Developing management guidelines for constructing curriculum of Chinese history subject for vocational college at Shangrao City Xinzhou secondary professional school, China

Abstract

This article aimed to study (1) the problems of teaching Chinese history subjects for vocational colleges. The article also aimed to investigate the need for guidelines specifically designed for Chinese history subjects in vocational colleges. (3) To construct guidelines for creating a curriculum of Chinese history subjects for vocational colleges. The sample was 300 secondary students. They were selected by random sampling. The instrument for collecting data was a questionnaire. We analyzed the data using descriptive statistics and content analysis. The research results were found as follows. The issue of students' reading content in history classes not aligning with their historical knowledge base is a significant concern. This demonstrates that there are significant challenges in terms of content consistency. 2) Students rated their desire for more history communication time at school at a high level. This emphasizes the need for more interactive and immersive learning opportunities in history education. 3) The constructed guidelines encompassed eight essential topics: General Provisions, Management System, Teaching Objectives and Requirements, Course Settings, Evaluation and Testing, Teaching Methods and Approaches, Teaching Management, and Supplementary Provisions. Expert evaluations confirmed the validity and applicability of these guidelines, suggesting their potential effectiveness in addressing the identified challenges in managing and improving the history curriculum at Shangrao Xinzhou Secondary Specialized School.