VocationalEnglishCourseReform

[Abstract]VocationalEnglishcurriculumreformonbehalfofthethesisavailablefromthereformofteachingcontentsandcurriculumsystemandmethodsofassessment,thereformofteachingmode,studentsself-learningabilityandtostrengthentheranksofEnglishteachersintheseaspects.

[Keywords:]VocationalEnglishself-learningabilityofcurriculumreform

HighervocationaleducationasanimportantcomponentofChina’shighereducationanditsgoalistotrainnationalandlocaleconomicdevelopment,production,construction,managementandservicetheneedsoffirst-lineofhigh-qualityapplication-orientedtalents.Vocationaleducationhasitsownparticularity,thatis,emphasizingbasic,practical,andrelevance.‘HigherVocationalEducationEnglishSyllabus’providesthat:’studentsmastertheessential,practicalEnglishlanguageknowledgeandlanguageskills,withreadingandtranslationoftheEnglishwiththeprofessionalinformationrelatedtoacertaincapacity,andtofurtherenhancetheEnglishproficiencyandlayafoundation‘.Therefore,vocationalEnglishcurriculumreformshouldfullyreflecttheapplication-centric,attachimportancetothecultivationofEnglishlanguageproficiency.

Atpresent,thenumberofvocationalschoolsareawareofthebasisoftheirowncharacteristics,theimportanceofEnglishteachingreform,bothintheimplementationprocesscanbemoreorlesstherearesomeproblems,suchastheimplementationofCurriculumReforminourhospital,leadingahighdegreeofattention,proposed‘SixinOne’teachingreformmodel,andachievedsomeresults,butsomeaspectsofreformisnotenoughteachingresultslessthanideal,mainlyinthefollowingquestions:First,thegenerallackofawarenessofteachersoncurriculumreform,leadingtoCurriculumReformtostayonthesurfaceform,teachingisrelativelyold.Thesecondistorationalizetheteachingcontentsandcurriculumthereisstilllacking.Third,theteachingconditions,inadequate,notenoughteacherstomastermoderntechnology,resultingintheteachingmethodsarebackward,thusaffectingtheabilityofintegratedapplicationsforstudentstocultivateandimprove.

Tosolvetheaboveproblem,IbelievethatthereformofvocationalEnglishcoursesavailablefromthefollowingaspects.

First,thereformofteachingcontentsandcurriculumsystemandmethodsofassessment

1.TeachingReform

VocationalEnglishtextbooksshouldreflectthecharacteristicsofvocationalschools,languagematerials,entertheabilitytoadapttoapplications.Learningandteachingmaterialstokeepthesituationdemandsinordertocultivatetheideaofapplication-orientedtalentsmainlyreflectsthepracticalityandrelevance,teachingmaterialsshouldfocusonpractical,practicality,knowledge,andattentiontolanguageinreading,translation,listeningandspeakingabilitiesandapplicationofWritinglanguageproficiency.Inmyopinion,first,thearrangementsforeachunitcontentofthematerialshouldbebasedoncommunicativevalueasthestandard,suitablefordevelopinginteractionamongstudents,shouldbeheardfirst.ThecontentshouldreflectthecharacteristicsofthecontemporaryEnglishlanguagearoundthereallifeRichandinterestingtopic.Inthisway,thestudentshaveinterestinopeningpracticeEnglish.Second,thematerialshouldhaveacertainpracticality.Involvedinvocabulary,grammar,culturalbackground,topics,content,dailylifeandproductionpracticesshouldbecloselylinked,suchas:electroniccommerce,internationaltrade,informationindustry,thefinancialindustry.Inthisway,studentscanbefullyactivemobilization.Thirdly,thelearningmaterialsshouldreflecttherelativelystrongintellectual.Comparedwiththehighschool,vocationalstudentlearningwithamoreutilitarianpurpose,theyhavepracticalapplicationstohaveaccesstothevalueofthestrongdesireofknowledge,somaterialsshouldbeabletoprovidesomeculturalbackgroundknowledge,socialcustomsandcharacteristics,theprofessionalmentalityofthemajorityandcontemporarysociety,suchasahottopic.Onlyinthiswaycantheworlddeveloptheircognitiveabilities.Inaddition,thecontentoftextbooksshouldalsoconstantlyupdated,sothatnotonlypromotethebasicteachinggoals,whiletheteachingofEnglishtoadapttotheneweratheeraofsocialcharacteristicsofdemand.

