Research On The System Obstacles And Improvement Of The Implementation Of Humanities Courses In Secondary Vocational Schools

With the transformation and upgrading of China's economic development,higher requirements have been placed on the cultivation of vocational education.In order to promote the "Belt and Road" construction and the "Made in China 2025" plan,China urgently needs a group of highly qualified and comprehensive skilled talents.This is both a challenge and an opportunity for secondary vocational and technical education.China's secondary vocational education is bound by "technical theories" and"utilitarianism" ideology for a long time.The lack of humanistic education has led to the deviation of students' willpower quality,humanistic spirit,emotional attitude,and values,which is not conducive to the overall development of students.Profound and complex changes are taking place in the present world.With the advent of the artificial intelligence age,some simple and repetitive jobs will be eventually replaced.To develop students' ability to adapt to the changes in society,secondary vocational and technical schools should implement the "full-person"education concept and strengthen the humanistic education,through which it can improve students' career change ability and overall quality.The core'.of humanistic education is the implementation of humanistic curriculum.The effect of humanistic curriculum implementation will directly affect the cultivation of students' humanistic qualities.To promote the implementation of humanistic curriculum,secondary vocational schools must regulate and improve the humanistic curriculum through system construction.Based on the study of a great deal of literature,this research confirmed the connotation of the humanistic curriculum implementation system,and according to the current situation of humanistic curriculum implementation in China,the meaning has been divided into three dimensions,namely the humanistic curriculum development system,the humanistic curriculum using system and the humanistic curriculum evaluation system.Based on this,the basic framework of the research was established,and the contents of the questionnaire survey and interviews were designed.Through field survey on X and Y schools which are two national key secondary vocational schools in Baoji City,the paper analyzes the performances and the obstacles of humanistic curriculum implementation system in secondary vocational schools.To deal with these problems,this paper draws lessons from the implementation of the humanistic curriculum in foreign countries and put forward some suggestions for improving the implementation of the humanistic curriculum in secondary vocational schools in China.This research is based on the Marx's theory of "man's all-round development".Through questionnaires and interviews investigation,it has obtained many detailed first-hand information which provided strong evidence for the research.This paper is mainly divided into the following sections:Chapter one:Introduction.This chapter mainly discusses the significance of research,domestic and foreign literature review,research ideas,research methods,research innovation and inadequacies and the definition of related concepts.Chapter two:Performance of the obstacles to humanistic curriculum implementation system in secondary vocational schools.The main research methods used in this chapter are the questionnaire survey and interviews.After conducting field surveys on X and Y schools which are the national key secondary vocational schools in Baoji City,and analyzing the research survey data,this chapter summarizes the obstacles to the implementation of the humanistic curriculum implementation system and its performance,with in-depth description and analysis.Obstacles to the implementation of the humanistic curriculum are reflected in the demand system for developers' enrichment,the demand system for increased funding,the demand system for the completeness of equipment resources,the demand system for standardized organization and management,the demand system for the richness of curriculum selection standards,and teacher education.Capacity-enhancement demand system,demand system with diversified teaching methods,demand system for strengthening curriculum use incentives,strict demand system for curriculum use norms,demand system for evaluation organization specialization,demand system for evaluation content comprehensiveness,and full evaluation results Use demand system.Chapter three:Problems caused by the obstacles to the implementation of the humanistic curriculum in secondary vocational schools.Mainly based on the analysis of student questionnaires,combined with teacher questionnaires and interviews,this chapter finds some problems arising from the obstacles to humanistic curriculum implementation system in secondary vocational schools as follows.The system of curriculum developers needs to be improved,the funding for curriculum development is insufficient,the level of curriculum development and management organization is low,the lack of flexibility in the course selection system,the quality of humanities teacher is weak,the incentive System of curriculum using is unclear,the curriculum evaluation organization and management system is chaotic,the curriculum content evaluation system is uncompleted,and the use of curriculum evaluation results is in low benefit.Chapter four:Reasons for the obstacles to the humanistic curriculum implementation system in secondary vocational schools.Based on a comprehensive understanding of the performance and problems of barriers to the humanistic curriculum implementation system in secondary vocational schools,this chapter conducts deep analysis from the macro level of the country and society to the micro level of schools,teachers and students,and finally came up with reasons for the obstacles to the humanistic curriculum implementation system.The reasons as follows:the developer system needs to be improved,the lack of curriculum development funding guarantee system,the non-standardized curriculum development management system,the lack of flexibility in the curriculum selection system,the weak curriculum teacher use system,the unclear curriculum use incentive system,the chaos of the curriculum evaluation organization management system,and the uncomprehensive curriculum evaluation system,and the low effect of results of the system of curriculum evaluation.Chapter five:Improvement strategy of the humanistic curriculum implementation system in secondary vocational schools.Combining with the collected survey data,experts' suggestions,and outstanding cases of the humanities curriculum implementation system in secondary vocational schools abroad,this chapter proposes some improvement strategies.Such as,to increase investment in the humanistic curriculum,to build a humanistic curriculum development and management system,to strengthen the sharing system of regional humanistic curriculum resources,to establish the access system for humanistic teachers in secondary vocational schools,to build a high-quality humanities teacher faculty,to strengthen the incentive System of humanistic curriculum using,to construct student-oriented evaluation criteria for the humanistic curriculum,to establish multiple evaluation subjects and evaluation methods,to construct evaluation feedback and reward and punishment mechanism,etc.Trying to provide a new perspective of improving the humanistic curriculum implementation system in secondary vocational schools in China,and continuously promote the reform and development of humanistic curriculum,to achieve the purpose of improving the humanistic quality of secondary vocational students.