Introduction
Vocational educationWith the development of highly skilled and skilled personnel at its core, english as a mandatory public basic course in higher education institutions is an important vehicle for building the language base of students, as well as a key link in developing their workplace communication, job applications and intercultural literacy. With the opening up of industries to the outside world and the expansion of foreign-related operations, the standards of enterprise proficiency for senior-level graduates in english have been gradually upgraded, away from focusing solely on the accumulation of basic terminology and quid pro quo, and more on the practical application of students' ability to communicate in the real world of work, to study professional materials, to process business documents and to match basic foreign-related business。
Traditional high-level postsTeaching in englishA long-term model of instruction in general culture, with a focus on theoretical points of knowledge and less on practical skills training; a focus on grammar and mechanical memory, while ignoring the real needs of the job. There is a general disconnect between teaching objectives and professional standards, delays in updating curricula, the consolidation of classroom forms of instruction, and single evaluation methods. Many students are unable to adapt to their future employment in english at school and are less able to use it in practice to meet the actual needs of their businesses. Against this backgroundVocational competenceFor the purpose of its core orientation, the system has promoted a comprehensive reform of the teaching of high-level english, optimizing the curriculum architecture, innovative classroom teaching models, and improving the pathways for the development of talent. This has become a necessary option for bringing about synergy in the teaching of english at higher-level institutions and for matching the orientation of vocational training。
Ii. Current realities in the teaching of english at senior levels
(i) inadequate targeting and weak orientation of professional development
The english language courses in many higher educational institutions are still primarily aimed at fulfilling their regular teaching tasks and passing the final course examination, and the development of differentiated development programmes that combine the job attributes of different professional positions is not possible. While there are significant differences in the demand for english among different professional positions such as commercial tourism, electromechanical engineering and medical care services, most institutions still adopt uniform teaching standards and lack a hierarchy of design and specialization. The concentration of day-to-day teaching on theoretical indoctrination in terms of vocabulary, grammar, sentence style, neglect of core vocational competencies such as speaking skills in the workplace, professional english use, job-situation training, etc., has resulted in the fragmentation of english-language course learning from students ' future career development。
(ii) delay in updating the curriculum and disconnecting it from the needs of the profession
The overall content of the existing common english language teaching materials is entrenched and updated over a longer period of time, most of the selected texts are structured around school life and basic reading, and there is a lack of practical teaching materials that fit the real working scene of the industry. The development of a professional english language course has been slow and has not been able to design the content according to the workflow of the various professional positions, commonly used professional terms, standard business communicators and various forms of english form. The curricular materials do not keep pace with the new industry, the pace of development of new technologies, and insufficient timeliness and practicality of content, resulting in a failure to effectively respond to actual job demands in the workplace to the knowledge acquired by students at school。
(iii) the consolidation of classroom teaching models and low level of active student participation
The traditional model of one-way teaching by teachers and passive listening by students is still widely used in senior english classes, where there are more single forms of interaction, mostly at the level of reading, answering and translating, and where there is a lack of practical teaching, such as scenario simulation, task drive, team collaboration and project exploration. Inadequate development of information-based teaching resources, in-line and off-line hybrid teaching sites, and the effective expansion of extracurricular training spaces through web-based teaching platforms. There is a wide gap between the basics of english for higher-level students, the difficulty of implementing the teachings in integrated classes, the inability of students with weak basics to keep pace with the teaching process, the difficulty of better basic students in gaining access to capacity-building spaces, and the overall effectiveness of classroom teaching。
(iv) teachers ' comprehensive education needs to be improved and integrated teaching capacity is insufficient
