On the teaching characteristics of secondary vocational schools

On the teaching characteristics of secondary vocational schools

As teachers in secondary vocational schools, we can't deny students the right to seek knowledge because of their differences in learning. On the contrary, we should make use of the flexibility of teaching in secondary vocational schools to mobilize our teaching classrooms to the maximum extent, so that more students who can't get into colleges and universities can find the pleasure of learning, build a better life and create the future of life.

Keywords: secondary vocational education; operating characteristic

The teaching of secondary vocational school students has always been a blind spot in the education industry, which is that the teaching results are not as loud as those of ordinary primary and secondary schools; But it is also a bright spot in the education industry. What makes people shine at the moment is that the students sent by secondary vocational schools are no more blind than those sent by ordinary high schools. Secondary vocational school students can choose suitable positions according to their majors and give full play to their specialties.

First, secondary vocational education and the characteristics of students

Teachers in secondary vocational schools do not have the pressure of entering higher schools in ordinary primary and secondary schools, and at the same time, they can give full play to their personal specialties and show their magical powers in teaching. Therefore, as far as the nature of their work is concerned, they are relaxed, happy and particularly creative. You don't have to use the lever of the exam all the time, as long as Qi Xin works together to let students cross the minimum threshold; But at the same time, because they are not ordinary students, they are all students who have not been admitted to high school, which is the so-called "poor students." They are "poor" not because they are not smart. On the contrary, these students are often extremely clever, even too clever. They have long been tired of the knowledge, teaching modes and methods of middle school textbooks, and then they are tired of learning and have deviated from the normal teaching track. Faced with such a background, urchins who are still accustomed to the teaching methods in ordinary primary and secondary schools are doomed to fail, which will lead to the extinction of students' renewed desire for knowledge about new teaching content, and serious consequences such as students' weariness, truancy and dropout, not to mention teaching objectives and tasks. What else can we teach?

Second, the characteristics of secondary vocational education should be consistent with retaining students.

Retaining students is a joke to ordinary primary and secondary schools. The focus of their school work is how to keep excellent teachers from being transferred, so as to maintain a large enrollment rate. For heterogeneous students, parents try their best to keep their children in school. For our secondary vocational schools, we should not let the children who have worked so hard get away. It is not feasible to rely on institutional constraints. If you make a mistake, you will be fired. That's an old yellow calendar. Moreover, the newly implemented Law on the Protection of Minors and the Education Law clearly stipulate that students cannot be expelled at will, and punishment is not acceptable. Not to mention that there are laws and regulations covering it, even the students themselves don't buy it. They stay for two more days if they are comfortable, and leave if they are uncomfortable. This is the current situation of secondary vocational school students. So how do we retain students? Only by relying on our housekeeping skills-colorful study life to attract them, make them feel nostalgic, and feel that leaving school is a loss and an irreparable mistake.

Third, the strategy of retaining students in secondary vocational schools.

How to retain students? In addition to superb professional skills, it is a magic weapon to attract children.

1. Make a multi-level teaching plan. Even if we try our best to improve students' interest in learning, there will always be some students who are not here. Of course, we can't give up these children. When teaching in secondary vocational schools, teachers can freely make personalized teaching plans and goals under the big goals, and require different progress and heights according to different students' conditions. The minimum requirement is to complete the established task, which is called passing the exam. However, in today's fierce social competition, this requirement is obviously a helpless choice, but in any case, we should make all students feel that it is possible to complete the task, not unattainable. For the students on the track, our requirements will be much stricter. Similarly, for those students who have just passed the passing line, most of them will still be nervous when they face graduation in the third grade, because students with high professional quality have already been interviewed and accepted by the employer in advance, which is also a touch for them and will make the last year more fulfilling.

2. Hold various professional subject competitions in the school. Secondary vocational schools are different from ordinary primary and secondary schools, and their subjects are all related to majors. For example, there are several specialized art classes in kindergarten teachers' major, such as spoken Mandarin, piano, calligraphy, painting, handicraft, dance and so on. For students of this major, the grade regularly organizes relevant professional subject competitions. Because of the particularity of secondary vocational education, there is no test pressure in ordinary primary and secondary schools, so the teaching is very flexible, and it can also spare a lot of time for students to practice freely and prepare for the competition. In fact, in the preview process, students' concern and enthusiasm for professional knowledge is more effective than traditional classroom teaching to some extent, and when they encounter difficulties in the preview process, the teaching effect is incomparable through the teaching and guidance of full-time teachers in the classroom. After nearly 20 years of teaching exploration (this college has been established for more than 20 years), this strategy has been tried and tested, and at the same time, it has cultivated a group of special students with high professional level, laying a solid foundation for them to find suitable jobs in the future.

3. Strengthen off-campus communication. Regular cooperation and exchanges with similar schools, holding technical competitions and other activities; Regularly lead students to participate in various professional and technical competitions organized by social organizations, whether at county level, municipal level, provincial level or national level, and actively participate. It is useful and necessary for students to feel what they have learned in the practice competition. Of course, this idea is good, but for professional teachers, the effort is not ordinary hard work. In order to help students participate in the competition, it takes a month to prepare, and it is also frequent to eat and live with students. When the game is over, regardless of the outcome, this process is enough for students to learn a lot, know a lot, and be equally grateful. This is to set an example.

4. Do a good job in the follow-up education of students after graduation. Graduation of secondary vocational school students does not mean the end of teaching. Ordinary primary and secondary school students rarely go back to school to continue their studies after graduation, but our secondary vocational school is an exception. Just as college students go back to school to consult university teachers when they encounter thorny professional knowledge at work, although we are not as profound as university professors, we try our best to answer those students who have difficulties in going back to school for consultation until we fully understand them. At this time, the effect of extracurricular teaching is not what they can experience at school. The hunger for knowledge is irresistible to any teacher. I am a computer teacher, and I am the busiest when graduates take part in various open class competitions, because there are too many phone calls and home visits for courseware. Although I am very busy, I have never been impatient and tired in my heart. On the contrary, I am always intoxicated with a sense of satisfaction and accomplishment that I have never had before. Not all teachers can experience this, but it is regular for our secondary vocational teachers, especially professional teachers. The teaching in secondary vocational schools does not have the brilliant enrollment rate that can only be seen in primary and secondary schools, nor does it have the high-end employment results brought by university education. The students who graduated from secondary vocational schools support the front line of all walks of life, and in a big way, they are part of promoting social development; To put it mildly, they have solved the worries of millions of families. Teachers in secondary vocational schools should make use of the flexibility of teaching in secondary vocational schools to mobilize our classroom teaching to the maximum extent, so that more students who cannot enter a higher level school can find pleasure in learning, build a better life and create the future of life.

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