A Study On English Curriculum Management Reform In Secondary Vocational Schools

In recent years,with the increasing demand of technical talents in various industries,vocational education has been paid more and more attention.At present,English has become an international common language,and the English curriculum of secondary vocational schools plays an important role in the curriculum system of vocational education.It is found that there are some problems in the current management of English curriculum planning,implementation and evaluation in secondary vocational schools,and accelerating the reform of English curriculum management in secondary vocational schools is an inevitable requirement of the development of the times.Guided by stakeholder theory,PDCA theory and system management theory,author of this research paper has adopted literature review,questionnaire analysis,interviews,direct observation and other effective research methods to carry out this research.A questionnaire,titled Secondary Vocational School English Curriculum Management Questionnaire(two versions for teachers and students respectively)was carefully designed;and the Secondary Vocational School English Curriculum Management Interview Outline(version for teachers)was thoroughly reviewed and optimized.Q school,L school and HB school,three most representative secondary vocational schools from G city of Guangdong were selected to carry out the case studies.Author of this paper tried to examine the status quo of secondary vocational school English curriculum management from three dimensions,namely curriculum planning,curriculum implementation and curriculum evaluation.Based on descriptive portray of the status quo,author of this paper analyzed the common problems encountered by secondary vocational school English curriculum management from the abovementioned three dimensions,and some of these problems included absence of multi-angle argumentation in curriculum planning,the missing of multi-factor coupling in the curriculum planning target,failure to provide multi-component support at the curriculum implementation and the unavailability of an all-in-one curriculum evaluation system.Author of this paper therefore uncovered three underlying reasons behind these problems.Firstly,these problems were the direct results of the ignorance about the expectations of curriculum planning,and consequently considerable emphasis was placed on academic performance rather than practical skills.Secondly,the curriculum implementation lacked the much needed support.Thirdly,curriculum evaluation system was not sophisticated enough.Author of this paper later proposed feasible curriculum management reform proposals from both the macro and micro perspectives.At the micro level,it is important to create a working curriculum management system that is based on system management theory and has incorporated many factors together,such as down-to-earth curriculum planning capable of making students intellectually prepared for the competitive job market and equal attention paid onto both the theoretical study and practical skills.An effective curriculum implementation system is also required,by implementing a hierarchical teaching strategy that addresses the learning needs of students with varying academic performance levels,despite that they might be from the same grade or same major.Modern information technologies can also be used to maximize the education resource optimization.It is essential to create a standardized curriculum evaluation management system through the optimization of curriculum evaluation standards,equal emphasis on both academic learning and practical skills and the availability of direct feedback channels.On the macro level,based on the stakeholder theory and through the establishment of an effective strategic alliance of English curriculum management among secondary vocational schools,author of this paper suggests that a PDCA cycle system featuring diversified curriculum management of English course shall be set up accordingly.