Chinese Language Teaching Methods Used In Vocational Exploration

In vocational schools, particularly in those specialized in technologies, teaching Chinese language is usually a challenge. For instance, in the school where the author works, Chinese language teaching and teachers tends to face a marginal situation. The works or studies associated with Chinese language teaching and learning are at the very initial stage. Firstly, what is vocational education? There is no unified understanding or explanation, neither in books or dictionaries at home or abroad. Therefore, theoretical research on vocational education is an urgent task. And the ultimate goal of current Chinese language education in vocational schools is "to effectively implement professionally-qualified education to students". That is to say, to develop students to obtain abilities of independent learning.However, in the current vocational education, we are lack of systematical and practical explanations on Chinese language teaching and learning. Curriculum arrangement is not reasonable enough to well demonstrate teacher’s subjective initiatives. Teaching methods and ideas are relatively old, backward, and can’t satisfy the development of vocational educations. And the methods for academic evaluation are old, and cannot match the characteristics of vocational educations, either.To attract students to love learning, and obtain supports from schools and parents in Chinese language teaching and learning, the key is how Chinese language teachers teach the language courses! According to students’characteristics and the author’s language teaching practices, I think that Chinese language teaching is about "use", namely the language education of pragmatic teaching method (pattern)!Pragmatics is a subject of "research on the language users’abilities to combine properly linguistic contexts and environment". It is a study of how to understand and use languages in different environments. That is to say, all factors related to the users are objects of pragmatic research. Pragmatics is the foundation of Chinese teaching functions. In its process of teaching, teachers should pay attention to linguistic context, especially the big context influencing students.Teachers should realize that the textbook is an important resource for students to acquire linguistic contexts through their communication with textbooks. Teachers should pay attention to developing students’ good pragmatic habits in daily communication and training the students’ pragmatic competence.Therefore, pragmatic teaching method has the following characteristics:language is a activity about speaking; it should improve and develop the student’s ability of basic words as the starting point;"Experience" and "practice" are the two strategies; Pay attention to "drive contents by language"; assessment method should be flexible by integrating "instrumental" and "humanism". The teacher can use the following strategies:in training students’language abilities, paying attention to developing students’understanding of the relationship between "word" and "meaning", strengthening students’practice and experience, offering divergent guidance, skills training, comprehensive practice and ability improvement and combining real life with language skill mastering.Pragmatic teaching has its unique nature. It is no longer like the traditional teaching mode focusing on knowledge learning of the texts. It focuses on the development of students’language abilities. Its teaching method is no longer the boring "cramming education" of traditional teaching mode, by adopting methods to enable students to learn and master language through activities. Chinese language classes are no longer "sleeping time" for students. Writing composition is no longer the "death warrant" for students. Students learn and develop their language skills and abilities quietly and naturally in a relaxing and enjoyable atmosphere!...