| The current social transformation and the upgrading of the industrial structure in China have put forward new requirements for the training of vocational education talents.General Secretary Xi proposed in the report of the 19 th National Congress of the CPC to “improve the system of vocational education” and “build an educated,skilled,and innovative workforce”.Therefore,educated,skilled,and innovative types(hereinafter referred to as “three types”)is the party and state’s accurate judgment of the quality of workers at present,and it is also the specific response of vocational education to social development.Taken together,the development of the quality of workers ranges from experience to skills,to the combination of experience and skills,the combination of skills and knowledge,and finally the integration of knowledge,skills,and innovation.At the same time,the content of education has also undergone a development process that should be known,should be known and done,and focus on the “three types” of integration.As a result,vocational education policies and theoretical systems have also formed their own development logic.Business English professionals are the senior professionals urgently needed by China’s foreign trade and economic cooperation and an organic part of the “three types” of workers.Optimizing the curriculum system in accordance with the “three types” of ability requirements is an inevitable choice to implement the vocational education concept in the new era.Firstly,according to the principle of purposeful sampling,combined with the regional distribution and the structure of the training plan,this article finally determined 11 training programs for business English major as research samples.By analyzing its release time,overall structure and specific training goal positioning,professional course structure and arrangement of academic hours,professional course content,etc..It can be found that the update and adjustment of the training plan is lagging.Only some colleges and universities recognize the importance of business practice,but there is still a tendency of assimilation of training goals and the “three-type” feature is not obvious.The curriculum structure is unreasonable,and there is phenomenon of “two pieces of skin” between the business and English curriculum.The emphasis is on theory over practice and lack of innovative courses,and so on.The main reason is that the professional teaching standard lacked and the course orientation deviating from standard.And the “three types” laborers training is new and curriculum adaptation lags it.The history of professional construction is short and there is no course template.Then,17494 pieces of valid data are captured through web crawler technology.According to the concept of big data analysis,the enterprise’s demands for business English major in higher vocational school are reflected in relevant English level certificates,the high requirements for oral English and writing skills,and the need for solid foreign trade business operation skills,cross-cultural communication skills and innovation capabilities.Based on this,we can find that the current professional curriculum setting of Business English majors in higher vocational education doesn’t accurately match the needs of the enterprise,and student’s ability system doesn’t meet the social needs,so that the supply and demand of talents are disconnected.The main reasons for this phenomenon are the insufficient research on the needs of enterprises in the course setting of higher vocational schools and the role of enterprises in course setting is not in place.Therefore,it is particularly urgent to optimize the curriculum setting of the business English major in higher vocational education.Based on the competency-based theory,according to the principles of vocational,systematic,targeted,and developmental,which the curriculum design is optimized based on the needs of the enterprise,the systematic requirements of the work process,the needs of individual development,and the consciousness of lifelong learning.It proposes optimizing curriculum goals according to “three-type” training requirements as the basic framework and benchmarking the basic knowledge,vocational skills,innovation ability and the organic integration of the three required by corporate positions.The course content is optimized by matching the training requirements of the “three-type” with job competence,promoting the transformation of the curriculum from the discipline system center to the job task center,determining the typical job tasks according to the job tasks,including the addition of innovative courses that connect with corporate needs,business practical skills courses,and complement Chinese and Western business culture courses,etc..Focusing on the “three types” workers training objectives,taking “post tasks” as the main line and based on a typical post task architecture theme module,presenting a “serial-connected” knowledge structure,forming the “mi” word style course sample that connects curriculum content with professional competence.At the same time,in order to ensure the successful implementation of the “three types” of this curriculum,it is necessary to establish a series of quality assurance mechanisms such as the evaluation measures for specialized curriculums,the formation of a collaborative development mechanism for full-time and part-time teachers,external training base management,and school-enterprise cooperation,etc.. |
