以岗位职业能力为导向的高职英语体验式教学的实践研究
发布时间：2018-11-13 13:49
【摘要】：高职公共英语教学面临教学模式守旧、学生学习积极性不高,缺乏产学研结合等方面的问题。以岗位职业能力为导向的教学改革适应未来工作的发展需要,对学生成长成才具有重要意义。随着时代的发展,英语在各行各业中的涉及面越来越广泛,但高职英语的教学无论在课程设置、教学内容、教学模式、教学目标以及师资情况等方面都与各个行业对英语的实际需求存在较大差距,以致学生的英语实践能力与未来就业岗位所需的英语能力严重脱节。以岗位能力为导向的英语体验式教学的特点在于通过模拟真实的情景让学生主动参与到学习当中,成为学习的中心和主动者。根据不同专业的学生通过创设不同的日后工作岗位,模拟情景进行英语体验式学习,有利于学生自然融合到教学中,主动学习与自己未来就业岗位所需相符的英语知识和实践能力。为了探索以岗位职业能力为导向的体验式教学的设计、实施与评价,研究在理论分析基础上,采用教育实验法,选择广州某高职艺术学院的时尚设计专业16级两个班级共108名学生为研究样本,进行对比研究。在一个班中采取以岗位能力为导向的体验式英语教学模式,而在另一个班当中则沿用传统英语教学模式,对两个班的教学过程和效果进行对比。在实验班级,体验式教学主要通过“基础+专业”等方面开展,在大一两学期内实施。在两个学期中,先通过问卷调查和访谈,了解学生的英语能力和学习情况,再通过对两个平行班级实行不同的教学实验,探究以岗位职业能力为导向的体验式英语教学对学生的各方面影响。通过两个班级的对比发现,以岗位职业能力为导向的体验式教学班级学生在“基础+专业”英语方面的能力得到了提升,学生的学习状态从被动接受知识变成主动获取知识。两种不同教学模式下学生学习效果差异显著,新模式下学习的学生在成绩方面有了显著的提升。研究显示,以岗位职业能力为导向的体验式教学有助于提高高职生的英语学习效果。此外,体验式英语教学在实施中应注意“以岗位职业能力为导向”的英语体验式教学设计和情景模拟设计:一、整个教学设计应体现学生的主体中心地位;二、侧重于真实的职场情景模拟;三、教师的主导作用应贯穿整个活动过程。
[Abstract]:Higher vocational English teaching is faced with the problems of conservative teaching mode, low enthusiasm of students and lack of combination of production, learning and research. The teaching reform based on post professional ability is of great significance for the students to grow up to meet the development needs of future work. With the development of the times, English is more and more involved in all kinds of trades. However, the teaching of English in higher vocational colleges is not only in curriculum, but also in teaching content and teaching mode. There is a big gap between the teaching goal and the teachers' situation and the actual demand for English in every profession, so that the students' English practical ability is out of touch with the English ability needed in the future employment position. The characteristic of post competence oriented English experiential teaching is that students can actively participate in learning by simulating real situations and become the center and initiator of learning. According to the students of different majors, by creating different future jobs and simulating the situation of English experiential learning, it is helpful for the students to integrate into the teaching naturally. Take the initiative to learn English knowledge and practical ability in line with your future employment requirements. In order to explore the design, implementation and evaluation of experiential teaching based on post vocational ability, the research adopts educational experiment method on the basis of theoretical analysis. 108 students in two classes of fashion design in Guangzhou higher vocational college were selected as the research samples. The teaching process and effect of the two classes are compared by adopting the experiential teaching mode of post competence in one class and the traditional English teaching mode in the other class. In the experimental class, experiential teaching is mainly carried out through "basic specialty" and carried out in a semester or two. During the two semesters, the students' English proficiency and learning conditions were investigated through questionnaires and interviews, and then different teaching experiments were carried out on the two parallel classes. This paper explores the effects of experiential English teaching on students. Through the comparison between the two classes, it is found that the students' ability in "basic major" English has been improved, and the students' learning state has changed from passive acceptance of knowledge to active acquisition of knowledge. There are significant differences in the learning effects between the two different teaching modes, and the students in the new model have a significant improvement in their performance. The research shows that experiential teaching based on post vocational ability is helpful to improve the English learning effect of vocational college students. In addition, in the implementation of experiential English teaching, we should pay attention to the English experiential teaching design and situational simulation design, which is guided by post vocational competence: first, the whole teaching design should reflect the central position of students; Second, focus on the real workplace scene simulation; third, the leading role of teachers should run through the whole process of activities.