2.CurriculumSystemReform

Englishteachingshouldbecloselyintegratedvocationalandprofessionalneeds,curriculumsystem,occupationalcharacteristicsshouldbeformedaroundtheopeningofvocationaleducation,Englishlanguagecourses,suchas:EnglishforTourism,HotelEnglish,BusinessEnglish,SecretarialEnglish,computerEnglish,equipment,theEnglishlanguage.TheteachingofEnglishintovocationaleducation,professionalcloselyintegratedwiththeschool,studentinterestinlearningisboundtoincreaseEnglishlanguagelearningwillalsobemoreconfident.MostvocationalstudentsarenowfeelingofhearingthepoorwilldothesubjectwritteninEnglish,butthehearingdidnotunderstandmaterial,oralpracticeisalsousuallylesstousemostofthetime,oranopenKaibuliaokoudonotknowwhattosay,andforeignTeacherexchangesareverydifficult.Therefore,apublicvocationalEnglishcourses,canbeused‘211‘model,vocationalEnglishingeneralisset4hoursperweek,thenyoucansettwohoursgeneralEnglishcourses,primarilytodevelopstudentsknowledgeofthelanguagepointandheardthatcommunicationabilitytosetupaclasseachweeklistening,quicktoenhancestudentslistening;anorallessonandpracticetrainingtheuseoflanguageabilitycanalsobespokenineachsemesterelectivecourse,sofondofsayingthat,orwouldlikemoreopportunitiesforstudentsofEnglishtoimprovetheirEnglishOralEnglish,haveacertaincommunicationskills,improvetheirEnglishproficiency.

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3.Methodsofassessmentreform

Englishisalanguagetool,itsmainfunctionistoallowpeopletoexchangeideasandexpressideas.Therefore,theevaluationshouldhighlightthecapabilityevaluation,weshouldtakeacomprehensiveapplicationofthelanguageabilityofstudentsasastartingpointtobuildapluralisticsystem,tomeetitsdevelopmentneeds.

Second,thereformofteachingmode,studentsself-learningability

Moretraditionalteachingmethodsareteacher-centeredteachingmethod:theteacherexplainingtexts,grammar,vocabularyandgrammarexercisestoconduct,operatingmostlypreplessonsandcompletethetextbookexercises,thestudentshighlydependentontheteacher.However,theteachingofEnglishandothersubjectsofeducationshouldbedifferent,becauseitshouldnotbetheprimarypurposeofimpartingknowledge,butshouldfocusonthepracticalapplicationabilityofstudents,sothepurposeofteachingistohelpstudentsmovefromlearningtolearningself-relianceonthetransition.

Todevelopstudentsself-learningability,firstofalllearnersshoulddevelopawarenessofself-learning.Thisismainlyreflectedintheneedsandmotivations,onlyhaveagoodlearningneedsandlearningmotivation,learningonlycorrectattitudeforteachersindevelopinglearnerautonomyintheprocessofchangeshouldfirstrelyonstudentsinpsychology,emphasizingself-awarenessoftheimportance,andinturnfosterself-awarenessoflearners.Secondly,inthe‘student-centered’teachingmodetofosterself-learningabilityoflearners.Teachersshouldcreateastudent-centeredclassroomenvironmenttofosterstudentself-learningability,theactualuseoflanguageability.Forexample,inlearningEnglishtext,letthestudentsreadthetextafterthecentralideaofthearticleandthedetailsofdiscussionsandexchanges,notonlyhelpstudentsbetterunderstandthearticle,butalsohelptoimprovetheabilityofstudentstouselanguage.

Third,strengthenthebuildingoftheranksofEnglishteachers

EnglishteacherstoimprovetheirownqualityEnglishisanecessaryconditionforcurriculumreform.Application-orientedtalentsobjectiverequiresteacherstounderstandoracquiretherelevantdisciplinessuchaslinguistics,psychology,educationandotherknowledge,butalsomasterthespecializedfieldsofknowledge,skillsanddevelopments,butalsotolearnandprofessional-related,cross-andemergingareasofscientificknowledgeandskillsinordertomeettheeducationalrequirements.AsEnglishteachers,shouldhaveastrongsenseofdedication,professionalismandhighprofessionalethics;tofosterthespiritofqualityeducationinlinewiththeconceptofEnglishteaching,respectforindividualdifferencesofstudentstopromotethehealthydevelopmentofstudent’spersonality;payattentiontothestudentsthespiritofinnovationandpracticalabilityofculture;haveabroadandsolidbusiness