The Problems And Strategies Of Chinese In Higher Vocational Colleges In The View Of Cultural Quality Education

College Chinese in high vocational-technical schools is the core of public basic course in Cultural Quality Education, which directly affects on cultural attainment, aesthetic taste, moral character and innovation spirit of Cultural Quality Education. However, the effect of Cultural Quality Education in Chinese in high vocational colleges is very poor. And the correlational research is few in number.Firstly, the author adopts literature research to collect a number of relevant documents and analysis the subject systematically in this study. Give a definition of Cultural Quality Education and Chinese in high vocational-technical colleges in Chapter Two. Then the author takes one Radio and TV University in Chengdu as the studying object and combines questionnaire survey method with case analytic method to proceed with the present conditions in Chapter Three.Secondly, the author specifically explains the problems of Cultural Quality Education in Chinese in higher vocational colleges in Chapter Four: ⑴Chinese has vague localization and marginalized status in Cultural Quality Education; ⑵The goal orientation of Chinese values knowledge and instrumentality over capability and humanity; and lacks of aesthetics, morality and innovation in Cultural Quality Education; ⑶ The curriculum setting of Chinese goes from obligatory course to selected course; it also has low proportion of course, class hour and academic credit; the curriculum materials is too multifarious and content is without characteristic of high vocational education, which also values ancient over contemporary; ⑷The teaching model of Chinese still centers around the teachers; the teaching method of Chinese still is based on traditional lecture; the teaching media of Chinese mainly shows word and outline; ⑸The test-and-evaluate system of Chinese has too much knowledge and lacks of nonintellectual factor; and it mostly used one-shot test which lacks of accuracy; and its traditional teacher appraisal system is neither complete nor scientific.Finally, according to the above problems, the author proposes some coping strategies of how to improve Cultural Quality Education in Chinese in higher vocational colleges in Chapter Five: ⑴The educational ideas of Chinese should be based on humanistic quality; and become the basic humanities curricula and mainly teaching approach in Cultural Quality Education; ⑵The goal orientation of Chinese should pay attention to the unification of knowledge and capability, instrumentality and humanity; also the integration of aesthetics, morality and innovation; ⑶The curriculum setting of Chinese should follow this three rules: laying equal stress on nationality and humanity, tradition and modernity, fundamentality and applicability; also accomplish a modularization and professionalization; ⑷ The teaching model of Chinese should develop varied teaching models, such as setting up a project-based learning which can fan out from a point to an area, or a situational teaching which combining emotion with scenery by using multimedia, or an opening teaching which combining the formal classroom with the second classroom; ⑸The test-and-evaluate system of Chinese should attach importance to the comprehensiveness of contents, the diversification of the measures and the plurality of assessors.On the theoretical research, the article further enriches and improves the theoretical system of Cultural Quality Education in Chinese in higher vocational college. In practice, the self-designed questionnaire also can be used on testing the effect of Cultural Quality Education in Chinese in the other high vocational-technical colleges. Meanwhile, the relatively comprehensive strategies of how to improve Cultural Quality Education in Chinese provide some suggestions and enlightenments for the others.