15关于中职“英语-专业”教学新模式的探究
关于中职“英语+专业”教学新模式的探究
【摘要】在二零二一年举行的全国职业教育大会上，习近平总书记强调，中国要着力培育更多“大国工匠”。而从课堂上培育中职学生的工匠精神，就是努力让中职学生爱岗敬业、求实创新。中职教育的职业性、实践性和应用性决定了中职教师应致力于实现中职文化课与专业知识的有效结合。因此本文主要论述了实行中职“英语+专业”教学新模式的重要性和常见问题，以及此模式在中职英语课上的具体实施。
关键词：英语+专业；中职英语课；教学新模式
1. 引言：
二零二一年全国职业教育大会的召开，指明了新时期我国职业教育改革发展的方向，为职业教育理论研究和实践改革探索提供了遵循依据。在新发展格局背景下，职业教育意义重大，但多数国人对职业教育接受度不高[1]。因此，提升职业教育教学质量是当务之急。只有教学质量提升了，才能加强社会对职业教育重要性的认识，从而提升对职业教育的认可度。
想要提升职业教育教学质量，就要努力实现职业教育高质量发展路径创新[2]。这种创新是多维度、多方面、多层次的，包括紧扣学生核心素养的信息化教学创新，中华传统文化融入课堂教学的实践探索，课程思政在中职课堂中的融入等等。而在笔者看来，中职教育与普通高中教育有着本质区别，中职教育有着三大特性——职业性、实践性和应用性[3]，这就决定了中职教师应致力于实现中职文化课与专业的有效结合。而英语作为职业学校重要的文化基础课之一，其教学目标和任务不仅是使人文性与工具性有效结合，更应强化英语学科与职业的联系，促使学生将英语用在专业工作中，从而提升学生的综合职业能力。在当前大力倡导以就业为导向、以服务为宗旨，努力推进工学结合的职业教育新形势下，努力实现中职英语教学与专业的有效结合[4]。笔者将这种中职英语教学与专业知识教学的有效结合称为“英语+专业”教学新模式。
2. 实行“英语+专业”教学模式的重要性：
首先，这种教学模式的实施非常符合前文中提到中职教育有三大特性——职业性、实践性和应用性。所谓职业性，指学生不仅仅要锻炼自己的英语语言运用能力，提升听说读写各项技能，同时还要学会运用学习到的知识来处理和解决专业工作技术中的问题[3]；而实践性和应用性则要求学生将英语课堂上学到的知识运用到具体实践中去。
其次，此教学模式也能更好地推动教学理念的创新，同时激发学生的创新意识，提升他们的自主学习能力。
最后，这种教学模式也有助于优化教学体系，使教学机制更加多样化，并融合不同学科，让学生实现多元发展[5]。
3. 实行“英语+专业”教学模式的常见问题：
1. 学生方面
当前，大部分中职学生生对英语这门课程没有明确的学习方向和学习积极性，不愿主动用英语交流。尤其随着普高的扩招，进入中职学校的学生普遍英语基础偏差，普通英语课尚且难以跟上，和专业知识结合的英语课堂对于他们来说更是难上加难。因此，教师在课堂上应想尽一切办法调动学生的学习兴趣，让学生深入参与到课堂当中。教师应合理开发利用教学资源，不能只是一味地照搬书本，而是要结合学生的实际水平和需求，对课本内容和各种拓展资料进行一番整合，将专业知识自然地融入进课堂当中。
2. 教师方面
部分教师对英语课和学生专业知识的结合缺乏重视。一般来说，英语学科和不同的专业之间都可以建立关联性，但不少教师没有进行细致分析和全面研究，导致教学中英语知识和专业知识没能很好地结合，让学生的学习效果大打折扣[5]。因此，教师应更新自己的教学理念，认识到“英语+专业”这一教学模式的重要性，合理设置教学内容，让学生学习效果最大化。
4. “英语+专业”教学模式在中职英语课上的具体实施：
为了尝试将“英语+专业”模式在中职英语课程当中进行实践，笔者设计了一节45分钟英语听说课的教案（详见附录），旨在将英语语言知识和市场营销专业理论在英语课堂上结合。本节课选自教材《高等教育出版社英语1基础模块》。此教材八个单元主题均与学生日常生活息息相关。本节课教学内容选自教材第三单元Shopping的Listening and Speaking部分，听力材料是一段发生在shop assistant和customer之间购买衣服的对话。下面笔者将详述本节课的设计思路。
