Study On Difference Chinese Teaching Of The Secondary Vocational Schools

With China’s rapid economic development, the highly iversified society urgently callsfor talents who are innovative and have the pioneering spirit. Nowadays, secondaryvocational schools have shouldered the responsibility of cultivating junior and middle-leveltechnicians. While the Chinese teaching in these schools, which is traditional andstandardized, can not help with the students’ individualized development and thus can notmeet the society’s demand for all-round talents. Under this circumstance, difference teachingemerges with features of trying best to find and respect students’ differences, fulfilling eachstudent’s learning need, providing individualized learning environment and model andimproving each student’s learning performance.Based on the view of difference teaching, this paper made an analysis on Chineseteaching in secondary vocational schools and put its focus on the fundamental needs ofstudents. By using questionnaires, the author of this paper has conducted a survey on Chineseteaching in Chengde Nursing Vocational College, analyzed the factors that restrict orinfluence Chinese teaching and put forward the individualized teaching methods in Chineseteaching.This thesis contains five parts:Part one is an introduction which includes the significance of study, literature review,research design, research methods and the innovation of the study.Part two is a brief overview on difference teaching of Chinese in secondary vocationalschools. Based on the previous studies, the author defined the concepts of “differenceteaching” and “difference teaching of Chinese in secondary vocational schools” andexplained the theoretical basis of difference teaching of Chinese which involvesconstructivism learning theory, humanism learning theory and multiple intelligence theory.Illustrations on the differences of individuals and groups, specialties, textbooks, and teachinglevels can be found in this paper.Part three includes the survey of current Chinese teaching situation in secondaryvocational schools and an in-depth analysis according to the survey. By taking ChengdeNursing Vocational College as an example, the author elaborated on how secondary vocational schools’ students learn Chinese, what are the students’ attitudes of this course andwhat are Chinese teachers’ opinions on current teaching situation, and based on which theauthor analyzed issues, like can difference teaching enhance the quality of teaching andimprove students’ learning abilities; do teachers have the motivation and ability inimplementing difference teaching; and what are the difficulties in conducting differenceteaching in courses?In part four, the author put forward the implementation strategies of difference teachingof Chinese in secondary vocational schools. The strategies include improving teachers’ abilityin carrying out difference teaching, promoting students’ individualized development based onthe students-orientation theory and by employing stratified teaching model.Part five is the conclusion of the thesis.