Rethinking About The Function Of Chinese Curriculum In Secondary Vocational Schools

With a fundamental building of modern vocational education system framework, increasingly accelerated of the pace of convergence between secondary and higher vocational education, "new normal", proportion of graduates increased, school entrance channels broaden, gradually formed. "New normal" which is under the new vocational education background put forwards new demands on Chinese curriculum in secondary vocational schools. However, "function of Chinese curriculum" has no clear explanation in the new syllabus; academia on the issue has been debated. This state is not help to promote the reform and development of Chinese courses under the new situation.Therefore, the thesis, which takes the present research of "Chinese curriculum function" as a starting point, and takes comparison --investigation--impact factor analysis --recommendation --summarized reflection as research ideas, ponders the essential meaning of Chinese courses and explores the functional orientation of Chinese courses in secondary vocational education by the use of reasonable and effective research methods. It aimed at providing new context and reference for Chinese Curriculum reform. The paper is divided into five chapters, as follows:The first chapter is a introduction. It describes the background and significance; defines the concept and related topics; combs the relevant reference and existing research, and further defines the research objectives, contents and methods.The second chapter is comparative study on functions of Chinese curriculum between secondary vocational school and ordinary high school. By comparing to " Chinese curriculum syllabus of secondary vocational school" and "Chinese curriculum standard of ordinary high school", the essay re-examines the functional orientation for Chinese course of the secondary vocational Schools:It is not reflect the difference obviously and can not highlight the particularity and the characteristics of Chinese curriculum in the secondary vocational schools. It considers that necessary to reflect the functional orientation of Chinese curriculum.The third chapter is the research analysis about functional orientation of Chinese curriculum in secondary vocational school. Through questionnaires and interview, the author learns students’ study habits and learning needs; status of teachers and self-reflection; overall considerations and unique perspective of experts as well as employment experience and capacity needs expert of society. It proposes Chinese course take Language abilities as the center from realistic dimension and its mission is to cultivate verbal ability and cultural accomplishment.The fourth chapter is theoretical study on functional orientation of Chinese curriculum in secondary vocational school. The chapter conducts theoretical analysis from the three factors related to function of Chinese curriculum: characteristics and laws of Chinese curriculum own are inherent constraints; social demands on secondary vocational students’ language ability are the foothold; status and needs of students are starting point. It describes Language ability referring to speech ability and the function of Chinese course in secondary vocational school is to cultivate students’ Speech ability and cultural enrichment.The fifth chapter is about recommendations of the curriculum based on conclusions. This chapter further explains rethinking conclusions for the function of Chinese curriculum in secondary vocational school, interprets the feasibility of curriculum reform and curriculum Structure recommendations.