Abstract: In recent years, it is difficult for foreign language graduates in higher vocational colleges to find foreign language jobs because of their poor foreign language ability or lack of professional knowledge. The lack of professional characteristics in foreign language teaching in higher vocational colleges is one of the main reasons for the difficulty in employment. Therefore, it is put forward that the curriculum must be employment-oriented, with a large amount of professional knowledge, and foreign language teaching should be regarded as the teaching viewpoint of vocational skills training.
In 2004, the Ministry of Education put forward in "Several Opinions on Further Strengthening Vocational Education" that vocational colleges should adhere to the service-oriented, employment-oriented, society-oriented, and market-oriented principles, deepen the reform of school-running mode and talent training mode, and strive to improve the quality and efficiency of vocational education.
At present, the employment-oriented concept has gradually become a social consciousness, and the awareness of vocational education actively serving the economy and society has been significantly enhanced. However, some higher vocational colleges still have the problem that foreign language teaching can't meet the needs of society, and it is difficult for students to find jobs to play the role of the language they have learned, which leads to the embarrassing situation that students are dissatisfied with and don't recognize the enterprise.
Firstly, it analyzes the employment status of foreign language majors.
1. Foreign language requirements of employers for applicants
According to the survey, enterprises often test students' foreign language expression ability, communication ability and improvisation ability when recruiting. Candidates are required to use foreign languages naturally and actively, and the use of languages can generally adapt to the context, function and purpose; Able to express language for a long time, allowing occasional pauses or individual pronunciation errors. Judging from the way and content of the interview, it is mainly to test the candidates' foreign language communication ability. According to the needs, some enterprises will also conduct written tests to test students' analytical and thinking abilities, knowledge and vocabulary. Each company has different requirements and standards for different positions. Generally speaking, it is to examine students' judgment ability, desire for achievement and team spirit.
Although different enterprises have different emphasis on the recruitment standards, oral and written requirements, they have a common feature, that is, they pay more attention to candidates' comprehensive foreign language quality, communicative competence and practical application ability.
2. The gap between foreign language teaching and employment standards in higher vocational colleges.
Higher vocational colleges are mostly upgraded from high-quality secondary schools. After upgrading, although these institutions have a strong professional awareness in professional education, they lack professional awareness in foreign language teaching, and more belong to the traditional basic knowledge teaching system. Students' foreign language level can't meet the requirements of employers, and there are some problems in foreign language teaching in higher vocational colleges, such as the concept is not new, the teaching quality is not high, and the teaching content is relatively backward. From the feedback of visiting enterprises and employment students, most students miss the opportunity because their foreign language level can't meet the requirements of employers, the passing rate of foreign language level, especially Japanese level, and enterprises want to hire people with work experience. It is understood that only foreign language majors are employed in the language posts they have learned, and many higher vocational students studying foreign languages can only find jobs in other posts as secretaries, business assistants and personnel assistants.
Second, the status quo of foreign language teaching in higher vocational colleges
The above situation shows that there are some problems in foreign language teaching in higher vocational colleges, which are mainly reflected in the following three points:
1. Traditional courses
The traditional curriculum model of vocational education in China usually divides education courses into three categories: basic cultural knowledge courses, professional theoretical courses and practical courses. One of its main characteristics is to attach importance to basic cultural knowledge. In teaching methods, it emphasizes the imparting and systematization of knowledge, but ignores the actual needs of students and society and the rationality of knowledge structure.
According to the traditional curriculum framework of vocational education, understanding foreign language courses from the perspective of "cultural basic courses" and overemphasizing the basic knowledge of language will ignore the cultivation of ability and comprehensive quality. The curriculum content of the school is increasingly out of line with the requirements of enterprises for the quality of workers, and it is difficult to cultivate talents that meet the needs of enterprises and the labor market. Therefore, foreign language teaching should not only emphasize basic knowledge, but also break through the traditional foreign language curriculum model and pay attention to the cultivation of language ability. International communication ability is a basic survival ability and skill requirement for future workers. In some countries, most of them have poor knowledge of pronunciation and grammar, but they have no barriers to communicate with foreigners. This is pragmatic competence. 2. The teaching method is single
Taking a foreign language course as a knowledge course will inevitably lead to teacher-centered foreign language teaching in higher vocational colleges and lectures as the main teaching method. The purpose of foreign language teaching in higher vocational colleges should be to effectively cultivate students' foreign language application ability and make them become applied talents, which requires corresponding changes in foreign language teaching mode in higher vocational colleges. Foreign language competence not only refers to pronunciation, sentence-making, reading and translation, but also includes language application skills, including communicative competence and adaptability in the context of internationalization.
3. Lack of applicable teaching materials
At present, many foreign language textbooks used in higher vocational colleges can't meet the teaching needs. The content of the textbook is deep and difficult, or the pertinence is not strong, which is not suitable for higher vocational students. Some scientific and technological articles are single in specialty, and the content of teaching materials is divorced from the reality of life, so students are neither interested nor practical to learn; Some choose undergraduate textbooks, which leads to large investment and poor results. Although the contents of some textbooks in higher vocational colleges in China are good, it is not easy for students to generate * * * and arouse their interest because they have no life experience. Higher vocational colleges are not training foreign language grammarians and linguists, but practical talents with certain communication skills with foreigners. The selection and compilation of teaching materials should highlight this characteristic requirement.
Third, employment-oriented, highlighting the characteristics of foreign language teaching in higher vocational colleges
The development trend of vocational education in the world is to meet the employment needs as the starting point and destination of educational activities, rather than pursuing the logical rigor of the discipline system, emphasizing practicality, practicality and practicality. In recent years, China's higher vocational colleges also advocate the cultivation of practical language application ability with application as the purpose and adequacy as the scale. The curriculum should conform to the actual situation of students and social needs, reflect the characteristics of higher vocational colleges, strengthen the study of applied knowledge, have fewer philosophical articles, and build a teaching system that is different from undergraduate colleges and conforms to the characteristics of this major. Weakening public courses, increasing the proportion of class hours for foreign language majors, reducing theoretical study and strengthening post-technical foreign language teaching.
In higher vocational education, we should not only follow the teaching laws of higher education, but also have the general teaching characteristics of higher education. However, it is different from the standards and specifications for training talents in ordinary colleges and universities. Higher vocational education is a higher education with the main goal of cultivating technical applied talents. Teaching content should be easy to understand and closely linked with social needs. While imparting language knowledge, pay attention to career education, psychological education, interpersonal communication and environmental education; In teaching, we should not simply stop at improving students' foreign language knowledge, but also update our concepts, contents, teaching methods and means from the aspects of curriculum focus, foreign language teaching mode, selection and development of teaching materials, etc. Make foreign language teaching truly market-oriented, take the imparting of pragmatic knowledge as the core, take the cultivation of pragmatic competence as the purpose, meet the higher requirements of international employment, and highlight the characteristics of higher vocational education.
At present, higher vocational education must be service-oriented and employment-oriented, and work hard on "necessity and sufficiency". "Necessary sufficiency" is embodied in five aspects: first, you must have basic scientific and cultural knowledge; Second, professional basic knowledge must be sufficient; Third, we must master basic professional terms and skills; Fourth, we must cultivate and initially have basic qualities and the ability to adapt to job changes; The fifth is to strengthen the spirit of innovation, pioneering consciousness and entrepreneurial ability. Foreign language teaching in higher vocational colleges must keep up with the development trend of vocational technology, set courses and formulate training programs according to social needs, promote the construction of excellent teaching materials and courses, constantly update teaching contents, and enhance the pertinence and adaptability of vocational education.
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