How to infiltrate corporate culture into Chinese teaching in secondary vocational schools

Corporate culture is a conceptual form of values, a stable cultural concept and historical tradition formed by an enterprise over a long period of time, and a unique business philosophy and management style of an enterprise. Infiltrating corporate culture into secondary vocational Chinese language teaching can not only enable secondary vocational students to grasp the cultural concepts and spiritual essence of the enterprise, enhance secondary vocational students' sense of identity with corporate culture, but also enhance the professional quality of secondary vocational students and effectively promote the development of secondary vocational students. Seamless connection between graduation employment and enterprise needs.

The training goal of secondary vocational education in the new era is to be employment-oriented and cultivate a group of skilled professionals who work on the front line of production, construction, management, and services and meet the needs of enterprises. In fact, there are still a considerable number of graduates from secondary vocational schools who find it difficult to integrate into the company, are not adaptable to the position, and find it difficult to accept corporate management and corporate philosophy after joining the workforce. The author believes that it is imperative to effectively penetrate corporate culture into the subject teaching of secondary vocational schools, and as a Chinese subject with an instrumental and humanistic nature, it should assume this important responsibility.

1. The importance and necessity of infiltrating corporate culture into secondary vocational Chinese language classes

In recent years, our school has continuously strengthened the "school-enterprise cooperation" school-running efforts. Teachers lead students to Entering the company, deeply understanding the company's operating model, and gaining a certain understanding of the company's talent needs. Through investigation and research, it is found that while companies value employees’ skills, they also pay more attention to employees’ sense of identity with corporate culture. In particular, they need to examine whether employees have initiative, professionalism, work responsibility, hard-working qualities, and team communication. Cooperation ability, etc., and these happen to be contents that are easily ignored in the current Chinese language disciplines. In view of the shortcomings of current teaching, the author believes that there is an urgent need to strengthen the penetration of corporate culture in secondary vocational Chinese language teaching, lead classroom teaching through corporate culture, and truly cultivate the comprehensive professional quality of secondary vocational students.

1. Importance

The Chinese subject has the function of "writing to carry the Tao and educating people with the Tao". The teaching materials are rich in materials. In real life, there are many beautiful articles that are different from corporate culture. At the intersection of degrees, we can fully explore the contents and extend them to the scope of corporate culture publicity and education. For example, Dan Mo's "The Sinking of the Quasi-Genius" warns students to dare to take on heavy responsibilities in the workplace; Hu Shi's "Mr. Almost" educates students not to be careless in the workplace; Feixiting's "The Silent Kingdom" reminds students Any enterprise needs to establish a reasonable system and treat the system with respect, etc. Integrating corporate culture into Chinese teaching not only allows students to subtly accept the influence of corporate culture during the learning process, but also allows students to consciously cultivate professional qualities such as professionalism, quality awareness, and team awareness that adapt to the requirements of the enterprise.

2. Necessity

The existing education system determines that the main purpose of secondary vocational students entering secondary vocational schools is to learn skills. Students generally hold the attitude of "can they learn or not" regarding Chinese text knowledge? learning” attitude. According to the questionnaire survey on "Chinese Learning Interests of Secondary Vocational Students", secondary vocational students are interested in basic Chinese knowledge accounting for 9.8%, interest in daily writing accounting for 11.6%, interest in classic literature accounting for 19.7%, and interest in corporate cases is as high as 55.9. It can be seen from the data that secondary vocational students are more interested in the development concepts and entrepreneurial spirit of the companies they will work in in the future. If some corporate culture corresponding to the students' majors are added to the Chinese class, it can not only effectively improve students' interest in learning, but also Let students understand the company they will work for in the future in advance, grasp the cultural concept and spiritual essence of the company in time, integrate into the company psychologically, identify with the company in terms of value orientation, get close to the company in terms of behavioral characteristics, and put more "" in cultural affiliation The brand of "entrepreneur" can pave the way for students' future development and career planning.

2. Strategies and ways to penetrate corporate culture into secondary vocational Chinese classes

1. Reform the teaching content, use text teaching as the carrier, and effectively introduce corporate culture elements

At present, most vocational schools still use the old Chinese teaching model. Teachers choose teaching content according to the textbooks issued by the school step by step. They lack the courage to reform the teaching content and reorganize the teaching materials, resulting in a dull classroom atmosphere and drowsy students. In view of the characteristics of professional diversity in secondary vocational schools, secondary vocational Chinese classes can adopt flexible teaching content according to students’ professional characteristics and employment destinations, expand the extension and connotation of Chinese teaching, and add targeted elements according to job needs and workplace culture. Relevant corporate culture elements.

