Research on Group Teaching Model in Vocational English under the Perspective of "Three-Education" Reform: A Case Study of Chongqing Vocational Institute of Science and Technology

DOI: https://doi.org/10.62517/jhve.202416606

Author(s)

Zhang Qingping

Affiliation(s)

Science and Technology School of General Education, Chongqing Vocational College, Shuangqiao, Dazu, Chongqing, China

Abstract

Against the backdrop of the "Three-Education" reform, innovating and optimizing group teaching models in vocational English has become a key focus for improving teaching quality. This study investigates the effectiveness of the group teaching model in enhancing students' comprehensive language ability, practical skills, and teamwork capabilities. Utilizing a mixed-methods approach, the research combines questionnaire surveys with classroom observations to analyze the current state and implementation strategies of group teaching at Chongqing Vocational Institute of Science and Technology. First, student feedback on group teaching was collected via questionnaires to evaluate its impact on learning motivation and language application. Second, classroom observations were conducted to gather detailed data on group interactions in real teaching contexts. Results indicate that the group teaching model significantly improves students' English proficiency and teamwork skills, particularly in task-based and real-world simulation activities. Additionally, challenges such as insufficient guidance, inappropriate group formation, and limited teaching resources were identified. Corresponding optimization suggestions are proposed, including enhanced teacher facilitation, strategic group composition, and enriched teaching resources. In conclusion, the group teaching model demonstrates broad potential for application under the "Three-Education" reform, effectively contributing to the development of students' overall competencies.

Keywords

Vocational English; Group Teaching Model; "Three-Education" Reform; Teaching Quality

References

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