Practical Research On Developing School-based Curriculum Of Chinese In Secondary Vocational Schools By Using Luoyang Native Culture

In order to deepen education reform and comprehensively promote quality-oriented education,the education administration department clarified the policy of "implementing national,local and school three-level curriculum management" in the form of a document at the beginning of this century in view of the situation that curriculum management was too centralized in the past.In this context,"school-based curriculum" is again valued.The school-based curriculum highlights the "school as the base",based on the characteristics of the school itself and the characteristics of the resident,to serve the school itself and the development of the resident school.The construction and development of the school have already landed in the 1990 s,especially the basic education workers have a deep research in this field.However,from the perspective of related concepts,theoretical basis and teaching practice,it seems that secondary vocational schools can make more contributions to the research and practice of "school-based curriculum".However,due to some objective factors,the research in this aspect has not reached the expectations in the field of vocational education.Based on the characteristics of "combination of learning and doing" in vocational education,and on the theoretical basis of Dewey’s pragmatic educational thought and "Big Chinese" educational thought,this paper makes a systematic and detailed review of the content contained in Luoyang native culture which can be used as the school-based curriculum resources of secondary vocational Chinese,and expounds the principles and methods of developing and utilizing Luoyang native culture as the school-based curriculum resources of secondary vocational Chinese.Combined with their own teaching practice puts forward the implementation strategy of applying it to teaching.This paper is divided into six parts: the introduction part starts from the origin of the research,the definition of related concepts and the significance of the research,introduces and analyzes the current research results of the development of Chinese school-based curriculum,and clarifies the research methods and innovations of this paper;The second chapter analyzes the foundation and feasibility of using Luoyang native cultural resources to develop the school-based curriculum of secondary vocational Chinese.The third chapter closely follows the educational thoughts of "professional quality" and "big Chinese",puts forward the principle of using Luoyang native culture to develop the school-based curriculum of secondary vocational Chinese,and classifies it according to different themes,emphatically sorts out and analyzes the resources that can be used as the school-based curriculum of secondary vocational Chinese.For example,Luoyang’s local cultural contents include inheriting the feelings of home and country,inspiring the feelings of love for the Party,cultivating excellent moral quality and craftsman spirit,and strengthening cultural confidence.The fourth chapter explores the teaching practice of secondary vocational Chinese school-based curriculum,taking the principle of step by step,expounds the practice of developing secondary vocational Chinese school-based curriculum from three perspectives of "reading teaching","writing teaching" and "comprehensive learning",and uses three corresponding lesson examples to demonstrate how to carry out school-based curriculum teaching.The fifth chapter,based on the previous discussion,puts forward some suggestions to develop "school-based curriculum" teaching;The conclusion part clarifies the results of this research and the deficiencies of the current research and development of "school-based curriculum" in secondary vocational Chinese,and puts forward the corresponding improvement strategies.In short,this paper deeply cultivates the local culture of Luoyang,and sorts out the resources available for the school-based curriculum of secondary vocational Chinese in detail,especially the resources that can be used for on-site teaching while sorting out the traditional language resources,and strives to deeply practice the gist of "combining learning with doing" in vocational education.