【作者】 李辉；

【导师】 张良田；

【作者基本信息】 湖南师范大学 ， 学科教学， 2011， 硕士

【摘要】 中等职业教育不是教育层次,而是教育类型。但是,一直笼罩在普通教育的阴影之下的中等职业教育,长期以来却不被人们所认同。职业教育重视技能忽略文化教学的倾向一度以来又使语文教学变成了可有可无。课时的被删减,从主科沦落为公共科目,语文教师的地位下滑,这些都迫使着中职的语文教师在思考,在探索,中职的语文教学亟需重新定位。目前,中等职业学校的语文教学情况并不容乐观：学生水平参差不齐,语文综合素质较差；中职语文教学内容脱离实际,激发不起学生兴趣；缺乏适合语文教学特点的教学方法；语文教学的要求常被人为地降低,中职学生综合素质普遍较低等等。因此,探索一条符合中职学生实际,具有中职学生教学特点的“专业—分层”化教学模式的改革迫在眉睫,势在必行。首先,我们确定了中职语文教学“专业化”的导向。本文明确指出：语文教学中的“听、说、读、写”能力训练要与学生职业的专业素质训练紧密相连,职业学校的语文教学就是要“为提高学生全面素质、综合职业能力和适应职业变化的能力奠定基础”其次,我们探索了一条适合中职学生的“专业—分层”化语文教学模式：开发“专业—分层”化的教学内容；借鉴专业课教学的做法,改变教学方式方法；研发“专业—分层”化的作业和练习题,改革中职语文评价模式。作为中等职业学校的文化基础学科语文,必须以就业为导向,根据学生的实际、学生的需要进行改革,在教学中应该更注重语文的实用性、工具性。语文教学的专业化就是将语文教学置于专业背景之下,把语文学习与专业学习、职业意识和职业理想联系起来,帮助学生树立正确的人生观、价值观、职业观,提高学生的综合素质。语文教学的分层性就是教师根据学生的能力水平和现有的知识以及潜力倾向把学生科学地分成几组并区别对待,确定不同层次的目标,进行不同层次的教学和辅导,组织不同层次的检测,实施发展性评价,使各类学生得到充分的发展。语文教学的专业化和分层性教学,并不冲突矛盾,而是互相补充,互相联系的。总之,开展中等职业学校“专业—分层”式语文教学研究,着眼于必需的文化基础知识的掌握,着眼于良好学习方法和学习习惯的形成,着眼于良好职业道德品质和职业行为习惯的形成。进行语文“专业—分层”式的教学探索和改革,既考虑了学生的可接受水平,又可以调动全体学生学习语文的积极性,培养了学生进入社会所必需的语文技能,让语文教学更好地为学生服务,为就业服务,从而为社会培养高素质的技能人才；也为改变目前中职文化课教学的困境,凸现职业学校文化基础课特点,探索一条可操作的实践模式。更多还原

【Abstract】 Secondary vocational education is not education levels, but type of education. Secondary vocational education has been shrouded in the shadow of the general education, not being admitted for long time. Vocational education emphasiszing skills ignoring culture teaching was a tend to language teaching become dispensable. Being cut hours, being reduced from the main subjects as public courses, being declined in the status of teachers, language teachers in Secondary vocational schools are forced to think and to explore. So, the level of language teaching needs to reposition.Currently, in language teaching situation vocational schools, is not optimistic:the students’basis and level in language are different; the language content is divorced from reality, which never excite the interest of students; lack of characteristics teaching methods of teaching requirements is often artificially reduced, the overall quality of vocational students is generally low, and so on. Therefore, to explore a practical mode, with the characteristics of vocational education and to creat a "professional-stratified" model of teaching is urgently needed and imperative.First, we have established the professional guidance of secondary vocational Chinese teaching. Here we point out clearly:ability training of Chinese listening speeking reading and writing should be closely connected with professional occupation training to realize Chinese teaching for the purpose of the students’career development and to improve the students’quality of Chinese culture, which may lay a foundation for the students’ improving of the overall quality, comprehensive ability and adapting to change occupation ability.Second, we’ve explored a suitable vocational "professional layered" model of language teaching:developming "professional layering" teaching content; changing teaching methods learning from professional teaching practices; Studying "professional-layering "operations and exercises, and reforming of vocational language evaluation model.In short, the study and research "professional-layered" model of language teaching, has explored a workable mode of practice, for the change of cultural foundation of the secondary vocational education, for the change of the current culture teaching plight and highlight the characteristics of basic courses of vocational schools.更多还原