Construction of Higher Vocational English Teaching Model Based on WeChat

Zhang+Feng+Wei

Todays vocational students are mostly post-95s and almost a per capita mobile phone， their common features are：English base is relatively weak and uneven， learning enthusiasm is not high but willing to accept new things， WeChat， QQ， mircoblog and other social software handy. classroom， students play mobile phone phenomenon is common， known as the “heads-down tribe”， they have no time to take care of teachers and classroom learning， so that teachers to worry about it. Therefore， this paper attempts to design and construct the higher vocational English teaching mode， update the teaching idea， improve the teaching method by means of the WeChat group， the circle of friends and the public number of the WeChat platform， and encourage the students to use the information means to learn and improve the learning motivation.

1. WeChat education research status

With the WeChat is widely used， it has become an essential way of daily life of college students， causing domestic experts， teachers， attention and research. With the WeChat platform， teachers to provide students with high-quality learning resources for their pre-class team to learn to complete the knowledge construction；with WeChat group， teachers can keep track of students self-study and provide personalized counseling；Within the class through teacher Q & A， teachers and students and students interact to complete the meaning of the reconstruction， to achieve internalization and deepening of knowledge.

2. The Advantages of WeChat Assisted English Teaching

WeChat to help English teaching， learners can not subject to time and space constraints， repeated learning. On the difficult problems， you can through the WeChat group， the Circle of Friends， the public learning platform to be resolved， both to facilitate the students before the review， after-school theme extension， but also to teachers and students， student and student exchanges. WeChat assisted English teaching advantages are as follows：

（1） Text chat， voice chat and picture push function， to achieve the mobile “English Corner” to build WeChat threshold low， convenient and fast. Teachers in accordance with the class situation， the establishment of class WeChat group， group discussion group. Students through WeChat to carry out voice， text chat and so on. Teachers can also ask students to sing in the micro-group singing the day of English songs， practice dialogue. In addition， here can achieve the mobile “English corner”， teachers regularly arrange a theme， students speak enthusiastically， to achieve a mobile “English corner.”

（2） Micro-lectures， MOOC and network video resources push function， to achieve mobile English teaching “second classroom” teachers according to each unit theme， heavy and difficult problems to do a series of micro-lectures video， with WeChat platform， by learning The period is regularly pushed to the student. Students in the WiFi environment， direct viewing video， in accordance with the requirements of teachers to make notes， summary of difficult questions to be teachers to do the classroom to answer， and complete the teachers personal or team tasks， to achieve the “second classroom” outside the classroom.

（3） Use the Circle of Friends publishing log and other functions， to achieve the students between the “mutual help win-win” WeChat group built， everyone is added to each other friends， teachers in the circle of friends log， English words， news and high-quality video Etc.， students can always view the message， give the corresponding comments. Teachers also encourage students to publish their experiences and logbooks in the circle of WeChat friends. Students can evaluate and learn from each other. Teachers can understand their English learning and living situation anytime and anywhere.

（4） With the help of teachers self-built WeChat subscription number and other public platform information push function， to achieve fun and knowledge. Teachers use WeChat in the public platform to establish a personal subscription number， with this platform， teachers push pictures every day， audio and video materials， content， listening， speaking， reading and writing all aspects of learning is no longer limited to textbooks， the content is more practical. In addition， teachers should advise students on many excellent micro-public platforms. In the WeChat public input “English” search， the resources are very rich， including listening， speaking， reading， writing four aspects.

3. English Teaching Mode Based on WeChat Platform

The construction of the teaching model of the WeChat platform can not be separated from the guiding theory and technical support. The constructivist emphasizes that the learners should actively participate in the knowledge construction. The micro-platform provides better technical conditions：powerful， convenient and informative.Constructivist cognitive theory emphasizes four basic elements of learning environment：situational， collaborative， conversational and meaningful construction.

（1） Higher vocational English teaching model based on the advantage of WeChat platform. Based on the theory of constructivism and the powerful function of micro - letter， the thesis constructs the English teaching mode of higher vocational college， which is divided into three parts：pre - class， classroom and post - class. In the pre-class preview phase， teachers will learn lesson plans through WeChat sent to students， including learning objectives， heavy difficulties， language points， discussion topics and pre-school self-study tasks and provide guidance. The form of curriculum information is diversified， usually including text， pictures， audio and video， etc.， to encourage students to collect the form of groups， organize the information related to the unit theme， to promote students to understand the background knowledge and language construction. Through the micro-group， group discussion group， to strengthen the relationship between teachers and students and students. Students receive their own materials， through personal pre-class exercises to practice， group discussion， submit personal， group self-study results and voice dubbing video. Classroom teachers use multimedia to introduce new classes， answer students doubts， unit theme heavy and difficult to explain， students through the group to complete the classroom tasks， good self evaluation， peer evaluation， group evaluation. In addition， the students show the results submitted before the report and dubbing works， teachers and students to make relevant evaluation. After school teachers are still using WeChat platform to promote video， audio and other forms of post-class extension materials， for the classroom there are questions to explain. Teachers should also pay special attention to the progress of learning and mastery. Students use the micro-class platform to ask questions， learn to extend the material， complete the relevant operations；group as a unit， planning， preparation and related topics related to interviews， English scenes， role play and other activities.

（2） WeChat-assisted teaching model of the problems. Although the teacher with the WeChat platform to push information to enrich the students extracurricular life， learning style diversified， but the language foundation， students self-consciousness， self-learning ability and the ability to guide teachers will restrict this teaching mode.

In the specific practice of higher vocational English teaching， in the use of WeChat discussion， publishing log and video， teachers must be appropriate constraints and norms. The establishment of norms can ensure that WeChat-assisted English teaching will not be in the form of better play its role in promoting and improving students English proficiency. WeChat can help English teaching， but can not completely replace the traditional English classroom. As with all previous information technology， WeChat is only an auxiliary tool， teachers and students can not be too dependent on. Teachers must strengthen their own professional knowledge， enrich the teaching methods， not only use the WeChat platform to upload English learning resources for students to learn one-way， but also should be teachers， students， traditional classroom and micro-platform interaction of the mixed teaching process.

References：

[1]Liu Shixiang，Zhu Bingyan.Application of experiential teaching model in Higher Vocational English teaching[J].modern communication，2011（12）：212-212.

[2]“WeChat”，the innovat or of the Internet era，[N].China storage，2016-8-3.