The concrete implementation of quality control in the teaching reform of "university Chinese" in higher vocational education

With the implementation of the talent training mode in higher vocational colleges, the "College Chinese", which belongs to the public basic course, has gradually moved from the traditional language knowledge structure-based teaching mode to the reform of "based on Chinese knowledge, Chinese application ability and humanistic accomplishment". Under the guidance of the concept of "combination of works and learning," the Teaching reform of "college Chinese" is quite effective in reorganizing teaching content and creating teaching form, but as the guarantee system ——— course teaching quality control in the course teaching system, it has become an important concern in the process of teaching reform.

Teaching quality control refers to the teaching process through monitoring and control, in order to ensure that the teaching process of learning and the outcome of the end of learning can achieve a predetermined goal. The teaching quality of higher vocational colleges is the lifeline of the sustainable development of higher vocational education. Therefore, the implementation of reasonable, normative and effective teaching quality control is the basic guarantee of curriculum reform, is the fundamental impetus to improve the quality of Chinese teaching, is the "university Chinese" teaching itself and professional talents to the language teaching needs of the organic integration of observation points. Therefore, in order to effectively realize teaching quality control in the course of teaching reform of "college Chinese", it is necessary to find out the key points of guaranteeing the quality of the course teaching, and construct the standard, incentive and appropriate quality control system.

I. Current situation of teaching reform of "college Chinese"

The teaching reform of the course of "college Chinese" in higher vocational colleges is generally based on its own characteristics, with the general competence of professional occupation as the guide, and the ability of "language communication", "normative writing", "literary and cultural interpretation" and "applied writing" to carry out teaching design to "theme activities" Lead the way to organize teaching content, arouse students ' enthusiasm and autonomy of "College Chinese" in class, and gradually form "three integration", that is, the fusion of Chinese teaching content and campus culture, the fusion of Chinese teaching design and speciality setting, the fusion of Chinese educational goal and social humanistic aesthetic demand, Finally realizes the professional person's humanities esthetic enhancement.

Taking Jiangsu City Vocational College as an example, in the teaching content, it abandons the traditional routine of the Chinese knowledge system as the frame, but takes the students "listening, speaking, reading and writing" as the starting point, taking into account professional characteristics, organizing teaching materials, refining the basic knowledge of Chinese, striving to "from the course to the professional", set "language, Literature, culture, writing "module content to enhance students ' language expression ability, effective listening ability, writing ability, humanistic aesthetic experience ability, innovation ability. In the teaching mode, the use of flexible and appropriate teaching resource carrier, such as multimedia courseware, micro-course, video recording, teaching web site, teaching design using "theme activities" leading, learning task-driven, case analysis, basic knowledge teaching, learning results show the modular teaching; learning outcomes, Through a variety of activities to demonstrate the students ' language ability, so that students become "language knowledge" learning advocates, "language" ability to use the initiative, such as the regular "application of writing ability competition" "Standard Chinese Character Writing Contest" "Speech Contest" and other activities, to carry out "student culture lecture", Professional cultural Creation exhibition and other elegant style display activities, so that students become the highlight of campus culture. In the assessment reform, the establishment of multi-assessment evaluation system, including three evaluation modules: one is the process of assessment, such as the practice of link assessment, competition performance assessment, etc., the second is the final examination, that is, the end of the exam;

Ii. quality control in the course of teaching reform

1. The formulation of curriculum teaching documents, design of teaching process and quality control

The teaching documents of "College Chinese" include the teaching objectives, syllabus, teaching plan, Practical link Implementation plan, etc., which are the guiding documents in the course of teaching implementation, and belong to the most fundamental control points in the course quality controlling system. For the formulation of curriculum teaching documents and the design of teaching process, the traditional practice is to plan by the Teaching department or the teaching director of the course, and then by the Teaching Management department to review, approve and implement. This kind of practice is apt to lead to the gap between the teaching content and the demand of students ' learning and the language ability of the professional talents, ignoring the "penetration" of Chinese knowledge and professional knowledge, which is difficult to meet the requirement of "applicability" of language ability. Therefore, the effective quality control mode is "one axis, multi-party participation" curriculum teaching document formulation, the teaching process design.

"An axis" refers to the curriculum leader or course teaching team to discuss the formation of the program as the axis, multi-party participation refers to enterprises, society, School Supervision Group, teaching management departments, professional teachers, students and other multi-party participation in the design. This fundamentally controls the teaching quality of Chinese course, and guarantees the development of Chinese teaching reform towards the combination of theory and practicality.

2. Course Project competition and quality control

In the higher vocational colleges "to promote learning, to promote the teaching, the teaching of the long-time", to improve the quality of teaching, the organization of curriculum competition around the application of Chinese language has become a "college Chinese" teaching reform an important step. On the one hand, it can detect the teaching reform results of "college Chinese", and show the excellent humanistic accomplishment and skillful language application ability of the teachers and students in the higher vocational colleges. On the other hand, in the course of curriculum competition, we can find out the insufficiency of teaching work in time. Therefore, from the determination of the competition project, the establishment of the competition scoring standard to the composition of the judges, each link needs to carry out effective quality control.

