Article Preview
TopIntroduction
The main symbol of the difference between higher vocational education and ordinary undergraduate education is to cultivate applied talents required by society. College Chinese should be a public basic course in applied undergraduate colleges with humanistic quality education as the core, integrating language instrumentality and humanistic education, aesthetics, and cultivating students’ comprehensive professional quality and ability (Huang, 2021).
The most important questions in the standard curriculum of college Chinese are how to:
- •
make students’ Chinese potential generate into realistic professional quality,
- •
adapt to the development of social politics, economy, and culture,
- •
keep pace with the development and changes of production mode and lifestyle in modern society,
- •
become a high-quality worker with culture, technology and morality required by the real society, and
- •
realize the goal of higher vocational and technical education (Xia, 2020; Chen, 2021).
After the reform and opening up, some colleges and universities resumed teaching college Chinese and made it a public compulsory course. After that, the whole country began to compile college Chinese textbooks, and college Chinese entered a new stage. With the progress and development of society, college Chinese has been listed as a compulsory course even for college students outside the Chinese department. The development of college Chinese has thus taken a big step forward.
It should be different from the construction of college Chinese courses in general undergraduate colleges (Hang et al., 2024). According to the characteristics of vocational education, clarifying the standards of college Chinese courses, and discussing the construction of college Chinese teaching materials, teaching methods, teaching effect detection, and evaluation are the directions for the application of undergraduate colleges to further improve the construction of college Chinese courses (Zhao, 2021). The specific constraints in the development of college Chinese are as follows: unclear target orientation, insufficient teaching quality, and low student satisfaction.
In addition, with the continuous development of society, the traditional college Chinese teaching content needs to be constantly updated to increase the degree of integration with students’ learning needs and social development needs. The current college Chinese teaching content increases students’ learning difficulty and strikes students’ learning enthusiasm, resulting in students losing their interest in learning college Chinese. Without reading and writing, college Chinese teaching has no meaning (Feng, 2021). Students only learn college Chinese material mechanically, which does not recognize the value of Chinese discipline. Teachers often ignore the importance of Chinese reading and writing to save classroom time (M.Wang et al., 2021). According to the book, students learn by rote (Davies et al., 2020).