On the vocational language teaching in the action-oriented pedagogy-毕业论文翻译.docVIP

On the vocational language teaching in the action-oriented pedagogy China’s socio-economic development of occupational competency requirements to gradually increase the professional competence of practitioners and social capacity required a corresponding increase in the degree of integration. Enterprises in order to achieve high performance end, to request employees to master skills and be able to update, supplement and expand their knowledge and skills, and have the flexibility to adapt to market changes and innovation and so on. Vocational College assumed the domestic cultivation of professional skills of employees, in order to meet society’s needs, vocational education should be employment-oriented, high-quality students for the purpose of high-skill, service industrial park. Language classes offered by our hospital with a variety of content learned to read and write, this is a very practical course designed to develop students of high-quality and high-skilled. This course requires students to master both the theoretical knowledge, but also master the practical skills, while requiring students in real life but also has a strong self-learning and lifelong learning ideas. For these requirements, the traditional teaching methods difficult. The use of emphasis on professional activity oriented to human development-based “behavior-oriented approach” to better achieve these teaching requirements. 1, behavior-oriented teaching methods “Behavior-oriented” (Handlungsorientierung) refers to the act or task-oriented direction of the reform of vocational education and teaching strategies. Action-oriented attention to students key competencies, vocational ability and overall quality, since the 20th century, created 80 years since becoming Germany’s vocational education and training reform in the mainstream, and increasingly the world of vocational education and training sector accepted and respected in-depth research “behavior-oriented” model of the theoretical fra