Research On The Curriculum Setting Of Secondary Vocational Education In Schools For The Deaf

The curriculum design of secondary vocational education for the disabled is an important part of the reform of vocational education and the development of vocational education for the disabled in China.It is also an important link in the theoretical research and practical exploration of the construction of modern vocational education system.Hearing-impaired students have more employment ability in the disabled group.Deaf school is the main position of secondary vocational education for hearing-impaired students,and cooking major is the traditional major of secondary vocational education in most deaf schools.Under the background of secondary vocational education for the disabled,reasonable curriculum design plays a fundamental and key role in training and improving the vocational skills of hearing-impaired students,meeting their integration into society and participating in social life fully and fairly.At the same time,it plays a positive role in realizing the goal of secondary vocational education in deaf schools,improving the quality of secondary vocational education personnel training in deaf schools,and adapting to the development of economic and social industries in order to meet the needs of high-quality skilled personnel.At present,the work of secondary vocational education in deaf schools has made some progress,but the quality of culinary talents training is not optimistic.There are many problems,such as weak job adaptability,poor interpersonal communication ability and lack of comprehensive professional ability.The reason is that there are some problems in the curriculum of secondary vocational education in deaf schools,which lead to the disjunction between professional knowledge of deaf students and the needs of enterprises.It is difficult to adapt quickly to the working position and working environment,and to achieve the goal of training high-quality workers and skilled talents in secondary vocational schools for the deaf.Therefore,it is of great practical significance to study the curriculum of secondary vocational education in deaf schools.In view of this,this study will use the case study method to explore the curriculum of secondary vocational education in deaf schools.In this study,case study method is used to select L school,which is in the leading position in secondary vocational education in deaf schools,has rich practical experience and can provide a lot of information for the study.Through interviews with managers,teachers,students and graduates of Vocational colleges,supplemented by non-participatory observation and physical analysis,it is found that there are some problems in the curriculum design of secondary vocational education in L school,such as ambiguous orientation of curriculum objectives,lack of objective basis for the setting of class hours,standardization of curriculum sequence,and single way of curriculum realization.In view of the above problems,the curriculum design of secondary vocational education in L school should clarify the curriculum objectives,balance the class hours,optimize the curriculum settings,and diversify the ways of curriculum implementation,and reconstruct the curriculum settings of Culinary Specialty in L school so as to give full play to the advantages of secondary vocational education cuirriculum settings,improve the quality of secondary vocational education in L school,and help students achieve good career development.At the same time,it can provide reference for the curriculum design of secondary vocational education in other schools for the deaf.