Research On The Development And Utilization Of Chinese Reading Curriculum Resources In Gardening Major Of Secondary Vocational School

According to the work out plan on speeding up the development of modern vocational education released by the central government in the year of 2014, we can see that in China great emphasis has been placed on the building of a better vocational education system. The whole training mode in vocational education is based on the principle of "Service and Employment Oriented" and "Theory+ Professional Skills". In consideration of the lack of theory instruction in the present vocational education, it is a good time to make change.As a traditional basic subjects, Chinese teaching has its own unique discipline characteristics, namely instrumentality and humanity. After the new "Chinese teaching syllabus of secondary vocational schools" is issued, the compilation level of Chinese teaching materials is also rising, from the original simple volumes including only a single module of reading and writing, to three modules "basic module", "occupation module", and "expansion module". Three modules connect to and supplement each other. The three-grade teaching purposes of knowledge-ability-quality training closely associate the student’s ability with quality training. Every unit from each module also contains three teaching sections -- "reading and appreciation", "expression and communication" "Chinese comprehensive practice", which involve listening, speaking, reading, writing, communication practice, and which are equipped with various teaching contents. Despite this, a single Chinese textbook within limited reading resources, cannot meet the needs of secondary vocational students. In addition, Gardening is only a minor branch in science and engineering disciplines, and corresponding Chinese reading resources are also in a small scale. Therefore, it is imminent to explore suitable Chinese reading resources for secondary vocational students majoring in Gardening.With the investigation of the access to the Chinese curriculum in Guilin Forestry School in Guangxi Zhuang Autonomous Region, the paper compared the outlines, contents and writing systems of previous textbooks from the 3 publishers. It has found some disadvantages in terms of utilization and put forward suggestions on Chinese Curriculum Development in Landscape specialty of secondary vocational schools. Different from the routine style-based writing system, during this time, it is developed on the 4 elements of classical Chinese landscapes in accordance with the teaching requirements. It has formed the Reading of Chinese Classical Garden Literature (hereinafter referred to as the "reading"), used as the supplementary materials for the teaching of Chinese and Gardening specialty. Following the 4 elements of gardening landscape as mountain, water, building and plants, the reading can be divided into 4 units. Firstly, it is on the beauty of mountains and rocks, then on the water, later the building and lastly the plants. Oriented with the gardening teaching principles, the reading is written in modules considering the classification of ancient Chinese poetry, providing good supplements to the teaching of both Chinese and Gardening specialty. Given the access to the course for the whole Guilin Forestry School, teachers and students give credit to its targeted contents and easy operation, which has provided an important role in promoting the teaching of Chinese and Gardening.This curriculum development of Chinese Reading for Gardening specialty sets an example that the Chinese reading course can serve for the specialty. The newly-found methods and solutions have laid a foundation for raising the teaching of Chinese course in secondary vocational schools.