultural foundation curriculum evaluation reform, should adhere to the "both concerned with the results, but also concerned about the process, both concerned with the evaluation of identity, but also concern trait evaluation, both concerned with summative assessment, but also concerned about the development of evaluation" principle, in order to evaluate stimulate students' interest in learning, and promote student development. specific conduct attempts at reform in three areas: First, the examination content reform. According to the division level of knowledge, emphasizing mastery of basic knowledge and reduce to reproduce the book knowledge-based exam content, to strengthen the students' understanding of knowledge, especially comprehensive and creative application of knowledge capacity assessment. two assessment methods is the reform of changing the past a single written test methods were used to test the experimental stage operation combining the characteristics of such compliance test methods courses in the comprehensive practice module links to learn the group as a unit to the students scoring enhance students sense of cooperation, so that every examination to truly become important to further deepen the learning teaching. three forms of the reform is to be assessed. become disposable, summative examinations for studying the whole process of appraisal, to strengthen the assessment of the students usually learn and supervision, and usually results in an increase in the proportion of the total score, so that is conducive curriculum goals in stages, to achieve the examination content, form and Grading unity, students' learning process and learning outcomes unity, students learn unity of knowledge and capacity development.


[1] Jiang Dayuan. Vocational Education Research New Theory [M]. Beijing: Education Science Press, 2007
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