Based on the goal of cultivating students' language use ability, we divide English teaching into three modules and seven sub-modules, which is an attempt and exploration of English teaching reform in higher vocational colleges, striving to get rid of the influence of traditional undergraduate teaching mode and reflect the characteristics of higher vocational colleges.
Taking two classes of Metallurgy Department of Inner Mongolia Vocational College of Mechanical and Electrical Technology as the research object, this paper studies the practicability of modular teaching in English teaching by using scientific and practical research methods, in order to meet the objectives of higher vocational education and the requirements of higher vocational English teaching with professional characteristics.
Modular teaching; Practicality; English reform
First, the significance of modular teaching in higher vocational English teaching
As an important part of higher vocational education? Higher vocational English aims at cultivating practical and applied talents. In order to achieve this goal, module teaching method came into being. Based on the present situation of English teaching in higher vocational colleges in China, in order to cultivate students' language application ability and? Practical, enough? As a guide, modular teaching guides students to complete listening, speaking, reading and writing tasks independently by creating situations similar to real life, thus improving students' English application ability.
Students in higher vocational colleges mainly come from ordinary high schools, vocational high schools and technical secondary schools, and their overall English level is poor. Therefore, it is difficult for teachers to meet the actual needs of graduates and employers for English by using traditional spoon-feeding teaching methods. Module teaching method, as a new teaching mode, has been applied in many disciplines and achieved success. With the development of higher vocational education, English teaching is constantly seeking, exploring and reforming.
Second, the application of modular teaching in vocational English teaching
English courses in higher vocational colleges not only improve students' basic knowledge and skills, but also emphasize the cultivation of students' practical application ability. University application ability test? As a standard to evaluate the quality of English teaching. The author studies the basic requirements of English teaching in higher vocational colleges, analyzes the requirements of this requirement for students in listening, vocabulary, grammar, reading, translation and writing, and studies and summarizes the B-level examination questions and the requirements of employers for graduates' English over the years.
After communicating with professional teachers, we can find the connection point between basic English and professional English, and polish the content of professional English, so as to better cultivate students' English application ability and meet the requirements of students and employers for English skills. The author used two classes in Metallurgical Department of our college with different majors, the same English foundation and the same number of students to carry out experimental teaching.
Complete a lesson according to the conventional teaching mode. The other class adopts modular teaching method. At the same time, English teaching content is divided into three modules: basic knowledge module, application ability module and evaluation module. These three modules are supported by sub-modules. The specific division is as follows: the basic knowledge module is divided into: pronunciation module, grammar and basic reading module, vocabulary and reading module. At the same time, the application ability module is divided into listening and speaking module, B-level vocabulary and reading module, translation and writing module and specialized English teaching module.
Among them, the basic knowledge module is mainly completed in the first semester, and then the author will use the second and third semesters to complete the module of cultivating students' application ability. Among them, listening and speaking modules, B-level vocabulary and reading modules and translation and writing modules will be completed in the second semester. The training of professional English skills will be arranged in the third semester. In the third semester, the author will discuss with professional teachers, carefully screen the content and vocabulary of professional English teaching, and design the teaching module of professional English.
The last module is the evaluation module. This module is completed through regular inspection and final evaluation. In order to know the effect of modular teaching in time, the author will conduct examination, paper analysis, teaching summary, student interview and feedback with the department in stages. In the teaching process, there are two tests each semester. After each test, students will be carefully reviewed and given feedback in time, so that students can understand their own advantages and disadvantages and guide their next stage of study. The whole experimental teaching process is accompanied by finding and solving problems, and the summary has been understood and supported by all sides.
Thirdly, the result analysis of modular teaching.
After a year's investigation and study, this paper analyzes the application effect of modular teaching in English teaching in our college through questionnaire survey and examination results. After one year's English study, students' interest in English learning in the experimental class increased by 9.8%, while students' interest in English learning in the ordinary class decreased by 1.7%. The main reason is that students feel that the knowledge points of English learning are scattered, there is no knowledge frame structure in their brains, and they lack organization. The students' English learning achievements in the experimental class have been greatly improved, from the average score of college entrance examination of 45. 18 to 65.52, an increase of 20.34 points; The average score of ordinary classes increased from 46.32 to 58. 18, only increased by 1 1.86.
From the data in the above two tables, it can be concluded that the practice of modular teaching method in English teaching in our college is relatively successful and has achieved our expected results. It can be seen that the teaching reform is relatively successful and reasonable. Students' interest in English learning and their English level are also improving. The feedback from the teachers of specialized courses also holds a positive attitude towards the application of modular teaching methods, which is very appreciated. The reform of English teaching in higher vocational colleges has far-reaching influence and needs the joint efforts of all parties. Based on the goal of cultivating students' language use ability, the author divides English teaching into three modules and seven sub-modules, which is an attempt and exploration of English teaching reform in higher vocational colleges, striving to get rid of the influence of traditional undergraduate teaching mode and reflect the characteristics of higher vocational colleges.
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