An Experimental Study On The Application Of Projected-based Approach In Secondary Vocational School English Teaching

Project-based Approach(PBA)rearranges the learning contents in the traditional subject system into teaching projects.By completing the project,students acquire relevant knowledge and skills,as well as the development of vocational ability.The theoretical foundation of PBA is constructivism,humanism and the theory of cooperative learning.In language teaching,students improve the ability of comprehensive language application by completing the simulated real-world projects.According to the situation of the secondary vocational school's professional English teaching and teaching reform,this thesis,taking Automobile English for example,intends to deeply study how to apply PBA in the professional English course in the secondary vocational school,with an aim not only to explore the specific implementation of PBA in the English course but also to improve and enrich the teaching methods for the enhancement of professional English teaching quality.The research questions of the thesis are: Can the Projected-based Approach stimulate students' interest in learning? Is it helpful to improve students' English application ability and vocational comprehensive ability?In this thesis,the author discusses feasibility of applying PBA in the course Auto English from three aspects: students' learning requirements,curriculum objectives,curriculum contents,and designs the teaching projects according to the requirement of the elements in PBA.The author integrates the teaching contents into projects,creates project situations according to the specific teaching contents,and guides the students to carry out the projects in groups and submit the project results,in order to train students' language competence and comprehensive vocational ability.The project implementation follows the steps: setting projects,making plans,implementing projects,exhibiting results,and making evaluation.Quantitative and qualitative researches are involved in this thesis.A one-semester teaching experiment is carried out in students majoring in Automobile Technology Service and Marketing in the author's school.The author applies the research instruments,such as test,questionnaire and interview,to inspect the effect of PBA in secondary vocational school's professional English teaching.Through experimental research and data analysis,the author has obtained the following three conclusions: Firstly,it is practical to apply PBA in the course of Auto English.Compared with the traditional teaching methods,implementation of PBA puts forward higher requirements on the quality of teachers and teaching resources;Secondly,application of PBA in the course Auto English can help students to gain self-confidence and a sense of achievement.What's more,it can stimulate students' interest in learning;thirdly,through the application of PBA,students' English competence is enhanced.Students' comprehensive vocational ability is improved in different degrees,including communication ability and problem anal sizing and solving ability,etc.