High-level english teachers generally have solid language qualifications, but most lack a front-line practical business experience and a thorough understanding of the business processes of the various professional positions, the standards of the industry's english language norms, and the rules of working life. The teaching design of teachers is mostly limited to the content inherent in textbooks, and lacks the capacity to teach the design of vocational scenery, to imitate authentic instruction and to integrate the in-depth teaching. The institutional support mechanisms for english-speaking teachers, such as job-building, trade skills training and cross-professional teacher exchange, are not yet adequate, and teacher teaching concepts and knowledge structures are slowly being updated to support the downside of the reform of english language teaching that is guided by professional competencies。
(v) single approaches to teaching evaluation and lack of integrated capacity examination dimensions
The traditional english language course is over-reliant on the final written test, the content of the examination is biased towards theoretical knowledge memory and cross-references, and there is a lack of effective mechanisms for assessing key dimensions such as speech, workplace application, teamwork and learning processes. The percentage of end-of-service examinations is high, process tests are in the form of formality, and multiple evaluation indicators, such as classroom performance, quality of tasks performed, simulation of results of hands-on training, and team collaboration results, have not been established. A single test orientation can easily prompt students to reread the examinations mechanically, neglecting the proactive upgrading of practical english skills and vocational combinations and departing from the competency-based orientation of vocational education。
Iii. Basic principles for reform of the teaching of english with a career orientation
(i) the principle of precision of the course
Based on the demand for real english for professional positions, and in keeping with the job content, business processes and competency standards, the required english skills are integrated into the curriculum objectives, teaching content and training, so that classroom teaching and job needs are accurately matched, and so that learning can be used and connected。
(ii) competency-based parenting principle
The shift in traditional pedagogical thinking centred on knowledge indoctrination, with a central focus on working skills, language communication skills, problem management skills, weakening the mechanical recitation of purely theoretical knowledge points, and focusing on the development of an integrated understanding of working communication and teamwork in english in real working environments。
(iii) the principle of tectonicism
Full account is taken of differences in the english basics of students at senior levels, differences in professional orientations and differences in personal career planning, with a stratification design in terms of teaching objectives, course content, after-school assignments, evaluation criteria, etc., which is appropriate to the learning rhythm and growth demands of students at different levels。
(iv) principle of integration of theoretical practice
In order to ensure that the theoretical teaching of the classroom is closely integrated with the simulation of teaching and the practice of the workplace, and to break down the limitations of teaching in a single classroom, an integrated system of classroom teaching, situational simulation and enterprise learning is set up in order to strengthen the language base through practical training and to improve the overall application of the professional english language。
Iv. Implementation path for the reform of the teaching of english at the higher levels of professional competence
(i) reshaping teaching objectives and clarifying the direction of professional competency development
High-level institutions should develop a system of targeted teaching in english, based on a hierarchical classification, with three levels of basic language competence, vocational application, and integrated vocational literacy, taking into account the actual research of their own training programmes and industries. At the basic level, the basics of reading and writing are heard in universal english and students are guaranteed basics of communication; the occupational application level is tied to the actual needs of the professional position and is skilled in practical skills such as professional terminology, standard workplace dialogue, conventional english-language clerical processing and basic foreign-related business interface; at the integrated level, efforts are being made to foster intercultural communication and ceremonial development among students and to match the long-term career development of the individual. At the same time, emphasis has been placed on training in relation to the differentiation of professional characteristics, on strengthening business contacts and foreign trade correspondence, on hospitality and orientation in english for tourism professionals, and on equipment and technical research in english for science professionals。
(ii) optimization of course content and construction of an integrated teaching system
(b) breaking down the constraints of static integrated teaching materials and setting up a modular curriculum structure for "communicable english + professional english + field training modules". :: streamline obsolete theoretical content, compress semantic encapsulation training, and add practical teaching modules such as workplace situational dialogue, job case analysis, business writing, etc. (c) development of school-based teaching materials and pamphlet presentations, taking into account local industry characteristics and the professional advantages of the school, and integration into real business cases. Designing teaching content using a project-based approach, using real job assignments in the workplace as a module, developing learning projects such as product promotions in english, job interview simulations, business sheet filling, business communication talks, etc., so that students can naturally acquire practical skills in professional english in fulfilling their mission。
