Research On The Development Of "Tourism English" Curriculum For Tourism Majors In Secondary Vocational Schools Based On CBE Concept

With the vigorous development of vocational education and the transformation of the tourism industry,students majoring in tourism in secondary vocational schools have become an important talent reserve force for front-line staff in the industry.In recent years,with the vigorous development of inbound tourism in Hunan Province,a team of foreignrelated tour guides with good comprehensive vocational skills needs to be supplemented urgently."Ability" has become the focus of curriculum reform and teaching in major vocational schools.However,in the real environment,tourism majors are still learning English courses that deviate from their professional abilities under the traditional "teacher-based" model due to their poor English foundation and weak course operability.In this situation,the curriculum structure needs to be adjusted,the teaching method needs to be changed,and the evaluation subject needs to be changed.Therefore,the development of a professional English course that not only has regional characteristics,but also fits the realities of students’ lives,and at the same time aims to improve students’ professional ability,is not only an objective guarantee of the tourism industry’s requirements for talents,but also a subjective demand of students.Based on the above situation,this article firstly uses the literature research method to sort out the historical development context of the CBE concept and the development of vocational education curriculum and related research status;then uses the questionnaire survey method and the interview survey method to understand the existing English courses in Hunan H Secondary Vocational School Problems,and constructed the professional competence indicators of tourism industry as the basis for the development of the "Tourism English" course.Finally,using the educational experiment method to implement the "Tourism English" course in H vocational school,based on the analysis results of relevant data,the following conclusions are drawn:(1)English courses combined with professional knowledge can significantly enhance students’ interest in learning;(2))Modular curriculum arrangement can improve students’ professional ability;(3)English teaching materials combined with Chinese and English are beneficial to improve students’ learning efficiency;(4)The positive impact of the same course on different students has individual differences.