The Application Of SPOC Based Task-based Language Teaching In Higher Vocational English Teaching

In recent years,with the rapid development of science technology and economy,the social competition is becoming increasingly fierce,which put forward higher requirements for talent training and higher requirements for English teaching in higher vocational colleges.The Central Committee and the State Council emphasized in the Decision on Deepening Education Reform and Promoting Quality-oriented Education in an All-round Way that we should try to use the Internet + classroom teaching mode in the reform of teaching content,curriculum system and teaching methods.In this process,heuristic and discussion teaching should be adopted to promote students' ability of thinking and solving problems independently,cultivate students' innovative consciousness,and effectively improve the quality of English teaching.In the traditional English classroom,because the teachers ignore the importance of students' autonomous training in the process of learning,students can only passively accept new knowledge;due to the lack of interaction between teachers and students,students' learning enthusiasm is not high.Under the current situation of Higher vocational English teaching and the requirements of educational reform,combined with the English Professional Standards and Curriculum Standards for Higher Vocational Colleges(2009),the author tries to apply the SPOC based Task-based Language Teaching in Higher vocational English teaching to change the boring classrooms and teaching deviating from the reality of communication which can enhance the relationship between teachers and students,students and students,and promote the authenticity of English learning.The purpose of this model is to improve students' English learning autonomy and English performance,expand the breadth and depth of vocational English teaching and promote the reform of teaching.The object of this study is the students from two classes of the 2018 flight attendant major in a vocational college in Inner Mongolia.A combination of quantitative and qualitative research methods is used to verify the research hypothesis: the use of SPOC based Task-based Language Teaching can improve the English learning autonomy and English performance of vocational students.The author used investigation method and experiment method in the study.Before the beginning of the teaching,the author summed up the current status of the SPOC teaching and Task-based Language Teaching research results by consulting relevant domestic and foreign literature.Then,the Student English Learning Autonomy Questionnaire and the Aviation Service English pre-test paper were issued to find out the situation of students.Afterward,a semester of the educational experiment was conducted.The experimental class uses the SPOC based Task-based Language Teaching model;the control class uses the traditional teaching model.After the completion of the experiment,the questionnaire and the post-test were issued,the statistical data were analyzed and six students will be interviewed in the experimental class to further understand their attitudes.By comparing the changes of students' s English learning autonomy and English performance before and after the experimental,the results show that the application of SPOC based Task-based Language Teaching in higher vocational English teaching can improve students' English learning autonomy and English performance.Through a one-to-one interview with 6 students in the high,middle and low score groups of the experimental class,it is found that most of the students have a positive evaluation of the model.It can be seen that the SPOC based Task-based Language Teaching model has a significant practical effect in Higher vocational English teaching.