Problems in Setting Teaching Objectives and Countermeasures to Work out Teaching Objectives in College English Class

The professional competence of college English teachers in setting teaching goal has a direct impact on their teaching design level. Enhancing college teachers’ ability in setting classroom teaching goal facilitates the improvement of their design level. By combining with the teaching design scheme of normal class, this paper defines the meaning of College English classroom teaching objectives, analyzes the problems that the college English teachers have in setting teaching objectives, and puts forward corresponding countermeasures to develop the college English teachers’ capability of setting teaching objectives, which are expected to promote college English teachers’ ability to design the activities for their class.

Problems in Setting Teaching Objectives and Countermeasures to Work out Teaching Objectives in College English Class

The professional competence of college English teachers in setting teaching goal has a direct impact on their teaching design level. Enhancing college teachers’ability in setting classroom teaching goal facilitates the improvement of their design level. By combining with the teaching design scheme of normal class, this paper defines the meaning of College English classroom teaching objectives,analyzes the problems that the college English teachers have in setting teaching objectives, and puts forward corresponding countermeasures to develop the college English teachers’ capability of setting teaching objectives, which are expected to promote college English teachers’ ability to design the activities for their class.

Thoughts on strengthening the "3+2" Integrated School-running Cooperation between secondary and higher vocational Colleges

At present, there are many problems in vocational education in China, such as the lack of attraction of secondary vocational education, a serious shortage of students in higher vocational education, and poor connection between them. This paper starts from the problem of “3+2” integration of secondary and higher vocational colleges and puts forward the solution according to the actual situation of running a school.

Individual • Society • Country: A Study on the Triple Path of College Students’ Ideal Personality Cultivation in the New Era

The new era of socialism with Chinese characteristics requires qualified builders and successors. At present, some students have problems such as self-alienation and personality loss. They are weak in psychological quality, lacking in ideological and moral cultivation. Their ndividual subjective personality has not been well developed. The main reason is that they have not adapted well to the social transformation caused by the rapid development of China, and have failed to deal with personal physical and mental relations, personal and social relations, and personal and national relations. Therefore, we need the joint efforts of individuals, society and the state to help them get out of the personality dilemma as soon as possible and cultivate the ideal personality to adapt to the development of society through the integrated education system of individual selfeducation, social pluralism, common education and national guidance.

A Comparative Study of Vocational Education in China and Germany

Vocational education is the main way to improve the quality of national skills. In developed countries in the world economy, all are placed in an important position, but specific methods have their own characteristics. The dual system of vocational education in Germany is quite distinctive, and it is also extremely advanced. Today, it is particularly important to learn from the advanced experience of foreign countries when carrying forward the spirit of craftsmen in a great country. Vocational education between China and Germany differs greatly from eight aspects of culture, vocational education concepts and values, legal systems, vocational education models, as well as the construction of the teaching staff and the implementation process of education and teaching. Therefore, Chinese vocational education cannot replicate the German model. It must be based on China’s national conditions and learn from German vocational education experience, from improving laws and regulations, strengthening the construction of “dual-teacher” faculty, standardizing the construction of curriculum systems and curriculum standards, and forming an industry-enterprise participation mechanisms and other aspects, carry out practical reforms and innovations to promote the healthy and orderly development of China’s vocational education and serve the sound development of the social economy.