【摘要】：當(dāng)前,職業(yè)教育越來越受到社會(huì)的重視。人們清晰的意識(shí)到,現(xiàn)代社會(huì)需要大量技能型人才,實(shí)踐能力才是社會(huì)發(fā)展的根本。作為承擔(dān)培養(yǎng)技術(shù)技能型人才的職業(yè)學(xué)校,在深化改革之際,應(yīng)高度重視技能人才綜合素質(zhì)的培養(yǎng)�！爸袊鴫�(mèng)”,落實(shí)到職業(yè)教育領(lǐng)域,就是“職教強(qiáng)國夢(mèng)”。語文作為一門綜合性學(xué)科,主要任務(wù)就是通過培養(yǎng)學(xué)生語文應(yīng)用能力,為綜合職業(yè)能力的形成奠定基礎(chǔ),提高學(xué)生的思想修養(yǎng)和文化素養(yǎng)。但是,當(dāng)前中職語文教學(xué)暴露出了許多問題:主要表現(xiàn)為重專業(yè)輕文化、重說教輕實(shí)踐,中職語文課堂出現(xiàn)了與其“責(zé)任”非常不相符合的現(xiàn)象。隨著新課程改革的實(shí)施,語文綜合實(shí)踐活動(dòng)走進(jìn)了語文課堂,課堂隨之產(chǎn)生了一些新氣象。但因?yàn)榻處煹慕虒W(xué)觀念陳舊,教學(xué)方法落后,對(duì)語文綜合實(shí)踐活動(dòng)認(rèn)識(shí)不足以及實(shí)施起來難于控制和奏效等原因,語文綜合實(shí)踐活動(dòng)并沒有得到全面開展。本論文旨在運(yùn)用相關(guān)的教學(xué)理論,尋找實(shí)施語文綜合實(shí)踐活動(dòng)的途徑和突破口,力求改變目前中職語文綜合實(shí)踐活動(dòng)的教學(xué)現(xiàn)狀。本文擬通過開展語文綜合實(shí)踐活動(dòng),立足于學(xué)生的全面發(fā)展,突出中職語文特色,從中職生的特點(diǎn)出發(fā),為中職語文教學(xué)探索經(jīng)驗(yàn)。第一章,界定了中職語文綜合實(shí)踐活動(dòng)的相關(guān)內(nèi)涵、特點(diǎn),并分析了其重要性和可行性。第二章,通過對(duì)本校師生關(guān)于語文綜合實(shí)踐活動(dòng)“教”與“學(xué)”情況的調(diào)查,總結(jié)出中職語文綜合實(shí)踐活動(dòng)存在的問題并分析了背后的深層原因。第三章,根據(jù)本校綜合實(shí)踐活動(dòng)“教”與“學(xué)”方面存在的問題及原因分析,分別從綜合實(shí)踐活動(dòng)與專業(yè)的關(guān)系、與當(dāng)?shù)刭Y源的關(guān)系以及與時(shí)代的關(guān)系三個(gè)方面闡述了在綜合實(shí)踐活動(dòng)中可以采取的具體措施。
[Abstract]:At present, vocational education has been paid more and more attention by the society. People clearly realize that modern society needs a large number of skilled talents, and practical ability is the foundation of social development. As a vocational school which undertakes to train technical and skilled talents, we should attach great importance to the cultivation of the comprehensive quality of skilled talents at the time of deepening the reform. Chinese Dream, implemented in the field of vocational education, is the dream of strengthening the country in vocational education. As a comprehensive subject, the main task of Chinese is to lay the foundation for the formation of comprehensive professional ability and improve students' ideological and cultural literacy by cultivating students' Chinese application ability. However, at present, many problems have been exposed in the Chinese teaching of secondary vocational school: it is mainly manifested in the emphasis on specialty over culture, the emphasis on teaching and practice, and the phenomenon that the Chinese classroom of secondary vocational school is very inconsistent with its "responsibility". With the implementation of the new curriculum reform, the comprehensive practice of Chinese has entered the Chinese classroom, and the classroom has produced some new atmosphere. However, due to the outdated teaching concept, backward teaching methods, lack of understanding of Chinese comprehensive practical activities and difficult to control and effective implementation, Chinese comprehensive practical activities have not been carried out in an all-round way. The purpose of this paper is to use the relevant teaching theories to find out the ways and breakthroughs to implement the comprehensive practical activities of Chinese, and to change the current teaching situation of the comprehensive practical activities of Chinese in secondary vocational schools. This article intends to carry out the comprehensive practice of Chinese, based on the all-round development of students, highlight the characteristics of Chinese in secondary vocational school, and explore the experience of Chinese teaching in secondary vocational school from the characteristics of secondary vocational school students. The first chapter defines the related connotation and characteristics of the comprehensive practice of Chinese in secondary vocational school, and analyzes its importance and feasibility. The second chapter, through the investigation of the teachers and students of our school on the comprehensive practice of Chinese teaching and learning, summarizes the problems existing in the comprehensive practice of Chinese in secondary vocational school and analyzes the deep reasons behind it. The third chapter, according to the analysis of the problems and causes of "teaching" and "learning" in the comprehensive practical activities of our school, expounds the concrete measures that can be taken in the comprehensive practical activities from three aspects: the relationship between the comprehensive practical activities and the specialty, the relationship with the local resources and the relationship with the times.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.3

