Research On Chinese Thematic Teaching In Secondary Vocational Schools From The Discipline Integration

In 2019,the National Vocational Education Reform Implementation Plan was issued by the State Council,marking a new era of development for vocational education.Front-line teachers actively participated in the "three education reform" during this period.In January 2020,the "Language Curriculum Standards for Secondary Vocational Schools" was released.It is a significant milestone in the history of secondary vocational education in China.This standard pointed out the direction for teaching reform,with emphasis on "organizing the curriculum content in the form of thematic topics" and "paying attention to the cooperation with professional courses to form a collaborative education force." Against this backdrop,it is crucial to conduct research on the thematic teaching of Chinese in secondary vocational schools and explore how to highlight the characteristics of vocational education.This paper aims to examine the teaching of Chinese in secondary vocational schools from the discipline integration.It proposes measures and suggestions for integrating interdisciplinary perspectives into thematic subject teaching,addressing the current situation and existing problems of Chinese thematic teaching in secondary vocational schools.It is organized into four chapters,aside from the introduction and conclusion.The introduction briefly describes the background and significance of the topic and introduces the research status and methods.The first chapter is titled "An Overview of Chinese Thematic Teaching in Secondary Vocational Schools from the Discipline Integration." It mainly expounds on the concept connotation and characteristics of thematic teaching,the concept connotation of subject integration,and the discipline integration in Chinese thematic teaching in secondary vocational schools.It points out the theoretical basis of Chinese thematic teaching in secondary vocational schools from the discipline integration,including Dewey’s pragmatism teaching theory,Ausubel’s "learning and teaching" theory,Babanski’s optimization teaching theory,and constructivism learning theory.They provide theoretical support for the effective integration of thematic teaching and discipline integration.The second chapter focuses on the current situation investigation.The questionnaire was conducted on the thematic teaching situation with students and teachers as the survey objects.The student questionnaire is aimed at students from grade one to grade three in Wuhu Normal School,including preschool education and tourism management.The results revealed that students have a low level of thematic teaching,but understand the concept of interdisciplinary integration to varying degrees depending on their grade level and major.Additionally,students’ willingness to participate in engaging and interactive classes shows the combination of self and specialty.They have a strong desire to pursue progress,which is conducive to the development of thematic teaching.The teacher questionnaire targeted Chinese language teachers at Wuhu Normal School and identified several problems,such as insufficient organizational support,limited teaching time,difficulties implementing thematic teaching,lack of awareness of subject integration,and reliance on a single teaching mode.The third chapter provides the following teaching suggestions based on the problems and pain points identified in the current situation survey: First,find the integration point of different disciplines and formulate clear learning objectives.Second,select articles from multiple perspectives and consider the needs of language courses for professions.Third,design practical Chinese tasks that are representative of the different majors and create a dynamic classroom.Fourth,organize "Chinese+" speech practice activities and implement integrated teaching of disciplines.Fifth,establish an evaluation system that combines formative and summative evaluation and conducts double evaluation for "Chinese+" activities.Then optimize the teaching according to the evaluation results.The fourth chapter presents a practical exploration example of the thematic teaching of "Study on the Spiritual Works of Model Workers and Artisans." This chapter focuses on task refinement and selection for this topic.To address the students’ professional characteristics,we designed language practice activities centered around "life necessity," "career development," and "workplace application." In particular,during the "workplace application" activity,we employed the "double teacher of one lesson" subject integration teaching method to improve the students’ core literacy level.The conclusion provides a summary of the study.Overall,thematic teaching is a relatively new teaching approach in Chinese teaching in secondary vocational schools.It requires continued practice,reflection,and improvement from teachers on the front line.Incorporating discipline integration into thematic teaching and identifying the optimal integration point between Chinese teaching and professional learning is an effective path to improving the quality of the Chinese curriculum and positively influencing students’ careers and lifelong development.