1. 学生情况
本节课授课对象为中职一年级市场营销专业学生，英语基础较差，且对自身专业了解不深，也对未来的商务工作环境缺乏认识。但他们热爱学习英语，乐于互动与表达。因此此类“英语+专业”课堂的设置可以帮助学生们加强对自身专业的认识并培养专业自信。
2. 教学目标
根据中指英语课程标准（2020），中职学生英语学科核心素养由职场语言沟通、思维差异感知、跨文化理解和自主学习四个方面构成。因此本节课的教学目标也主要分为这四个部分。
首先是职场语言沟通能力，此能力非常突出英语在职场中的运用。对于中职市场营销专业学生来说，他们需要在一些工作场合运用英语交流。因此在本节课上，学生们将学习买卖物品的相关表达，并在巩固环节尝试运用相关营销理论，扮演真正的销售人员用英语推销不同类型的商品，将语言知识和专业技能相结合。
其次是思维差异感知能力，学生在本节课上将能够找出顾客挑选商品时的关键要素，并理解线上购物的局限性。通过在听前环节的配对题，学生能够了解消费者在购买衣服时要考虑哪些方面，从而联系到他们营销学专业课中以消费者为导向的“4C”理论。而通过思考为何玛丽会对线上购买的毛衣不满，学生能够认识到线上购物的局限性以及线下购物的不可替代性，有利于培养他们的辩证性思维。
接下来是跨文化理解能力，学生在本节课将会了解中西方购物节的区别，并对自己的营销专业学习充满自信。在导入部分，学生通过和教师的free talk了解到11月有两个大型购物节，分别是中国的双11和西方的黑色星期五。通过比较这两个购物节的异同，学生能体会中西方文化差异，并培养跨文化交流意识。而在听后环节，学生模拟开店并吸引顾客卖出商品，又能让学生对本专业充满自信。
最后是自主学习能力，学生通过完成在本节课听中环节的练习，能够锻炼听力技巧，提升精听和泛听能力，并通过听后环节扮演销售员提升问题解决能力。
3. 课堂创新点：
本节课的两大创新点主要体现在听后环节的最后一部分，让学生模拟经营店铺并推销商品。第一个创新点为英语语言运用结合专业知识，帮助学生提升职场语言运用能力。中职一年级的市场营销专业学生在学习各种理论的同时没有实习机会，因此这些理论对他们来说过于抽象和难以理解，但通过用英文模拟推销商品，他们可以用上一些专业知识，比如说4C营销理论。该理论强调瞄准消费者的需求和希望，需要考虑到Customer(顾客)、Cost(成本)、Convenience(便利)和Communication(沟通)。学生在准备推销商品的时候，必然会想到课堂之前提到的“顾客在购买物品时会考虑哪些方面”这个问题，而成本、便利、沟通这三个方面都有在之前学习的那五类句型中涉及。这便充分体现了“英语+专业”模式。
第二个创新点为信息化技术助力沉浸式情境体验，帮助学生巩固和拓展知识。在这节课上，ppt、手机、平板这些信息化手段都有用到，目的是为了更好地模拟真实情境，让学生们沉浸式体验售货员和顾客的角色。首先，教师在ppt中展示了卖六种不同商品的店铺让学生选择；其次，学生用到手机和平板电脑模拟购物情境。其中，手机是用来电子支付的，在学生的对话中有pay with the cell phone, show the payment code这样的表达，而平板电脑是售货员用来介绍零食店内的各种主打零食供顾客选择。这种沉浸式体验不仅能吸引学生兴趣，还能让学生深入参与到活动中，提升英语运用能力和专业知识水平。
5. 结语：
综上所述，在中职英语课堂教学中推行“英语+专业”模式能很好地促进学生综合发展。对于中职英语教师来说，需要重视英语课堂中体现的专业知识，并将专业知识更好地融入英语课堂。只有教师重视这一模式并勇于创新，才能使英语课堂达到更好的效果。
参考文献：
[1] 温正胞,胡斌武,洪彬彬,等. "学习贯彻全国职业教育大会精神"笔谈[J]. 职业教育（下旬）,2021,20(5):3-14.