The determination of "college Chinese" competition item should be considered from many aspects, to embody "glue", which is the starting point of the career appeal, the Chinese application ability as the main point, the basic knowledge of the Chinese as the basis, and the humanistic accomplishment as the penetrating line "the" Principle of "the" "Three Combination". The combination of basic knowledge and professional needs, the combination of grading details and wholeness; the composition of the contest judges should embody the principle of pluralism, not only by the curriculum teachers, but by the curriculum-related professional teachers, industry experts, educational administration departments, supervisory departments, social industry experts and so on to form a reasonable knowledge structure, evaluation of a comprehensive, The scientific jury team. Strengthening the quality control in the course project competition is beneficial to the advancement of the curriculum reform, which can effectively revise the enlargement competition, the requirement of the course content and the integration of the curriculum and the specialty in the reform process.

3. Curriculum evaluation system and quality control

The course evaluation is not only the test of teaching quality, but also the test of teaching behavior and training target. Examination quality management and control with the implementation of teaching reform is not only reflected in the final exam, but also throughout the teaching process, infiltration into every teaching link. To achieve effective quality control, we must establish an "appropriate, appropriate" "real-time, diverse" assessment system. "Moderate, appropriate" assessment method is "college Chinese" teaching quality control basic requirements.

"Appropriate amount" refers to the adequacy of the process assessment, in line with the teaching requirements and students ' learning needs. "Appropriateness" means to conform to the characteristics of college Chinese course learning, which conforms to the requirements of various majors to cultivate the humanities quality of college Chinese course, which can embody the times, scientificity and mobility of the content of college Chinese subjects. "Real-time, diverse" assessment content to ensure that the curriculum content of the freshness and teaching methods of diversification, is "college Chinese" teaching quality control of the deep-seated requirements. "Real-time" means that after the end of each teaching session, according to the knowledge points involved in the teaching module, quality training objectives and capacity requirements and other design assessment content, the first time to grasp the students learning dynamics, feedback teaching quality. "Diversity" refers to the diversification of examination methods, the traditional examination methods of college Chinese generally use scaled examination or large work form, this way is helpful to study the basic knowledge of the course, but it is difficult to measure the students ' mastery of the language ability.

The control of teaching quality is closely related to the reform of examination mode, and the curriculum evaluation system is an important dimension of evaluating teaching quality.

Third, the concrete implementation of quality control in the teaching reform of "college Chinese"

The quality of higher vocational education should meet the individual needs of students and the level of economic and social needs. As long as the dual needs of economic society and individual students are satisfied, it embodies the quality connotation of higher vocational education teaching. Therefore, effective quality control must be considered from the social needs and the individual needs of students, from the teaching quality feedback information, teaching quality evaluation system to promote.

1. Capturing the feedback information of course teaching quality in time and accurately, and constructing the teaching quality control system of multi-view course

Quality information mainly includes the feedback information generated during the course of teaching and the tracking of employment students. The control of the quality of the course is mainly based on the design of the corresponding observation points according to the teaching process or teaching content of "college Chinese", and then through the collection, analysis, evaluation, correction and feedback of course teaching information to control the quality of curriculum, and strive to optimize the teaching quality.

Implementing multi-angle quality control is a powerful measure to guarantee the teaching quality in the course of "College Chinese" teaching reform.

First of all, we attach great importance to students ' teaching management and Supervision Department's feedback information. The feedback information of teaching management and Supervision Department to the quality of Chinese teaching is the overall feedback to the teaching quality from top to bottom, which is helpful to grasp the teaching dynamic, adjust the teaching direction and make the scientific teaching goal in the course teaching.

Second, actively collect and collate the feedback information from outside society. Mainly refers to the graduate students and employers using questionnaires and other means to obtain feedback from third-party education data Consulting (such as Max Company) and the evaluation of the report of the agency to obtain feedback information. This is a kind of information feedback from inside out. On the one hand, the feedback from the society and the enterprise reflects the requirement of "adaptability" in the teaching of college Chinese course, which is helpful to guide the teaching setting of college Chinese course and the social demand, and to pass the quality of good language teaching from the requirement level of "fit" and "can use". On the other hand, graduates from the jobs They are the most direct feedback to the quality of teaching, mainly from the "practicality" of the teaching of teaching quality information feedback.

Finally, the source of feedback information in practical teaching process is established. The information feedback in the teaching process includes the teaching quality of the teachers, the students ' learning quality and the mastery of the students ' language proficiency in the practice. At the student level, we can grasp the first-hand information through the Course Learning Symposium, Classroom questioning, module learning contest and so on, at the teaching level, the teaching quality information can be obtained through the course teachers ' teaching seminars and lectures. This is the most direct and timely internal voice in the feedback information of the teaching quality of college Chinese course, and it is to monitor the quality of college Chinese teaching from the "internal demand" of students and the "adaptability" of teachers ' teaching.

