The Construction and Application of Employment ― Oriented Practical Teaching System for English Majors.docVIP
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The Construction and Application of Employment ― Oriented Practical Teaching System for English Majors.doc
The Construction and Application of Employment ― Oriented Practical Teaching System for English Majors
【Abstract】This paper starts with the investigation of the employment market of English majors,carrys out a rational study of the problems in the teaching Process of English majors in colleges and universities, and an in-depth study of modern professional English teaching methods and means, explores how to establish a practical teaching system to meet the needs of the job market.
【Key words】Practical Teaching System for English Majors; Service - Based English Llearning; Curriculum Construction; Teaching Staff Construction
Introduction
The employment-oriented teaching is an important development concept of the state according to Chinas economic development and the current situation of Chinas national conditions. English major education not only focuses on the teaching of students professional knowledge, but also strengthens students comprehensive employability training. So that to achieve “zero distance” docking with enterprise, and lay a solid foundation for the success of the entire career.
Present Problems in Teaching System of English Majors
I. There are several problems in the traditional professional English teaching process, such as attach importance to teaching than learning, knowledge than ability, language than culture, input than output, written than spoken English, teaching than communication, result than process, and so on.
II. Teaching model is single and still continuing the traditional spoon-fed teaching form, students accept the knowledge passively, teachers did not teach students in accordance with their aptitude, and they did not organise any social activities according to the students’ employment intention and the teaching materials, so they can not guarantee the effect of class.
III. Students do not have a clear career plan. Teachers should help students do the phased industry analysis, plan their career goals on the b
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