Discourse Analysis On The Application Of Case-based Teaching Method In Chinese Teaching In Secondary Vocational Schools

For a long time,Chinese teaching has not received due attention in vocational education.Many vocational educators believe that Chinese teaching has little relevance to students' career development;many Chinese teachers still use traditional subject education methods to teach Chinese to vocational students;and many students have little interest in Chinese learning.These circumstances lead to the embarrassing situation of Chinese teaching in vocational education.In order to change this situation,many schools have carried out multi-level reforms in vocational Chinese teaching,among which the reform of teaching methods is an important aspect.Using case teaching method to carry out Chinese teaching has also become one of the contents of these reforms in vocational education.As one of the main teaching methods in vocational education at present,the application and research of case teaching method in Chinese teaching of vocational education are quite limited.Throughout the limited literature on the application of case-based teaching method in Chinese teaching in secondary vocational education,we can generally feel that the application of case-based teaching method in Chinese teaching in secondary vocational education attaches more importance to the subjectivity of teachers,and seems to attach more importance to the preparation of teaching and the summary and evaluation after the completion of the main body of teaching;and connecting with other types of education and teaching,it seems that the characteristics of vocational education in this kind of teaching are not very prominent.In order to promote the application and research of case teaching method in Chinese teaching in secondary vocational schools,this study mainly uses discourse analysis to verify the subjectivity of teachers and students,the professional character in the application of casebased teaching method in Chinese teaching in secondary vocational education,normality of the teaching process for the application of case teaching method in Chinese teaching in secondary vocational schools and the degree of consistency between case teaching in Chinese teaching in secondary vocational education and other types of teaching in sequence.The final verification results are consistent with the above feelings.On this basis,we can draw the following main conclusions: the importance of teachers for teaching and research has been fully reflected in the literature,while the main role of students in teaching is still in a relatively minor position in the research on teaching;the implementation process of Chinese case teaching in secondary vocational education generally includes three key links of “preparation,implementation and summary and evaluation”,among which more attention has been paid to “preparation” link;the professional character of Chinese case teaching in secondary vocational education need to be highlighted,and need to be displayed in various aspects of teaching.In this study,the application of case teaching method in Chinese teaching in secondary vocational schools is studied by using artificial discourse analysis technology in text research,which breaks through the limitations of common content analysis method,broadens the research field of discourse analysis,and is conducive to the further development of case-based teaching method research.