In order to let students know more about the company's culture and work processes, and to help students adapt to the company's job requirements more quickly after graduation, the author organically integrates the most classic business management rules in management into the teaching process. , such as the Law of Leadership, the Law of Execution, the Law of Incentives, the Law of Teams, etc., and selected relevant beautiful articles to match them, such as Paul Janis's "Looking Up for Loyalty" and Hitchcock's "The Gunshots in the Cabin" , "Worship Myself as a Teacher" by Baoji Yuanye, "Artemisia of China" by Zhang Jianfang, etc. Through case analysis of corporate talents, students are guided to study the articles in depth and effectively improve students' professional ethics. For example, when talking about the law of leadership, we first tell the students about the examples of outstanding talents in enterprises, including the example of how the American steel magnate Carnegie made good use of talents better than him, and the example of the Wall Street tycoon P. Morgan who appointed Spencer. For example, there are also cases where Jack Ma hired Cai Chongxin, Wu Jiong, and Guan Mingsheng, and then let students study the article "Personality is the Highest Degree", which can not only let students understand how companies appoint talents, but also let students understand how to improve Personality charm and leadership improvement are complementary to each other. More importantly, it can motivate students to work hard and become a "potential stock" who is always ready to shine.

2. Create a corporate situation, create a corporate atmosphere, and enhance students’ subjective initiative in learning

In order to penetrate corporate culture into secondary vocational Chinese classroom teaching, in addition to reforming the teaching content, It is also necessary to carefully create a corporate atmosphere in the classroom and use situational teaching methods to give students an immersive feeling. A common practice is to arrange corporate slogans, corporate history bulletin boards, etc. in the classroom. In the actual teaching process, teachers must first go deep into the company to study, organize and summarize information such as the company's cultural concepts and business purposes, and make full use of the organized corporate culture elements to simulate the company's situation during the teaching process. For example, when the author was teaching "Job Interview Skills", he first imitated the corporate office and set up the class table as a simulation site for job applications. He selected a few students with top grades to serve as interview examiners. The other students entered the interview in turn and accepted the examiner's instructions. Ask questions. Situational teaching method allows students to deeply feel the cultural atmosphere of the company, which creates a sense of urgency and pressure, and promotes the improvement of learning interest and learning effect. The questions raised by the examiner are also closely centered on the current hot issues in the selection of talents by enterprises, especially emergency measures in the workplace. Through the creation of these questions, we can test whether students have thoughts about their future workplace, stimulate students to have a deeper understanding of corporate culture through different channels, and at the same time, more effectively enhance students' subjective initiative in learning.

3. Strengthen school-enterprise cooperation, carry out enterprise training, and establish a school-enterprise teaching docking mechanism

School-enterprise cooperation is the only way for the development of secondary vocational schools. It is guided by market and social needs, and uses the different educational environments and teaching resources of schools and enterprises to cultivate applied talents suitable for the needs of different employers, and improves students' employability and employment rate. Chinese language in secondary vocational schools is a subject that is consistent with corporate culture. In classroom teaching, we can adopt the "invite in, go out" model to effectively build a school-enterprise cooperation mechanism for Chinese language classes in secondary vocational schools.

Take our school as an example. Our school has established a relatively in-depth school-enterprise cooperation relationship with Guangdong Tiejunjun Automotive Electronic Equipment Co., Ltd. and Guangdong Midea Environmental Electrical Manufacturing Co., Ltd. according to local conditions.

Guangdong Tiejunjun Automotive Electronic Equipment Co., Ltd. has always adhered to the three major concepts of "sincerity, innovation, and passion", establishing a unified image for Tiejunjun and giving users around the world unparalleled confidence. In this regard, we adopted the "invite in" teaching method and hired company executives to teach students in schools and tell students vivid cases about corporate production development and personal growth. Through the positive interaction between enterprises and students, students' enthusiasm for learning is stimulated, students can firmly establish correct learning concepts, and students' correct views on employment, jobs and development are cultivated. Secondly, we also adopted the "going out" learning method and took students to Guangdong Midea Environmental Electrical Manufacturing Co., Ltd. for on-site inspections, allowing students to learn about the company's "open, harmonious, pragmatic and innovative" entrepreneurial spirit and "create for mankind" Conducted in-depth investigation and research on the corporate philosophy of "Better Life". Among them, students were particularly interested in a series of "corporate slogans" posted on the stairs of factories and enterprises. They studied them by taking photos and excerpts, and expressed their experiences in class. Students said they benefited a lot from this.