本科毕业设计论文--vocational-english-course-reform--英语论文.doc

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1、 Vocational English Course Reform Abstract Vocational English curriculum reform on behalf of the thesis available from the reform of teaching contents and curriculum system and methods of assessment, the reform of teaching mode, students self-learning ability and to strengthen the ranks of English t

2、eachers in these aspects. Keywords: Vocational English self-learning ability of curriculum reform Higher vocational education as an important component of Chinas higher education and its goal is to train national and local economic development, production, construction, management and service the ne

3、eds of first-line of high-quality application-oriented talents. Vocational education has its own particularity, that is, emphasizing basic, practical, and relevance. Higher Vocational Education English Syllabus provides that: students master the essential, practical English language knowledge and la

4、nguage skills, with reading and translation of the English with the professional information related to a certain capacity, and to further enhance the English proficiency and lay a foundation . Therefore, vocational English curriculum reform should fully reflect the application-centric, attach impor

5、tance to the cultivation of English language proficiency. At present, the number of vocational schools are aware of the basis of their own characteristics, the importance of English teaching reform, both in the implementation process can be more or less there are some problems, such as the implement

6、ation of Curriculum Reform in our hospital, leading a high degree of attention, proposed Six in One teaching reform model, and achieved some results, but some aspects of reform is not enough teaching results less than ideal, mainly in the following questions: First, the general lack of awareness of

7、teachers on curriculum reform, leading to Curriculum Reform to stay on the surface form, teaching is relatively old. The second is to rationalize the teaching contents and curriculum there is still lacking. Third, the teaching conditions, inadequate, not enough teachers to master modern technology,

8、resulting in the teaching methods are backward, thus affecting the ability of integrated applications for students to cultivate and improve. To solve the above problem, I believe that the reform of vocational English courses available from the following aspects. First, the reform of teaching content

9、s and curriculum system and methods of assessment 1. Teaching Reform Vocational English textbooks should reflect the characteristics of vocational schools, language materials, enter the ability to adapt to applications. Learning and teaching materials to keep the situation demands in order to cultiv

10、ate the idea of application-oriented talents mainly reflects the practicality and relevance, teaching materials should focus on practical, practicality, knowledge, and attention to language in reading, translation, listening and speaking abilities and application of Writing language proficiency. In

11、my opinion, first, the arrangements for each unit content of the material should be based on communicative value as the standard, suitable for developing interaction among students, should be heard first. The content should reflect the characteristics of the contemporary English language around the

12、real life Rich and interesting topic. In this way, the students have interest in opening practice English. Second, the material should have a certain practicality. Involved in vocabulary, grammar, cultural background, topics, content, daily life and production practices should be closely linked, suc

13、h as: electronic commerce, international trade, information industry, the financial industry. In this way, students can be fully active mobilization. Thirdly, the learning materials should reflect the relatively strong intellectual. Compared with the high school, vocational student learning with a m

14、ore utilitarian purpose, they have practical applications to have access to the value of the strong desire of knowledge, so materials should be able to provide some cultural background knowledge, social customs and characteristics, the professional mentality of the majority and contemporary society,

15、 such as a hot topic. Only in this way can the world develop their cognitive abilities. In addition, the content of textbooks should also constantly updated, so that not only promote the basic teaching goals, while the teaching of English to adapt to the new era the era of social characteristics of

16、demand. 2. Curriculum System Reform English teaching should be closely integrated vocational and professional needs, curriculum system, occupational characteristics should be formed around the opening of vocational education, English language courses, such as: English for Tourism, Hotel English, Bus

17、iness English, Secretarial English, computer English, equipment, the English language. The teaching of English into vocational education, professional closely integrated with the school, student interest in learning is bound to increase English language learning will also be more confident. Most voc

18、ational students are now feeling of hearing the poor will do the subject written in English, but the hearing did not understand material, oral practice is also usually less to use most of the time, or an open Kaibuliaokou do not know what to say, and foreign Teacher exchanges are very difficult. The

19、refore, a public vocational English courses, can be used 2 11 model, vocational English in general is set 4 hours per week, then you can set two hours general English courses, primarily to develop students knowledge of the language point and heard that communication ability to set up a class each we

20、ek listening, quick to enhance students listening; an oral lesson and practice training the use of language ability can also be spoken in each semester elective course, so fond of saying that, or would like more opportunities for students of English to improve their English Oral English, have a cert

21、ain communication skills, improve their English proficiency. Reposted elsewhere in the paper for free download 3. Methods of assessment reform English is a language tool, its main function is to allow people to exchange ideas and express ideas. Therefore, the evaluation should highlight the capabili

22、ty evaluation, we should take a comprehensive application of the language ability of students as a starting point to build a pluralistic system, to meet its development needs. Second, the reform of teaching mode, students self-learning ability More traditional teaching methods are teacher-centered t

23、eaching method: the teacher explaining texts, grammar, vocabulary and grammar exercises to conduct, operating mostly prep lessons and complete the textbook exercises, the students highly dependent on the teacher. However, the teaching of English and other subjects of education should be different, b

24、ecause it should not be the primary purpose of imparting knowledge, but should focus on the practical application ability of students, so the purpose of teaching is to help students move from learning to learning self-reliance on the transition . To develop students self-learning ability, first of a

25、ll learners should develop awareness of self-learning. This is mainly reflected in the needs and motivations, only have a good learning needs and learning motivation, learning only correct attitude for teachers in developing learner autonomy in the process of change should first rely on students in

26、psychology, emphasizing self-awareness of the importance , and in turn foster self-awareness of learners. Secondly, in the student-centered teaching mode to foster self-learning ability of learners. Teachers should create a student-centered classroom environment to foster student self-learning abili

27、ty, the actual use of language ability. For example, in learning English text, let the students read the text after the central idea of the article and the details of discussions and exchanges, not only help students better understand the article, but also help to improve the ability of students to

28、use language. Third, strengthen the building of the ranks of English teachers English teachers to improve their own quality English is a necessary condition for curriculum reform. Application-oriented talents objective requires teachers to understand or acquire the relevant disciplines such as lingu

29、istics, psychology, education and other knowledge, but also master the specialized fields of knowledge, skills and developments, but also to learn and professional-related, cross - and emerging areas of scientific knowledge and skills in order to meet the educational requirements. As English teacher

30、s, should have a strong sense of dedication, professionalism and high professional ethics; to foster the spirit of quality education in line with the concept of English teaching, respect for individual differences of students to promote the healthy development of students personality; pay attention

31、to the students the spirit of innovation and practical ability of culture; have a broad and solid business knowledge, there are life-long learning into practice. English teachers for English language teachers continuing education should be independent inject vitality into development. At the same ti

32、me, the school should proceed from reality, a sound mechanism for teacher education, teaching, without affecting the normal circumstances, invest heavily in training to broaden the training channels, enriches training ways to expand the training of teachers face, so as to train a large number of qua

33、lified English language teaching workers. References: 1 BAI Zhen-kun. Vocational Education and English language teaching basic requirements of M. Beijing: Higher Education Press, 2001. 2 Yu Wei-shen, Zou Xiaoling, Deng lun. New Practical English (3) M. Beijing: Higher Education Press, 2003. 3 Bao Dong-jiao. On the English teaching J. Introduction and consulting, 2004, (7). 4 Li-Ping Ma. Higher Vocational Education Reform in the teaching of English J. Coal, higher education, 2001, (5): 489. 8