A Study Of Secondary Vocational Students' Chinese Classroom Participation In Learning Experience

The Ministry of Education issued "the secondary vocational school language curriculum standards(2020 edition)" explicitly pointed out that the secondary vocational school students from all departments of Chinese course is a compulsory public foundation course,it’s the key to train students to master basic knowledge and basic skills,and lay a good foundation for students to learn professional knowledge and master the skills.However,there are still many secondary vocational schools only given their priority to professional class,and ignore the importance of Chinese class teaching,lead the compulsory course of Chinese to a subsidiary subject,the teaching arrangement and the curriculum is not perfect in Chinese class,as the lack of regular professional training for Chinese teacher,there are still many remaining issues in the procession of implement in Chinese teaching.Most teachers still follow the traditional mode in Chinese teaching,which is no longer suitable for the learning characteristics of students in modern secondary vocational schools,as a result,it is difficult for students to get involved in the deep learning of Chinese.With the weak sense of participation in Chinese class,students cannot get a good learning experience in class in time,and the lack of guidance in Chinese learning made them even feel that Chinese learning is meaningless.Good learning experience is inseparable from students’ classroom participation,which also plays a positive role in teachers’ teaching and students’ learning.To improve the the embarrassing cognitive of secondary vocational school students in learning Chinese fundamentally,to accept and recognize the valuation in learning Chinese,let the language gain a foothold and back to the horizons in vocational schools teacher and student and set up the importance of Chinese learning conception fundamentally,the highest priority is to find out the origination of this situation and put forward the corresponding solution strategy.In order to dig deep into the essential reasons influencing the Chinese class participation of secondary vocational school students,this study starts from the perspective of students and adopts the method of combining observation with interview on class X of A secondary vocational school to reveal the different class participation learning experiences obtained by students.First:Based on the thinking of the study on the current situation of Chinese classroom in secondary vocational schools as the introduction of this study,on the basis of the domestic and foreign experts in the field of the research status and related results of the comb,according to the focus of the study and the actual situation,to determine the specific research methods and ideas.Second:This paper carries out A tracking survey on the Chinese classroom participation of students in class X of A secondary vocational school.Based on the observation of the current situation of the Chinese class and the interview with the students,we can preliminarily understand some students’ study perplexities and doubts in the Chinese classroom.Then:the secondary vocational school Chinese classroom dilemma causes for analysis,The author interviews different students from different perspectives,it is concluded that the factors influencing students’ classroom participation in learning experience are classified and analyzed,and it is concluded that the most important factors influencing students’active participation in Chinese classroom learning in class X are teachers,students themselves and learning style.At last:strategies to promote deep learning in Chinese classroom,Different teaching methods and implementation strategies are adopted for the students in class X.According to different teaching contents,the Chinese teacher implemented action-oriented teaching,MES teaching mode and project-based curriculum teaching and program for class X students,communicated with students immediately,and improved teaching methods,thus promoting students’in-depth participation in class and generation of active learning experience.