《中等职业学校语文教学大纲》明确把语言运用能力的培养放在中职语文教学的首要位置,指出中职语文教学要“提高以听、说、读、写为标志的语文能力,为提高学生的全面素质、综合职业能力和适应职业变化能力奠定基础”。然而,长期以来,语文教材主要由阅读课文组成,语文教学成了以理解文意为主要取向的阅读教学,语文教师也常常就以阅读理解或文章分析为中心开展 The “Chinese syllabus for secondary vocational schools” explicitly places the cultivation of the ability to use language on the primary position of Chinese teaching in secondary vocational schools. It points out that Chinese teaching in secondary vocational schools should “raise the language ability marked by listening, speaking, reading and writing, The overall quality of students, comprehensive professional ability and ability to adapt to changes laid the foundation ”. However, for a long time, Chinese teaching materials mainly consist of reading texts, and Chinese teaching has become reading teaching with the understanding of text as the main orientation. Language teachers also often take reading comprehension or article analysis as the center