Study On The Optimization Of Classroom Time Management Of Chinese Teachers In Secondary Vocational Schools

Time is the basis of educational activities.In the educational activities carried out by schools,the efficiency of classroom time utilization is positively related to the quality of students' training.The establishment of secondary vocational education is an important foundation for the popularization of high school education and the construction of vocational education system with Chinese characteristics.The courses offered include cultural courses and professional skills courses.Among them,Chinese course is an important part of cultural courses,which plays a fundamental and instrumental role in secondary vocational education.It not only has the function of inheriting culture,but also cultivates for vocational education a group of high-quality skilled talents.It is found that the marginalization of Chinese curriculum in secondary vocational schools is universal.From the school leadership to the teachers and even students,the attitude towards Chinese classroom is loose,and the problem of classroom time management is prominent.Effective classroom time management is the fundamental to ensure the efficiency of Chinese classroom time utilization in secondary vocational schools,and also the key to improve the quality of Vocational and technical personnel.Therefore,the effective management of Chinese classroom time is an effective guarantee for the quality of secondaryvocational education.Chinese teachers in secondary vocational school are the actual managers of classroom time.Teachers' time concept and time management ability will directly affect the efficiency of classroom time,and then affect the quality of training students in secondary vocational school.Therefore,from the perspective of classroom time management,this study investigates the current situation and existing problems of Chinese teachers in secondary vocational schools,puts forward targeted optimization strategies,in order to stimulate the awareness of classroom time management of Chinese teachers in secondary vocational schools,strengthen their ability of classroom time management,change the inherent object thinking,and avoid the separation of time management awareness and time management behavior.At the same time,the research group focuses on the Chinese teachers in secondary vocational school.It is more targeted to put forward the optimization path from the perspective of disciplines and learning stages.In the limited classroom time,the training quality for secondary vocational students also brings infinite possibilities for teachers' own professional development.Based on the theory of time phenomenology,this study investigates the current situation of Chinese teachers' awareness and behavior of time management in the classroom by comprehensive investigation,case analysis and classroom observation,and makes descriptive analysis and case analysis of the data.It is found that there are some problems in theclassroom time management of Chinese teachers in secondary vocational schools,such as the collapse of consciousness,that is,the cognitive deviation of teachers' classroom time management;the collapse of action,that is,the weak practical ability of classroom time management;and the double collapse,that is,the disconnection between consciousness and action.The theoretical root of these problems lies in Teachers' object thinking in classroom time management.The research suggestions are as follows: first,we should pay attention to the phenomenon time,pay attention to the specific management of Chinese classroom time in secondary vocational school,including paying attention to differences,establishing the concept of phenomenon time,paying attention to students,and emphasizing the specific nature of classroom time.Second,pay attention to the professionalism and life of Chinese classroom time in secondary vocational school,including two aspects: taking professionalism as the focus and taking life as the transcendence.Third,follow the principle of rational and flexible phenomenon grasping,including following the phenomenon norms,reasonably preset the classroom time plan;build the time context,reasonably optimize the teaching process;emphasize the phenomenon movement,flexibly adjust and control the classroom time.The fourth is to strengthen the overall support of the school,including the targeted training of teachers' classroom time management and the comprehensive guarantee ofteachers' classroom time management.