Research On Management Of Blended Teaching Of Secondary Vocational Enlish ——Take Secondary Vocational Department In Y Preschool Education College As An Example

The English course is a compulsory public basic course for students in secondary vocational schools.Students learn English to understand the culture of English-speaking countries,broaden their international horizons,better improve and develop themselves,and lay the necessary cultural foundation for future employment,education and life.In recent years,with the continuous development of information technology and the deepening of educational reforms,the teaching of secondary vocational English courses has gradually embarked on innovation and the road to reform.The blended teaching mode conforms to the development and trend of the times.and creates a personalized and interactive learning environment for learners,and realizes the sharing of educational resources.And benefits a lot to the education and teaching in secondary vocational schools.This new teaching mode meets the current needs of secondary vocational students in English learning,at the same time,it has opened up new methods and means for secondary vocational English teaching.However,in the process of implementing blended teaching in secondary vocational English courses,due to the lack of good strategies for blended teaching management,English blended teaching has failed to achieve the expected results,and the quality of teaching is difficult to guarantee.Therefore,the problem of how to strengthen the management of English blended teaching needs to be solved urgently.This research studied the management of English blended teaching in Y Preschool Education College in G Province by means of literature research,questionnaire survey and interview.By investigating the blended teaching of English courses in Y Preschool Education College,analyze the current situation of management of blended teaching in which English teachers and students of secondary vocational school participate together,summarize the problems and causes of management of English blended teaching in secondary vocational School,and then puts forward corresponding strategies and suggestions.The main contents of this research are as follows:Firstly,sort out and analyze the connotation of management of blended teaching,Define the elements and dimensions of English blended teaching management in secondary vocational schools.The following dimensions are: teachers’ self-management,teachers’ management of students and students’ self-management.Explore the theoretical basis of blended teaching management,illustrate the necessity and urgency of English blended teaching management in secondary vocational schools by referring to the Theory of Mastery Leaning,Constructivism Learning Theory and Ubiquitous Learning theory.Secondly,By means of questionnaire survey and interview,investigate the management of English blended teaching in secondary vocational schools from three aspects: teachers’ self-management,teachers’ management of students and students’ self-management.According to the research results,analyze and summarize the problems existing in English blended teaching management in secondary vocational schools.First,the problems of teachers’ self-management in English blended teaching in secondary vocational schools are as follows: The Deviation of English teachers’ attitude and belief in blended Teaching;The ability of English blended teaching is insufficient.Second,teachers have the following problems in the management of students in secondary vocational English blended teaching:Teachers are absent in the interactive management of students’ Online independent English learning;Teachers lack supervision on students’ Online English learning,and the process oassessment is not comprehensive;Teachers have a single way to evaluate students’ English blended learning.Oline and offline teaching activities are not closely connected.Third,the problems of students’ independent management in secondary vocational English blended teaching are as follows: Students’ insufficient cognition of blended teaching and weak awareness of English blended learning.Students lack of blended autonomous learning ability.The root causes behind the analysis of the existing problems of teachers’ self-management,teachers’ management of students and students’ self-management in English blended teaching in secondary vocational schools are mainly as follows:The school does not pay enough attention to English blended teaching and the relevant guidance is not in place;The teacher’s personal teaching concept is backward and does not adapt to the new teaching mode;Teachers have weak awareness of online interactive management and lack of management methods and strategies;Teachers have insufficient cognition of English blended learning evaluation and do not master evaluation criteria and methods;Students themselves lack of learning consciousness,and do not have good study habits;Teachers’ guidance on students’ awareness cultivation and methods and skills of English blended learning is insufficient.Finally,in view of the existing problems and causes,combined with relevant theories and practices,put forward specific and feasible strategies and suggestions: First,strategies for improving teachers’ self-management in secondary vocational English blended teaching:Schools attach importance to supporting blended teaching and strengthening teaching training and guidance;Teachers change their teaching concept to adapt to the new role orientation;Improve the ability of online course construction and management and enrich online course resources;Improve the ability of English blended teaching design and promote the effective connection between online and offline teaching activities.Second,teachers’ promotion strategies for student management in secondary vocational English blended teaching: Attach importance to online interactive management,and create an atmosphere for English online learning;Understand the meaning of academic evaluation and play the role of academic evaluation;Formulate evaluation criteria scientifically and strengthen supercision of online English learning.Third,the guiding strategies of students’ self-management in secondary vocational English blended teaching : Strengthening the awareness of English blended learning,establish the concept of lifelong learning;To enhance the retrieval and processing ability of English learning resources,enrich English learning content;To guide students to make a reasonable plan of English blended learning and learn to study autonomously.