On The Transition Of English Curirculum Between Secondary Ocational Schools And Vocational Colleges

In the age of globalization, English as a global language has drawn a wide attention in thefield of vocational education. The transition of English curriculum between SecondaryVocational Schools and Vocational Colleges has become a new issue nationwide. In fact, Englishteaching in Secondary Vocational Schools is the precondition of that in Higher VocationalColleges, while English teaching in Higher Vocational Colleges is the further in-depthdevelopment of that in Secondary Vocational Schools. The transition of English teachingbetween these two stages not only concerns the quality of English teaching in VocationalEducation and the development of “streamline” English teaching in China, but also affect thetransition of Secondary and Higher Vocational Education as a whole, and even the constructionof an “overpass of lifelong education”. Based on the recognition and speculation of thisbackground, this paper tries to find out the passive performance and restrictive factors of presenttransition in order to explore a practical way of smoother and better transition. Questionnairesurveys and interview surveys were conducted and classroom observations were made to collectthe data needed.This thesis consists of five chapters. Chapter one mainly introduces the background andsignificance of the study, literature review, research mentality, innovation and relevantdefinitions. Chapter two mainly illustrates the special survey conducted by the author. Chapterthree, by means of theoretical research and empirical research, presents the passive performanceof present transition. In this part, several relevant comparisons between these two stages weremade, such as the comparison of syllabuses, teaching materials, teaching methods, etc. Chapterfour points out the restrictive factors of present transition from the aspects of educational history,society, vocational schools and students themselves. In the last chapter, constructive suggestionsare put forward based on the theory of Taylor’s curriculum principles. Specific measures can betaken as follows: Firstly, revise English syllabuses, thereby making a smooth transition ofteaching objectives and requirements. Secondly, reform English teaching materials to ensure aseamless transition of curriculum content. Thirdly, during the process of English curriculumimplementation, Higher Vocational Colleges play their regulatory role, which aims to combinestudents from different kinds of schools together. Last but not least, Secondary VocationalSchools and Higher Vocational Colleges are supposed to make joint efforts to set up the multipleevaluation system, which is suitable for Vocational Education.