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 葛玉玲;;中職語文有效開展綜合實(shí)踐活動(dòng)探討[J];文學(xué)教育(中);2012年10期

2 黃雪娜;;有效開展中職語文綜合實(shí)踐活動(dòng)[J];文學(xué)教育(下);2012年02期

3 陸迎真;;基于職業(yè)性的職業(yè)學(xué)校語文綜合實(shí)踐活動(dòng)設(shè)計(jì)[J];出國與就業(yè)(就業(yè)版);2011年16期

4 許麗春;;對(duì)提高課堂評(píng)價(jià)語有效性的思考[J];新課程(下);2011年04期

5 張玉;;談中職語文綜合學(xué)習(xí)活動(dòng)的實(shí)施策略[J];語文學(xué)刊;2010年21期

6 湯火強(qiáng);;關(guān)于開展中職語文實(shí)踐活動(dòng)的幾點(diǎn)思考[J];中等職業(yè)教育;2010年18期

7 李松虎;;在活動(dòng)中張顯靈性——淺談中職“活動(dòng)單導(dǎo)學(xué)”課堂教學(xué)模式[J];中國職業(yè)技術(shù)教育;2010年23期

8 劉杰;;淺談中職語文綜合實(shí)踐活動(dòng)[J];現(xiàn)代語文(教學(xué)研究版);2010年07期

9 鄭國強(qiáng);;中職語文實(shí)踐活動(dòng)的體會(huì)[J];文學(xué)教育(中);2010年06期

10 徐小平;;淺談中職語文教學(xué)的專業(yè)性、實(shí)用性和實(shí)踐性[J];中等職業(yè)教育(理論);2009年02期

相關(guān)碩士學(xué)位論文 前10條

1 張凡;差異教學(xué)在中職語文綜合實(shí)踐活動(dòng)中的應(yīng)用[D];河北師范大學(xué);2014年

2 牛愛蘋;中職語文綜合實(shí)踐活動(dòng)課的探索和研究[D];山東師范大學(xué);2014年

3 朱春良;中職語文綜合實(shí)踐活動(dòng)現(xiàn)狀及對(duì)策的研究[D];寧波大學(xué);2014年

4 陳德劍;中職學(xué)校語文綜合實(shí)踐活動(dòng)的現(xiàn)狀與對(duì)策研究[D];重慶師范大學(xué);2012年

5 王捍紅;中職學(xué)校語文課程資源的開發(fā)和利用研究[D];華中師范大學(xué);2011年

6 周艷;職高語文綜合實(shí)踐活動(dòng)的策略研究[D];杭州師范大學(xué);2011年

7 劉偉娜;試論中職語文綜合實(shí)踐活動(dòng)對(duì)語文應(yīng)用能力的培養(yǎng)[D];東北師范大學(xué);2011年

8 岑欣;以就業(yè)為導(dǎo)向的中職語文教材改革的探討[D];廣州大學(xué);2011年

9 張旭英;中職語文綜合實(shí)踐活動(dòng)差異性教學(xué)研究[D];山東師范大學(xué);2011年

10 于秋陽;中職語文教學(xué)中學(xué)生人文精神的培養(yǎng)[D];遼寧師范大學(xué);2011年

，

本文編號(hào)：2511749