Teaching Model Research Of English Mastery Learning In Secondary Vocational School

Education is the foundation of one country.After refor mation and opening,China's social and economic development has been remarkable,which is closely related to the national strategy of vigorously developing vocational education.Secondary vocational education,as an important part of vocational education,provides a large number of high-quality skilled workers for the society,which is the strategic focus of education power.Therefore,the quality of secondary vocational education needs to be improved urgently.In 2014,the State Council put forward an important plan for accelerating the development of modern vocational education,and put forward suggestions on the reform and implementation of the existing examination and enrollment system in secondary vocational education,aiming at improving the overall le vel of secondary vocational education,and reforms and practices have been carried out in various places.In 2019,Fujian Province will implement the Academic Proficiency Test for English in secondary vocational schools,which will provide an important sta ndard for English that under weak supervision.However,due to the laxity of all parties,the teaching and learning effects of English in secondary vocational schools are far from the expected quality.Under this situation and historical opportunity,the a uthor intends to make an intensive study of the mastery English teaching model in secondary vocational schools and make positive attempts and innovations in order to provide reference for English teachers' mastery teaching and students' mastery learning in Fujian secondary vocational schools.The main research methods of this paper are literature research? questionnaire survey?experimental research and interview.Among them,literature research is mainly used to sort out the existing domestic and overseas research results,to obtain research ideas and methods and theoretical support.Questionnaire survey is carried out at the beginning of the model construction,the purpose is to investigate the internal and external factors affecting mastery learning from both teachers and students.Views and opinions,such as time,perseverance,ability tendency,teaching quality,understanding ability,psychological factors,etc.,provide the basis for the follow-up teaching model construction.The experimental research method is carried out after the construction of the model.The parallel control class and the pre-test and post-test design model of the experimental class are used to verify whether the model promotes cognitive development by compiling pre-test and post-test papers.The interview method is carried out after the teaching practice.It mainly interviews the teachers and students in the experimental class to understand the satisfaction of the teaching model practice.The main contents and achievements of this study include the following eight parts:The first part is the introduction.The purposes are to clarify the background and significance of the study,to summarize the relevant literature,to explain the contents,methods and innovative points of the study.The second part elaborates the core concepts and theoretical basis of this paper,including mastery learning,English in secondary vocational schools and teaching model,expounds the core points of mastery learning theory,and initially forming the construction path of mastery learning model.The third part is the goal definition of English mastery learning in secondary vocational schools.Based on Bloom's cognitive and emotional goals,combined with the specific requirements of five modules of English in secondary vocational schools,this paper elaborates cognitive dimension goals from six levels of memory,understanding,application,analysis,evaluation and creation,and emotional goals from five levels of acceptance,response,evaluation,organizatio n and shaping.The fourth part is the current situation and problems of English mastery learning in secondary vocational schools.A questionnaire survey was conducted among teachers and students in secondary vocational schools to find out the current situation and problems.The main conclusions are as follows: At present,there are some problems in English mastery learning in secondary vocational schools,such as dislocation of teaching cognitive orientation,deviation of teaching goal orientation,passive and slack attitude,inappropriate management of teaching time,faulty correction of teaching feedback,insufficient persistence of students' learning ability,and lack of flexibility of teaching conditions.The fifth part is the analysis and reflection of factors affecting English mastery learning in secondary vocational schools.According to the conclusion of the fourth part,in view of the seven major problems,this paper puts forward the factors affecting English mastery learning from the perspectives o f teachers and students,and puts forward improvement measures.The sixth part is the construction of teaching model for English mastery learning in secondary vocational schools.Based on Mastery Learning Theory,the paper adheres to student-centered principle and targeted principle,and in order to promote the mastery of weak students and the development of excellent students,the teaching model is designed in details from five aspects: teaching theory,teaching objectives,teaching procedures,teaching evaluation and teaching conditions.The final result of this paper is to construct a GT-ICP two-level teaching model for English mastery learning in secondary vocational schools and analyze its feasibility.The seventh part is the application of the teaching model.Using parallel control class and experimental class to carry out test experiment,the control class using traditional teaching model,the experimental class using mastery learning teaching model.SPSS statistical software is used to test the results of the tests to verify whether the model promotes the development of students' cognitive level,and interviews between teachers and students are adopted to verify whether there is a higher degree of satisfaction between teachers and students.At last,the writer summarizes the shortcomings and put forward improvement strategies.The eighth part is the summary.The writer summarizes the contents and viewpoints of this study,points out the shortcomings and limitations of this study,and hopes to further practice and improve it on the basis of this study in the future,so as to make it a useful reference for improving English teaching in secondary vocational schools.