Secondary Vocational School Language Teaching Reform Of Engineering

Aiming at how the vocational education should cultivate the qualified graduates thatconforms to the social needs, the experts put forward some concepts, such as emphasis onpractice teaching, strengthening the cultural basic course teaching, pluralism and so on.The engineering secondary vocational school curriculum reform is progressivelydeepening.Firstly, this study proposes the feasibility of the research from the origin, the researchobject, research significance and research status at home and abroad. Secondly, takingHuai’an Bi-engineering Vocational school as an example, it analyses the present situationof the Chinese teaching in the engineering secondary vocational schools from three aspects,the students, the teachers and teaching material by questionnaire survey, field observationand arranging the literature. The students’ Chinese foundation is weak, and they are misledby the outside world public opinion, so they do not take the Chinese classes a high value,have less interest in language learning and their learning efficiency is low. As to theteacher, their teaching load is too heavy. Their teaching concept lags behind. Theirteaching methods fall behind. They only pay attention to language itself, but not thecooperation with professional course teaching. The teaching material is designated by thecompetent department, It cannot reflect professional features. And it doesn’textend adequately. Finally, in view of the current situation of Chinese teaching in theengineering secondary vocational schools, the students should be changed from the clearpurpose by improving the students’ learning interest, repairing their basis and strengtheningtheir ability training of practical writing. The teachers should be changed by reducing theirburden, improving the requirements, innovating their concepts, updating their teachingmeans, improving their qualities, and specializing the language teachers. The teachingmaterials reform is the author’s proposal about the engineering secondary vocationalschool for reference only. It is mainly embodied in three aspects: The first one is therational use of module teaching profession characteristic. The second one is to properly select the teaching material content, and extend it fully. The last one is based on thestudents’ actual situation that they have low starting point, and determine teaching styleaccurately.