【学位授予单位】：广东技术师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3
本文编号：2329312
[Abstract]:Higher vocational English teaching is faced with the problems of conservative teaching mode, low enthusiasm of students and lack of combination of production, learning and research. The teaching reform based on post professional ability is of great significance for the students to grow up to meet the development needs of future work. With the development of the times, English is more and more involved in all kinds of trades. However, the teaching of English in higher vocational colleges is not only in curriculum, but also in teaching content and teaching mode. There is a big gap between the teaching goal and the teachers' situation and the actual demand for English in every profession, so that the students' English practical ability is out of touch with the English ability needed in the future employment position. The characteristic of post competence oriented English experiential teaching is that students can actively participate in learning by simulating real situations and become the center and initiator of learning. According to the students of different majors, by creating different future jobs and simulating the situation of English experiential learning, it is helpful for the students to integrate into the teaching naturally. Take the initiative to learn English knowledge and practical ability in line with your future employment requirements. In order to explore the design, implementation and evaluation of experiential teaching based on post vocational ability, the research adopts educational experiment method on the basis of theoretical analysis. 108 students in two classes of fashion design in Guangzhou higher vocational college were selected as the research samples. The teaching process and effect of the two classes are compared by adopting the experiential teaching mode of post competence in one class and the traditional English teaching mode in the other class. In the experimental class, experiential teaching is mainly carried out through "basic specialty" and carried out in a semester or two. During the two semesters, the students' English proficiency and learning conditions were investigated through questionnaires and interviews, and then different teaching experiments were carried out on the two parallel classes. This paper explores the effects of experiential English teaching on students. Through the comparison between the two classes, it is found that the students' ability in "basic major" English has been improved, and the students' learning state has changed from passive acceptance of knowledge to active acquisition of knowledge. There are significant differences in the learning effects between the two different teaching modes, and the students in the new model have a significant improvement in their performance. The research shows that experiential teaching based on post vocational ability is helpful to improve the English learning effect of vocational college students. In addition, in the implementation of experiential English teaching, we should pay attention to the English experiential teaching design and situational simulation design, which is guided by post vocational competence: first, the whole teaching design should reflect the central position of students; Second, focus on the real workplace scene simulation; third, the leading role of teachers should run through the whole process of activities.
【学位授予单位】：广东技术师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3
【参考文献】
相关期刊论文 前10条
1 罗明;;关于如何培养高中学生实践动手能力的探索与实践[J];才智;2015年13期
2 张梦娜;;酒店管理专业公共英语课程体系分析——以湖南商务职业技术学院为例[J];现代商贸工业;2014年13期
3 张丹;曾亚;;以职业能力为核心的高职公共英语课程体系的效果评价[J];中国外资;2014年04期
4 钱进;;互动式教学在高职英语教学中的应用[J];长春教育学院学报;2013年17期
5 姚春燕;;以就业为导向的高职英语教学创新策略[J];长春教育学院学报;2013年19期
6 朱楠;史岚;陈旭;;语言经济学视角下的体验式商务英语教学探索——以《商务英语》课为例[J];中国外资;2012年20期
7 赵爽爽;;高职公共英语学生职业能力培养研究[J];技术与市场;2012年10期
8 曾衍文;;高职公共英语教学可持续发展之路探析[J];河北软件职业技术学院学报;2012年02期
9 王志红;;体验式教学的实践运用[J];教育与职业;2011年26期
10 刘援;;体验式外语教学的实践与理论探索[J];中国外语;2011年05期
，本文编号：2329312
本文链接：https://www.wllwen.com/waiyulunwen/yingyulunwen/2329312.html
