Research On History Curriculum In Secondary Vocational Schools

Vocational education is the main channel for delivering technical and skilled talents to the society.Since entering the new era,China's economic and cultural fields have continued to develop,and vocational education has shifted from focusing on technical personnel to requiring workers to comprehensively improve their own literacy and have the potential for sustainable development.In response to this,China has accelerated the pace of vocational education reform and further improved the public basic curriculum system of vocational education.With the national regulations on the unified use of teaching materials for the three curriculums of "Chinese,Ideological and Political and History" in basic education,secondary vocational schools have added history curriculum.In 2020,the Ministry of Education announced the curriculum standards for 10 public courses in secondary vocational schools.Among them," History Curriculum Standard of Secondary Vocational School(2020 Edition)" is the first vocational education history curriculum standard after 1949.It is great of guiding the history teaching of secondary vocational schools,promoting the effective implementation of moral education in secondary vocational schools,and promoting the in-depth reform of secondary vocational education.This article focuses on the "History Curriculum in Secondary Vocational Schools".By analyzing the history curriculum standard of secondary vocational schools and the current history textbooks,we can summarize their characteristics,and provide references for the implementation of history curriculum in secondary vocational schools.The full text is composed of three parts: introduction,body and conclusion.The introduction part mainly elaborates the significance of the topic selection and the current domestic research status,and clarifies the research objects and methods.The main body is divided into four chapters.The first chapter combed the process of determining the basic status of the history curriculum of secondary vocational schools,combined with the existing research results,analyzed the important value of the history curriculum of secondary vocational schools from the perspective of vocational education reform and student development.The second chapter focuses on the analysis of the history curriculum standard of secondary vocational schools.Starting from the specific content of the history curriculum standard of secondary vocational schools,through word frequency statistics,comparative analysis and other methods,several main characteristics of the history curriculum standard of secondary vocational schools are summarized.They are: meet the new requirements of the new era for cultivating talents,pay attention to connecting junior middle school history education,maintain a similar level with high school history curriculum standard,fully demonstrate the characteristics of vocational education,and meet the actual teaching needs of secondary vocational schools.The third chapter analyzes the current three editions of history textbooks in secondary vocational schools and summarizes their respective characteristics.Although the current textbooks were compiled before the history curriculum standards of secondary vocational schools were formally issued,the draft of the curriculum standards had already appeared at the time of writing.Therefore,the textbooks compiled also reflect the characteristics of the history textbooks of secondary vocational education to a certain extent,and provide a reference for the compilation and use of textbooks in the future.The fourth chapter integrates the previous research and puts forward the problems that need to be solved in the implementation of the history curriculum of secondary vocational schools.It is necessary to strengthen the construction of three curriculums of "Chinese,Ideological and Political and History" in secondary vocational schools,implement the requirements of history curriculum implementation,and improve the effect of history teaching.The conclusion expressed the hidden worries about the social pressure faced by secondary vocational schools and students,and expressed the author's own expectations for the future prospects of history teaching in secondary vocational schools.