Construction of Blended Teaching Model of Public English in Higher Vocational Colleges Based on Mobile Learning

Abstract

The rise of blended teaching mode has brought new vitality to the development of public English education and teaching. This paper analyses the intrinsic significance of blended English teaching in higher vocational colleges under mobile learning environment, and combines teaching practice, puts forward the key problems of blended English teaching mode for special learning conditions and subject characteristics. Educational acclimatization is the basic requirement for the development of Higher Vocational education. With the rise of smart phones in the past five years, according to CNNIC (China Internet Information Center) data, as of December 2014, the number of mobile citizens in China reached 557 million, an increase of 56.72 million over 2013. The proportion of Internet users using mobile phones increased from 81.0% in 2013 to 85.8%. Among them, the age distribution area accounts for most of the 20-29 years old, and the highest proportion of the occupational structure is student users. Therefore, it is feasible to carry out mobile learning on smart phones in student groups. At the same time, with the decline of the quality of students in recent years, in order to meet the multiple needs of students, it is necessary to combine personalized mobile learning with traditional classroom teaching and build a hybrid teaching mode in mobile learning environment. 1. The Internal Significance of Mixed Teaching Model At present, experts in international educational circles have different research results on Hybrid Teaching mode. They elaborate and analyze the inherent significance and characteristics of hybrid learning from different aspects. However, they all emphasize that various factors should be combined with web-based curriculum learning. Western educational experts understand that hybrid teaching is "to combine various teaching methods with teaching technology organically, aiming at integrating the advantages of online learning and classroom teaching, fully reflecting autonomous learning ability." However, experts in domestic educational circles understand that hybrid teaching is the integration of traditional face-to-face classroom learning and online learning. The curriculum design with diversified characteristics makes curriculum learning no longer subject to time constraints. However, some experts believe that blended learning is not only a single combination of 2019 International Conference on Arts, Management, Education and Innovation (ICAMEI 2019) Published by CSP © 2019 the Authors 940 traditional face-to-face learning and online learning, but also an organic combination of many factors. It includes different learning methods, learning conditions, learning subjects and the integration of learning media. Therefore, students can not only learn in the actual classroom, but also use the network platform for online learning; not only can they listen to the teacher's lectures to learn, but also can use the methods of autonomy, cooperation and research to learn; not only can they use books and other printed materials to learn, but also can use video and CD to learn, and other learning methods. In a word, hybrid teaching is the latest teaching mode which combines face-to-face teaching with online learning, and can effectively optimize the diversification of teaching and teaching efficiency 2. The Main Situation of Public English Teaching in Higher Vocational Colleges Due to the weak enrollment of students and teachers in Higher Vocational colleges, most English teachers in higher vocational colleges still adopt the teaching mode of large class teaching in the classroom. When teaching in large classes, the interaction between teachers and students is difficult to fully develop, and teachers are difficult to meet the learning needs of individual knowledge mastery of each student. As for the "student-centered" classroom teaching mode, English teachers seem to be unable to cope with it. In addition, there are some vocational English teachers whose teaching purpose is to help students pass the English A/B test. Therefore, most of the teaching contents of Vocational English teachers are written teaching related to the examination, lacking the interaction between teachers and students, students can still learn "dumb English", which is difficult to improve studentship application ability. This kind of English teaching method is difficult for students to maintain a good interest in learning, let alone cultivate self-fulfilment ability. Under the current network technology application environment, the traditional face-to-face teaching mode is difficult to adapt to the development of Higher Vocational English teaching. The hybrid teaching mode based on the application of network technology is bound to become a new trend of Higher Vocational English teaching. 3. Key problems of mixed teaching model for special learning situation and subject characteristics in mobile learning environment 3.1 According to the characteristics of Studentship of autonomy, we should strengthen the mixing of learning process and construct a mixed teaching mode of timely tracking and feedback Higher vocational college students generally have problems such as unbalanced discipline development or bad learning habits in the middle school stage, and they are accustomed to passive learning in the middle school stage. At the University stage, they are not suitable for themselves to be the main body of learning and show strong dependence on learning behavior. For example, at the beginning of the semester from 2015 to 2016-1, the author assigned the first extra-curricular task to 155033/5032/5071/5013 (192 students) in four classes of Nanjing Communications Vocational and Technical College, downloaded 100 words of APP with mobile phones, and checked their vocabulary, asked students to take screen shots and upload them through QQ. One month later, the statistics showed that only 73 students submitted them, with a submission rate of 38%. Two and a half months later, the statistics showed that only 123 people submitted the test results, with a submission rate of 64%. Finally, the test was declared as a sub-item of the normal results, and all the students submitted the test results. Although the survey sample is too small, it also reflects the common problems of poor autonomy