Keywords: higher vocational education; English education; Humanistic spirit; Missing; affect
Humanistic spirit is a concern about the value and significance of human existence with people as the basic core object, attaches great importance to human morality, ideals, beliefs and character, and is the pursuit of the meaning, value, personality and ideal of one's own existence. Students are the hope of the motherland in the future. Students in the new era should have a positive attitude towards life, noble personality and the spirit of hard work. The important task of English education in higher vocational colleges is to improve students' humanistic spirit. However, some higher vocational colleges have played down the awareness of humanistic education and ignored the humanistic materials, which has inhibited students' interest in learning and innovation ability to some extent.
The Influence of "1" Lack of Humanistic Spirit on English Education in Higher Vocational Colleges
1. 1 influences students' knowledge structure and value orientation.
The teaching objectives of most higher vocational colleges are influenced by utilitarianism, which leads to a great impact on humanities education and weakens the atmosphere of humanities education in colleges, so that many English majors do not have a deep understanding of history, literature and other disciplines. Students of classical literature have not received timely and effective guidance in the learning process, which makes the knowledge structure of English majors gap. For example, English majors in higher vocational colleges have no in-depth understanding of classic works, geography, humanities and cultural customs at home and abroad, and have no systematic planning for reading. Various factors cause students' knowledge structure to be single and closed, which affects the breadth of their knowledge. Compared with other subjects, the research conditions and teachers of English teaching in higher vocational colleges are relatively rich. However, students are more susceptible to the influence of language function and language technology, and there is a value of "money worship", which mainly shows that they do not pay attention to humanities education courses and courses related to graduation and employment, especially under the influence of western thought, they despise being a man, attach importance to doing things, attach importance to individuals and despise teamwork.
1.2 affects students' thinking mode and communication ability.
In higher vocational colleges, many English majors cannot be influenced by humanistic knowledge because they have not studied systematically. The bottleneck of the development of English majors' thinking comprehension ability is the unsystematic knowledge structure. Once they go deep into the learning environment, they will show a weak foundation. The main manifestations are that it is difficult to penetrate and understand English materials with rich cultural background knowledge, and the research ability of English language and literature is weak, so it is impossible to compare the characteristics of Chinese and Western languages and cultures, and it is even more impossible to comprehensively summarize related issues. Due to the lack of humanistic education in higher vocational colleges, the education system is not in a good learning environment, and students have relatively few practical opportunities. For example, when translating English, they are limited by their ability to express themselves in Chinese, so they can't express themselves in infectious English. Because of their lack of practical communication experience, they can't communicate well.
2 "humanistic spirit" in the necessity of higher vocational English education
First of all, higher vocational English is an important tool for humanities education; Language is not only an important communication tool between people, but also a rich carrier of humanistic knowledge. It can fully show people's soul, and the basis for people to acquire extensive humanistic knowledge comes from profound language skills. English teaching in higher vocational colleges contains rich humanistic thoughts, and humanism is also one of the tools for knowledge dissemination. It can be seen that vocational English combines instrumentality and humanism, so it is necessary to integrate humanistic education into vocational English teaching. Secondly, English curriculum is an important carrier of humanistic education; The range of English proficiency in higher vocational colleges involves all majors of different levels and categories, and there are relatively many class hours. Its course content covers rich humanistic spirit, western humanistic spirit and China traditional cultural spirit, which can greatly improve the effect of humanistic education. Thirdly, English teaching is the key link of humanities education; Theory and practice are the important contents of humanistic education in higher vocational colleges. Theoretically, teachers should organically combine the theory of scientific culture with the theory of humanistic education, and then integrate humanistic education with scientific culture. From a practical point of view, teachers should guide students on the basis of theoretical knowledge of humanistic education, so as to realize correct control and spur on students' behavior, make students' behavior adapt to social needs and play an active role.
