Research On The Comprehensive Practical Teaching Strategy Of Secondary Vocational Chinese Based On The Core Literacy Of Chinese

In 2009,the "Syllabus for Chinese Languages in Secondary Vocational Schools"promulgated by the Ministry of Education unprecedentedly,which set up the "Chinese Comprehensive Practice Activities" in the Chinese Curriculum for Secondary Vocational Education(which was renamed "Chinese Comprehensive Practice" in the "Secondary Vocational School Chinese Curriculum Standards(exposure draft)",issued by the Ministry of Education in Jan 1,2019.),meanwhile,it is one of the three major contents of the Chinese curriculum with the advantage of solving the problems of Chinese curriculum,including rare-achievement,learning-practice disconnection,and low-efficiency,existed in teaching procedure.However,up to now,some teachers still have a vague understanding of the comprehensive practice of Chinese,lack of implementation ability,and the quality of activities is not efficient.It is difficult to realize the educational and teaching value of comprehensive Chinese practice,and it is also difficult to solve the problems existing in Chinese teaching in secondary vocational schools.Under this circumstance,the "Secondary Vocational School Chinese Curriculum Standards(exposure draft)" combines the educational goals and language ability of secondary vocational students,and re-presents the core literacy connotation of the Chinese language from the four levels of language,thinking,aesthetics and culture.It enriches the connotation and characteristics of the comprehensive practice of Chinese language in the secondary vocational school,and can better standardize and lead the development of comprehensive Chinese language practice.This paper starts from the two dimensions of theory and practice,with the angles of macro and micro,aiming to explore how to design comprehensive language practice under the background of core literacy and "special topic"teaching,so as to better realize the educational teaching functions and tasks of Chinese curriculum.This article is mainly composed of the following parts:The first part,the introduction.The background and value of this paper are put forward.The research results of core literacy,core literacy of Chinese language subject,and comprehensive practice of Chinese language are summarized,and the problems to be further studied are pointed out.The research methods mainly used in this paper are explained.The second part,the related concepts and theoretical basis.It defines the connotation of related concepts;analyzes the characteristics and connotation of Chinese comprehensive practice based on the core literacy of Chinese subject,and finds the theoretical basis and practical basis for teaching.The third part is the status quo,problems and causes of the comprehensive practice of Chinese in secondary vocational schools.By investigating Chinese comprehensive practice improvement of Jiangsu secondary vocational school,it summarizes the status quo from the cognitive level,implementation level and benefit level,and analyzes the problems and reasons in the process of comprehensive practice of Chinese language.The fourth part is based on the core literacy of the Chinese language subject.Under the perspective of the core literacy of the Chinese language subject,we explore how to design and innovate and practice the "double-mainline,four-step" language comprehensive practice teaching design reform with the help of refining the education-oriented,translating into the path of intelligence and context embedding.The "Double Mainline" activity structure strategy is to develop students' language and writing skills and rich students' humanities as the main line,and integrate the development of language,thinking,aesthetics and culture.The "four-step" activity process strategy revolves around the topical learning,establishing a clear target of activities;integrating curriculum resources,designing specific and distinctive activities;optimizing implementation strategies,planning activity processes based on student learning;and refining activity evaluation goals,Four aspects of the design of a comprehensive activity evaluation program are elaborated.The fifth part is based on the core literacy of the Chinese language subject.Based on each of the teaching topics in the basic module and the occupational module,two teaching design cases were written and evaluated.