(iii) renovation of teaching models and introduction of diversified classroom forms
Change the traditional one-way approach to teaching, making extensive use of interactive teaching methods such as task-driven, scenario-based, role-playing, panel discussions and project-oriented teaching. The classroom creates a highly virtual workplace environment, restores real work scenes such as hotel receptions, job interviews, business cooperation, guest services, etc., and organises practical performance exercises for students. Using fully the information-based teaching platform, the resources of the industry's english-language micro-learning, working-level dialogue videos, and a collection of specialized terminology are being used to promote online self-study and a mix of hands-on teaching models. Implementation of tiered teaching management, classification of study levels according to the basic english language of students, and deployment of gradient-based learning tasks so as to provide accurate coaching and balance. English language lectures, professional english skills competitions, simulations of foreign trade talks, etc. Are organized on the basis of school cultural events to promote learning and enhance the skills of students in field applications。
(iv) strengthen teacher development and improve the integration of teaching and learning in teacher courses
Improving the normal development of english language teachers, encouraging them to go into the business business line, participating in the business field, developing job experience and professional english teaching materials. Colleges regularly conduct vocational english teaching seminars, special training in integrated teaching design, inviting professional specialists and business cadres to schools to provide lectures and teaching guidance, helping teachers to update teaching concepts and improve their knowledge structures. • promotion of the “english-language full-time teacher + professional teacher + business practice mentors” model, which is designed to optimize classroom design and enhance the professional relevance and relevance of teaching content. At the same time, teachers are being supported to participate in research on the subject of pedagogical reform in order to provide guidance and to steadily improve the quality of teaching and research in general。
(v) improvement of evaluation mechanisms and establishment of an integrated and pluralistic appraisal system
Reform of the traditional model of a single end-of-cycle written examination, the construction of a comprehensive evaluation system combining process and end-of-life evaluations, theoretical and practical. A reasonable increase in the percentage of process appraisals to include classroom attendance, classroom interaction, quality of team assignments, progress of online learning, simulation of hands-on results, etc. Final examinations reduce the proportion of purely grammatical and objective subjects, and include practical examinations such as oral interviews, job simulations, writing of business papers, translation of professional materials, etc. The modest introduction of an enterprise evaluation dimension, during which an enterprise mentor gives an integrated score of the performance of english in the workplace and vocational literacy, taking into account the overall achievement of the course, has led to a steady improvement in the student's practical skills。
(vi) deepening the integration of maternity education and building a working english-language platform
To strengthen the collaboration between institutions and industry enterprises in order to create a virtual training base for the english language in the workplace, to set up virtual training sites such as business receptions, foreign talks and tourism lectures, and to provide regularized physical training for students. The students are organized to enter the cooperative enterprises for short periods of internships, follow-up internships, participation in basic external hospitality, documentation in english, easy business communication, etc., and to sharpen the ability to use english in real-life environments. The integration of real business projects into the classroom is carried out through local industrial parks and trade associations, with real-life job-driven courses, with a seamless link between teaching, practical training and employment, and the promotion of the full range of professional english-language competencies of students。
Concluding remarks
The reform of professional competence-oriented teaching of high-level english is centred on moving away from the framework in which traditional subjects should be tested and back to the fundamental attributes of vocational education for the development of skilled personnel. In the face of the new demands of industry development on the ability of high-level staff to use english, higher-level institutions need to combine their reforms in a number of dimensions, including re-engineering of teaching objectives, optimization of course content, innovation of classroom models, development of the teaching staff, improvement of evaluation and deepening of the integration of labour. The quality and steady development of vocational education is facilitated by the introduction of a system of well-defined curricular courses, the introduction of a hands-on and immersed teaching model, the development of an integrated multi-purpose system, and the strengthening of teacher development and training platforms. Li linping