[2] 张景刚,赵霞,蔡大勇. 职业教育高质量发展路径创新探究[J]. 教育与职业,2022,1014(14):36-40.
[3] 张金雨. 如何实现中职英语教学与专业的有效结合[J]. 现代职业教育,2020(3):34-35.
[4] 戴永佩. 如何实现中职英语教学与专业的有效结合[J]. 新课程学习（中）,2011(11):84-84. DOI:10.3969/j.issn.1674-697X-C.2011.11.086.
[5] 关建萍. 中职"英语+酒店管理专业"深度融合的跨学科核心素养培养的探究[J]. 中外交流,2020,27(17):12.
附录：教案设计
课题名称 | Module 1 Unit 3 Shopping (Listening and Speaking) | 授课课时 | 1课时 | |||
授课时间 | 2022年12月20日 | 授课教师 | 王文妍 | |||
授课班级 | 22营销专业1班（30人） | 授课教材 | 高等教育出版社 英语1 基础模块 | |||
Student analysis （学情分析） | The students are in their first year in vocational school, majoring in Marketing. They show great interest in English learning and are willing to interact and comm-unicate. However, they do not have a good mastery of the English language, and they have poor knowledge about their future business working environment. | |||||
Teaching objectives （教学目标） | Workplace Language Communication Ability | 1. Students will be able to have a good understanding of common sentences to sell and buy goods by learning the listening and speaking strategies. 2. Students will be able to promote goods to customers in English, using some specialized theories. | ||||
Perception of Difference in Thinking Ability | 1. Students will find the key elements in choosing different goods and understand customers’ needs in sales. 2. Students will understand the limitations of buying goods online. | |||||
Cross-cultural Understanding Ability | 1. Students will know the difference between Chinese and western shopping days. 2. Students will be confident in their major of marketing. | |||||
Autonomous Learning Ability | 1. Students will be able to improve their extensive listening ability and intensive listening ability by using listening strategies. 2. Students will be able to develop problem solving ability by acting as a salesperson. | |||||
Teaching focuses （教学重点） | Lead students to practice listening for detailed information about shopping as well as using some useful expressions to buy and sell goods. | |||||
Difficult points （教学难点） | Lead students to categorize the different types of sentences about shopping. | |||||
Teaching approaches （教学方法） | Task-based teaching method; Student-centered approach; Computer-assisted instruction | |||||
Teaching aids （教学辅助） | PPT, whiteboard, a multi-media computer system, table PC | |||||
Teaching and Learning Design | ||||||
Teaching steps | Teacher’s activities | Students’ activities | Purposes & Strategies | |||
Step 1 Lead in (2 mins) | 1. Have a talk with students: Double Eleven has passed by recently, and Black Friday (the western Double Eleven) is coming. They are online shopping days. So what do you often buy online? 2. Summary: There are many things that we can buy online on Double Eleven, especially shoes and clothes. | Talk freely with the teacher. Some students are invited to talk about the things they bought on Double Eleven. Be clear about the topic of today’s class. | To increase the students’ interest, activate their background knowledge of this topic, and let them know the difference in western and Chinese shopping days. | |||
Step 2 Pre-listening (8 mins) | 1. Ask students to match the five pieces of information of a sweater with the five aspects:
A. It is a sweater. B. It is red. C. It is made of cotton. D. It is a medium one. E. It is 150 yuan. (1) type of clothes (2) material (3) color (4) size (5) price Encourage students to think about the aspects of choosing clothes. 2. Question: Mary recently bought this sweater online, but she is not satisfied with it. Do you know why? Lead students to tell the limitations of buying clothes online and show them the advantages of buying clothes in shopping malls. | Match the pieces of information with the different aspects, and try to tell the five aspects as the key elements of choosing clothes. Brainstorm and find why people are unsatisfied with the clothes they bought online. | To make students know the five aspects of choosing clothes by matching. To make students aware of the limitations of buying clothes online and the advantages of buying clothes in shopping malls, in order to make them prepared for the listening part. | |||
Step 3 While-listening (20 mins) | Extensive listening: Let students listen to the conversation and tell what clothes the customer is buying.