2. Forming a diversified quality control mode of "College Chinese"

The traditional Chinese teaching quality control generally starts from two aspects: first, the teacher's professional knowledge and scientific research level, the second is the student final examination result. This control system has brought a great disadvantage: first, control subjective subjectivity, mainly from the language teachers, lack of democracy, objectivity; the second is the quality control point single, mainly from the final examination results, which caused many higher vocational students do not pay attention to the accumulation process of Chinese curriculum learning, do not pay attention to "language proficiency" and " The forming process of the humanistic temperament, the third is the simplification of the control method, generally using the questionnaire survey method, simple analysis induces the course teaching quality, because the problem designer own subjective reason and the problem involves the narrow, often causes the control result one-sided. In 2010, the National Higher Vocational Education Development Plan (2010-2015) was clearly proposed in the draft: "Reform students ' academic assessment and evaluation methods, carry out innovative entrepreneurial practice activities, integrate traditional examinations, professional skills appraisal, professional skills competition, learning process tracking feedback and other evaluation methods of the advantages, To establish a scientific and socialized evaluation system which accords with the characteristics of higher vocational education talents training, which is guided by learning ability, professional ability and comprehensive quality. "University Chinese" as an indispensable basic course in the talent training program of higher vocational colleges, it is imperative to establish a set of scientific, feasible and flexible curriculum quality evaluation mode.

(1) The combination of pluralistic evaluation subjects. The main body of the college Chinese evaluation system should include teachers, students, society, teaching management and supervision departments, practitioners, and all the people concerned with the quality of college Chinese teaching, and their evaluation of teaching quality is from the "Applicability", "innovation" and "development" of curriculum teaching to make comprehensive and scientific evaluation.

The object of teaching quality evaluation of "college Chinese" is also from the previous single academic examination achievement to the mastery degree of Chinese basic knowledge, "language" "Application writing" and other language application ability, course competition, social humanities activity performance and so on. The diversification of the object of evaluation broadens the field of view of curriculum teaching, brings closer the distance between the characteristics of college Chinese curriculum and the demand of curriculum, promotes the improvement of college Chinese teaching quality from connotation, strengthens the autonomy of students ' learning, and makes the teaching quality control system of college Chinese course develop in the direction of feasibility and flexibility.

(2) A combination of standardized quality control standards and flexible control methods. The teaching quality control and evaluation mode of "college Chinese" should be standardized and flexible, which should be set up with Chinese curriculum, professional needs and social needs.

First, according to the university Chinese teaching goal, the teaching module and the specialized demand, the accurate grasping quality control point. such as language use module, according to Putonghua, recitation, speech, debate, social eloquence, language aesthetic experience and other teaching tasks design different quality control standards, such as Putonghua test grade science and technology requirements to reach three Class A, arts class requirements to reach three class B; recitation, according to the material, students can use clear and loud voice, Proficient in the use of language skills to express the feelings of the work, speech, can be based on the topic for three minutes impromptu speech, to be inflammatory, persuasive, express fluency, logical thinking clear; social eloquence, according to professional creation situation, can be in different situations reasonable use of communication skills to solve problems. This kind of teaching quality evaluation standard not only has the normative of the curriculum management, but also caters to the dynamic demand of the curriculum content and training target of the society, strengthens the flexibility of the curriculum evaluation standard, and extends the vitality of the course teaching.

Secondly, using the combination of self-control and other control methods to ensure the rationality, objectivity and validity of the quality control results of the course teaching. According to the school teaching quality Monitoring and evaluation index system and evaluation standards, actively carry out the teaching quality of self-control and other side control, timely correction of the shortcomings in the teaching activities, to achieve a correct, scientific curriculum quality control to promote teaching reform, with reasonable and innovative teaching reform to promote teaching development, In order to realize the goal of talents training in higher vocational colleges. The control method can be self-evaluation, course Teacher Seminar, Student symposium, open Network questionnaire and so on.

In the teaching reform of "college Chinese", we must put the control problem of teaching quality first, strengthen the construction of teaching quality control system, promote the pace of the reform of Chinese course teaching, and embark on the track of healthy development.

Reference documents:
[1] Lu Lai. Construction of teaching quality monitoring and evaluation system in higher vocational colleges [J]. Journal of the Yellow River Water Conservancy vocational and Technical College, 2004 (1): 55-57.
[2] Wang Yue. Literature review on quality problems of higher vocational education [J]. Bulletin of Vocational Education, 2012 (13): 72-74.
[3] Ding, Gigenbau. A review of practical teaching evaluation standards in higher vocational education [J]. Vocational Education Research, 2013 (6): 14-15.

The concrete implementation of quality control in the teaching reform of "university Chinese" in higher vocational education