The Combination Of Comprehensive Practical Activities And Practical Teaching Of Secondary Vocational Schools

In 2009, after the publishment of "Chinese teaching syllabus in vocational school", the concept of "Comprehensive practice" formally enters into Chinese teaching in vocational schools. With the transformation of vocational education teaching ideas, vocational school Chinese teaching emphasizes more and more on its practical and instrumental. This research will combine practical activities used in vocational practical to discuss how to streamline teaching content, improve teaching efficiency within limited time to help the students to gain benefits; at the same time blend of interactive use of four experimental methods: task-driven method, task teaching method, Group Cooperation Act and Circumstantial Teaching. Finally, the survey and the results of this research will validate "the teaching effective of comprehensive practical activities" and provide a valuable reference for the reform of vocational practical teaching.The practice has proved that the contest of poetry reading--- the form of comprehensive practical activities, which is basis from the students' learning characteristics and future-oriented occupations of professional business secretary students, use activity-context, driven by competition to use task teaching method, situational teaching method and Group Cooperation Act, which allows the students to grow in the exchange exhibition, to make progress in the evaluation summary, to achieve effective unity of knowledge, ability and emotion of the three-dimensional teaching objectives, providing a feasible way for curriculum reform in vocational practical teaching.However, the problems that arise in practice also bring thought-provoking: How much value does it have comparing to the time and energy provided by the students and teachers? Though this comprehensive practice is effective, it still has a lot of shortages. In the author's opinion, this comprehensive practice needs a long period of time, but it is very difficult to control the quantity and quality. What's more, it is difficult to reflect the guideline and position of comprehensive practice from the ‘New Outline'. Meanwhile, the teachers almost participate during the whole process, the reflection of searching information and the new problems form self generation is very limited. There is still a limited for this kind of comprehensive practice setting inside the school; its extension and expanding are also very limited.The author believes that for the needs of their majors and employment of vocational school students, the real shortage is that the true sense of "Comprehensive Practical Activities", to study the "Comprehensive Practice" as a separate course or an independent form of comprehensive study, or combine with their internship, students can gain more, grow faster; and not depend on the Chinese subject, which will be restricted by its teaching materials and teaching contents, influenced by the students' knowledge level and the time of the class, venues, events constraints, and finally becomes a simply Chinese lesson.