First, the status quo of English teaching objectives in secondary vocational schools in China
1. The value orientation of English teaching objectives in secondary vocational schools. Discussing the value orientation of English teaching objectives will inevitably involve its superior concept-the training objectives of secondary vocational schools for students. Before 2000, the training goal of China's secondary specialized schools was to train "secondary specialized technical personnel who are proficient in the basic cultural knowledge, professional technical knowledge and practical operation skills necessary for engaging in a certain major or type of work, and are fully developed in morality, intelligence, physical fitness, aesthetics and labor" under the guidance of the concept of "directly serving economic construction and social development". In 2000, the State Education Commission issued relevant documents, which put forward new requirements for personnel training. That is, from cultivating innovative spirit and practical ability to strengthening the ability to continue learning and adapt to professional changes, as well as the ability to appreciate and create beauty. Under the new situation, the new syllabus revised in 2008 is based on the reality of students in secondary vocational schools in China, and describes the objectives from several ability dimensions, such as language knowledge, language skills, emotional attitude, learning strategies, social and methodological ability, and highlights the positioning of the competency-based vocational English syllabus.
2. The composition of English teaching objectives in secondary vocational schools. According to the English teaching objectives of the revised Syllabus in 2008, we can divide the contents of English teaching objectives in secondary vocational schools into the following three categories: language knowledge and skill objectives; Learning process and method objectives; Subjective emotions and attitude goals. These three are an organic whole, and only by coordinating their relations can the ultimate goal of English teaching be achieved.
Second, to achieve the goal of English teaching in secondary vocational schools in China.
1. Correct positioning of teaching objectives according to students' reality. In recent years, with the rapid development of education in China, the status of secondary vocational schools has gradually weakened and the number of students has become increasingly tense. The competition of students directly leads to the decline of the quality of students. Therefore, the goal of English teaching in secondary vocational schools in China should be based on students' actual knowledge level, structure, ability and individual differences, and the goal should conform to the development law of vocational education.
2. English teaching objectives should reflect the characteristics of vocational education. Fundamentality, practicality and professionalism are the three characteristics of English curriculum objectives in vocational schools. The fundamental thing is to cultivate and develop students' knowledge structure system, and highlight the cultivation of students' most basic knowledge and skills when formulating teaching objectives. This is not only in line with the development law of education and teaching, but also conducive to the expansion and improvement of students' innovative ability; Practicality is from the perspective of applicability, emphasizing the application of what you have learned. As a communication tool, language needs to play its practical function. Professionalism, from the perspective of students' future employment, emphasizes that English teaching objectives meet the needs of students' future career development, such as tourism English and business English, and has obvious professional characteristics.
3. Strengthen the construction of quantitative evaluation system for the realization of English teaching objectives. At present, there are many unreasonable points in the evaluation of the realization of English teaching objectives in secondary vocational schools in China. For example, the simplification of assessment means often pays attention to the evaluation of results, which leads to the neglect of students' dominant position, ability expansion and knowledge infusion in the teaching process. There are also shortcomings in the evaluation content and subject, which leads to teachers' low enthusiasm and lack of creativity in teaching. The main reason for these phenomena is to attach importance to teaching results, but the grasp of the process is not reasonable. This requires us to organically combine process evaluation with final goal evaluation, establish a developmental evaluation system, and promote the full realization of English curriculum goals.
The effective management of English teaching objectives is conducive to a correct understanding of the syllabus documents formulated by the national education department; A teaching concept that is conducive to the all-round development of students' comprehensive ability and quality; It is conducive to mobilizing English teachers to creatively achieve teaching objectives in teaching; Conducive to the sustained and healthy development of secondary vocational education in China.