3 in vocational English education into the "humanistic spirit" measures
3. 1 Establish a student-centered English classroom
Humanistic quality is a process of self-internalization and reflection. In this process, we need to combine the humanistic knowledge we have learned with personal social practice to think about personal quality. However, at present, Chinese college students lack social practical experience. For English courses in higher vocational colleges, modular teaching design should be adopted to improve students' language skills and humanistic connotation, which is conducive to improving students' practical ability. The above system needs different modules, such as humanistic quality, basic knowledge, humanistic quality development, listening and speaking training, etc. When offering English courses, we can combine students' future professional ability and adopt various training modes, such as off-campus enterprise training, classroom language basic skills training, humanistic quality training, professional imitation and so on. At the same time, practical courses such as professional English listening and speaking training, oral communication, lectures on humanistic quality, professional English reading and writing, literature retrieval and so on are carried out. These courses can enable students to have better humanistic quality and professional ability, and also enable students to master basic language knowledge, so that students can actively adapt to the current social competition. In addition, diversified teaching methods can be adopted to change the teaching environment and cultivate students' humanistic quality. English teaching in higher vocational colleges should combine the multimedia channels widely used at present, organize students to teach in units suitable for teaching by means of personal demonstration, pronunciation and color, and allow students to discuss in groups. On the one hand, it can increase students' interest in learning, and the most important thing is to create a pleasant English learning environment, so that students' values and inner spirit are impacted by cross-cultural communication.
3.2 Reasonable application of humanistic information in English textbooks
English textbooks for higher vocational colleges can embody British humanistic spirit in many ways, which can be said to cover a lot of humanistic information. Teachers should make full use of these humanistic information in teaching and use it to cultivate students. For example, in a set of English textbooks for higher vocational colleges, this set of textbooks attaches great importance to infiltrating humanistic ideas into the content. One unit takes the personal memoirs of the protagonist as the narrative text, and comprehensively expounds the difficulties and setbacks encountered by the protagonist in his student days. Therefore, teachers can use the English vocabulary they have learned in teaching and let students describe the humanistic spirit behind the hero. At the same time, set up discussion groups to let students understand the meaning conveyed by the text. No matter how great a person is, there are bound to be twists and turns on the road to success. But as long as he has a firm goal, unremitting efforts and steady progress, he will get applause and flowers. Students can master the culture and cultural spirit behind language knowledge in the process of accumulating cultural background and humanistic information. If teachers attach importance to the transmission of humanistic spirit in teaching, they can improve students' English application ability and comprehensive quality at the same time.
3.3 Establish an evaluation mechanism that highlights "humanistic spirit" and improve teachers' humanistic quality.
At present, the evaluation mechanism of higher vocational colleges mostly lacks humanistic care for teachers and students. For example, the evaluation of students has the characteristics of "grading" and "examination-oriented", and the evaluation of teachers has the characteristics of "programming" and "utilitarianism". First, establish a formative evaluation mechanism for students. Students' learning situation at school is composed of personal quality, paper achievement, learning attitude and professionalism. Schools and teachers consider whether students have a basis for improvement in socialization and spirit, similar to academic performance. The purpose is to enable students to exercise positive and independent learning attitudes in a competitive environment, so as to confidently face social challenges. Secondly, teachers are the executors of educational functions and the finishers of teaching process, and their working ability and quality can be evaluated from both quantitative and qualitative aspects. At present, most higher vocational colleges refer to the requirements of "quantification" when assessing teachers' teaching, and do not consider whether teachers' teaching has spiritual influence on students, teaching innovation ability and teachers' humanistic quality. Therefore, higher vocational colleges can take value orientation, emotional motivation, cognitive construction and other aspects as a comprehensive assessment mechanism for teachers. In addition, higher vocational colleges should require English teachers to strengthen their humanistic quality, effectively apply humanistic information in English classes, and create a pleasant teaching environment, which is conducive to improving their humanistic quality. Teachers should also have a certain accumulation of China's history, art and literature, so as to skillfully analyze the cultural differences between China and the West among daily English teachers, broaden students' learning horizons and improve their thinking ability. The most important thing is to let students affirm the meaning and value of their own existence through the understanding and understanding of western culture in English learning, and face the setbacks of students and life with a positive and optimistic attitude.
4 conclusion
To sum up, the lack of "humanistic spirit" in higher vocational English education will seriously affect this course, which will not only help students master the professional English knowledge in English textbooks, but also improve their humanistic quality. Therefore, English education in higher vocational colleges requires teachers not only to pay attention to improving students' language knowledge and skills, but also to avoid the tendency of teaching tools and cultivate students' positive humanistic spirit, which will play a positive role in improving students' professional quality and comprehensive quality.
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