| Listen to the conversation, take notes if necessary. | To enable students have a basic understanding of the listening material and develop their listening ability. | |||||||||||||||||||||
Intensive listening: 1. Let students listen to the conversation again and find out the answers to the following questions: I. What size is the customer? A.25 B.30 C.35 II. How much is the pair of jeans? A.160 yuan. B.170 yuan. C.180 yuan. III. How does the customer pay? A. By cash B. By credit card C. With his cell phone. 2. Play the tape again, ask students to underline the sentences about shopping and categorize them into five types: a. greeting Hello, how can I help you? b. type of clothes -I’d like a pair of jeans, please. -How about these? They’re very popular. c. size - What size are you? -25. d. price -How much are they? -170 yuan. They’re on sale now. e. payment method -Can I pay with my cell phone? -Please show me your payment code. | Listen to the conversation carefully to get the detailed information about shopping and take notes if necessary. Underline the sentences about shopping and categorize them into five types while listening. | To enable students to have a better understanding of the listening material. To make students get familiar with these common sentences about shopping. | ||||||||||||||||||||||
Step 4 Post-listening& Speaking (14 mins) | 1. Let students read the conversation, and ask them to pay attention to the sentences about shopping. 2. Give students another situation: Change the type of clothes from a pair of jeans to jacket, the size from large to small, and the price from 170 yuan to 180 yuan. Ask students to work in pairs and role-play the shop assistant and the customer, and make a conversation to buy and sell the jacket.
3. Give students more sentences about shopping, ask them to read and try to use them: May I help you? Is anything on sale today? I’m sorry, we don’t have any discount today. How much is it? … 4. Show students six different types of goods – clothes, books, snacks, fruits, stationery and beverages. Divide students into six groups and ask them to choose the goods they want to sell. Then ask students to act as sales-persons to introduce and promote their goods to classmates, using some knowledge in marketing, such as the ‘4C theory’. They need to show their goods using table PCs. Let the other classmates come to their “stores” to buy goods and pay by real phones. | Read the conversation and focus on the sentences about shopping. Work in pairs and role-play the conversation in another situation. Read and learn the sentences. Act as sales-persons and use the newly-learned sentences to sell goods with table PCs and phones. | To enable students to summarize how to express in English when selling and buying things. To make students have a better mastery of using the sentences in conversation. To make students familiar with more expressions in shopping and prepare them for the next activity. To make students able to use the sentences in the real workplace related to their major with new technology. Enhance their confidence in workplace. | |||||||||||||||||||||
Step 5 Summary& Homework (1 min) | Summary: Ask a student to summarize the sentences they have learned today and the five aspects in shopping. Homework: 1. Finish the exercise book from p30-33. 2. Search more expressions about shopping and copy them in the exercise books, share them with classmates in the next class. | Look back on the knowledge in the class with the teacher. Take down the homework. | To make students revise the newly-learned knowledge. To make students consolidate the knowledge learned today. | |||||||||||||||||||||
Blackboard design | Unit 3 Shopping Five types of sentences about shopping
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Reflection | Strengths: 1. All the teaching objectives are realized in this class. 2. Students take great interest in this class. They interact actively with their classmates. Weakness: Some extended sentences about shopping are too difficult for students to understand and use in such a short time. Next time the sentences can be easier. | |||||||||||||||||||||||
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