Corporate naming ban the activities of the development of language teaching.doc

Corporate naming ban the activities of the development of language teaching.doc

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Corporate naming ban the activities of the development of language teaching

Corporate naming ban the activities of the development of language teaching [Abstract] corporate naming to make language teaching more classes and social needs of enterprises closely linked to the quality of corporate naming classes of students is also an urgent demands that we develop a lively and diverse forms of language teaching and learning activities - primarily to strengthen the students language training, teaching in reading, written expression and pay attention to effectiveness, in practice, to improve verbal expression. In the event the organization should pay attention to operability of universal principles. [Keywords:] business activities in the development of language teaching course title Along with the strong support of vocational education, and encourage colleges, enterprises and schools, our school enrollment and class management ideas on a minor attempts to say, directly to the joint school group or business name to the class title. For example, Haier Group, one of the group, Asus Group, China will Koos Group, Midea Group, five companies have our school as a training base, so I have a Haier school classes, who bumban ASUS class, China will letter classes, classes, and schools as enterprises order to nurture talent. On the surface, this is just the class name change, but in fact, it brings the form of curriculum development has gone beyond the ordinary in secondary vocational school that in general terms, there is no distinctive curricular approach, focusing more on the intrinsic stress and business contacts : increase the proportion of specialized courses to enhance practical training activities embody the characteristics of enterprises directly used by the enterprise; class management and enterprise integration directly, using the classroom, classes will be imparted to students corporate culture, corporate philosophy, work regulations, etc.. As a result, in general accounts for a large proportion of secondary vocational schools, the language

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