Preface: A good article needs careful elaboration. The editor has selected 8 examples of economic education papers for your reference and looks forward to your reading.
Model Essay on Economics Education 1
Traditional education mostly appears in the form of school education, that is, the educated accept various forms of educational activities in various schools. This is true of primary education, secondary education or higher education in traditional education, which is generally composed of three elements: teachers, students and textbooks. Teachers are the center, assisted by teachers' teaching and teaching demonstration, Pass on the teaching content to the students. If from economics Look at tradition from a perspective education We will find that there are some limitations in traditional education:
（1） Scarcity of resources in traditional education
Human beings do not exist in this world in isolation. All human activities must be directly or indirectly linked with specific resources. Without resources, human survival and development will be impossible. From the perspective of economics, resources are precious because of their scarcity. Scarcity means that the resources owned by society are limited, while the needs of human survival and development are unlimited. As far as human needs are concerned, any resources in the world may be scarce, and resources cannot meet all people's needs or hopes. Due to the scarcity of resources, the management and rational allocation of social resources are particularly important. What economics studies is exactly how society manages and reasonably allocates its scarce resources to maximize the use of limited resources. In most societies, resources are not allocated by a dictator with full authority, but by the joint action of millions of families and enterprises. Among many teaching resources, teaching places, teaching equipment, and the quantity and quality of teachers are all indispensable parts of traditional teaching. The scarcity of resources itself determines some drawbacks in traditional education:
1. Scarcity of teaching places
Because the school must have a series of site conditions such as campus, classroom, playground, office space, dormitory, canteen, etc., the school building itself is a scarce resource. For some underdeveloped areas, due to the impact of economic factors, there is no normal teaching place or the requirements of normal teaching cannot be met, and the basic conditions of school buildings are not available; Or even if the school has normal teaching places, due to its own size, the number of students it can accommodate is limited.
2. Scarcity of teaching resources
In addition to basic place requirements, school education in traditional education also needs to maintain the normal and orderly operation of teaching work, which requires schools to have sufficient teaching resources, such as tables and chairs, multimedia, teaching aids, water, electricity, teaching assistants, managers, management institutions, etc. These are scarce teaching resources.
3. Scarcity of teacher resources
The core of school education lies in teachers. The normal teaching of schools needs qualified teachers in quantity and quality. However, due to the constraints of economic and social development, the number of qualified and even excellent teachers in society is less than the actual demand of society. Therefore, teacher resources are also a scarce resource.
（2） Limitations of Behavior Cost in Traditional Education
In real life, every choice we make has an economic cost. This cost is the other choices we must give up when we have made a choice, as well as the opportunity to have other things we want, which is also the opportunity cost. Opportunity cost includes explicit cost and implicit cost, of which explicit cost is an explicit expenditure cost paid in currency; The implicit cost refers to the cost of resources consumed by using certain factors of production but not directly paying with money, such as time and space costs. Economics assumes that all people in society are "rational people", and rational people are full of reason when they are the subjects of daily decision-making, neither emotional nor blind obedience. They are good at judgment and calculation, and their behavior is rational. In most activities of rational people, the goal pursued by the subject is to obtain the maximum benefits at the minimum economic cost. Sunken costs refer to the costs that have occurred due to past decisions and cannot be changed by any current or future decisions. They are already incurred and unrecoverable expenditures or consumption. When people decide whether to do or continue to do something, they should not only consider whether the event is beneficial to them, but also whether they have ever invested in the event. Due to the limitations of learning time and place, and even learning content, when the trainees choose to receive traditional education, they must give up other things at the same time. Traditional school education means that people need to receive education at a fixed time and place. Similarly, teachers must impart knowledge at a fixed time and place. Therefore, in addition to monetary costs such as learning costs, people also have to pay time costs, across regions and many other behavioral costs. At this time, based on the relationship between costs and benefits, if the behavioral costs are too high, the number of people who choose to receive education will be correspondingly reduced; At the same time, teachers' behavior of teaching knowledge is also limited by the cost of behavior, so teachers can only engage in teaching within a certain time and region.
2、 An Analysis of the Characteristics of Network Education Based on the Perspective of Economics
Network education is a new concept after the application of modern information technology to education. It is a new education model that uses network technology and environment. It refers to a new teaching mode of imparting knowledge to the educated through television, the Internet and other media. It breaks through the boundaries of time and space, and is different from the traditional teaching mode of sitting in the classroom in the school building. The network education in our country rises from the adult education, and together with the correspondence education in the self-study examination, adult college entrance examination, night university, radio and television university, it forms the education mode in the adult education diploma. Since 1999, the Ministry of Education has approved 67 ordinary colleges and universities and the Central Radio and Television University to set up modern distance education pilot projects, allowing the 68 pilot colleges to carry out online teaching in their schools, that is, to carry out academic education and non academic education through modern communication networks. In June 2002, Shanghai Jiaotong University, Xi'an Jiaotong University, and Zhejiang University reached a cooperation agreement on the project of "mutual selection of courses, mutual recognition of credits, and joint running of schools" to explore a new model of joint running of online education. In September 2003, the "National Teacher Education Network Alliance" was officially launched. The teacher network connection plan is the key project of the new round of education revitalization action plan, and one of its core tasks is to realize the joint construction and sharing of high-quality resources of the national teacher education network. [ 2) From the perspective of economics, compared with traditional education, online education has some obvious characteristics.
（1） Online education helps to make up for the scarcity of educational resources
From the perspective of the scarcity of resources, online education has greater advantages compared with traditional education, which can make up for the scarcity of traditional education resources. This characteristic of online education is shown in the following aspects: First, from the perspective of teaching place, both the teachable and the professor do not need to attend classes at a specific place and time, which means that any user who learns through the network does not need to be limited to a fixed time and place, but can normally receive and learn relevant knowledge and information. Second, from the perspective of teaching resources, online education no longer requires special desks, chairs, benches, teaching aids and other teaching equipment and facilities necessary for teaching. These have greatly reduced the cost of teaching, and relatively saved a part of teaching resources. Thirdly, from the perspective of teacher resources, on the one hand, the trainees can receive high-quality teacher resources from all over the world through the network. On the other hand, for professors, they can face more students, including a large number of foreign students, on the open online education platform. Therefore, on the premise of using the existing network interaction platform, teaching more students is not only conducive to professors to absorb more yuan and more efficient feedback information, but also conducive to improving their teaching level, constantly enriching their business ability, and also conducive to healthy exchanges between international cultures.
（2） Online education helps to reduce the behavioral cost of educational activities
The network education has abandoned the traditional teaching mode of taking the school as the learning unit, and transferred the trainees from the fixed teaching place and the specified class time to the flexible and mobile network education. Educators can freely spend their time and choose learning content at any time and anywhere, so that both sides of education can move across regions, reducing the hidden cost of time and space. In terms of content selection, the capacity of network resources is relatively large, and the speed of information update is also growing geometrically, which determines that online education can make the knowledge content accessible to the trainees no longer limited to textbooks and related extended knowledge. Online education opens up a new path for the trainees to obtain more interesting knowledge and information, which is more abundant More detailed knowledge content is provided for the trainees to make independent choices. This has expanded the scope of knowledge of the trainees to a certain extent, and also saved the explicit (monetary) cost required for purchasing knowledge information to a certain extent. From the perspective of saving time cost and reducing sunk cost as far as possible, the resources provided by online education do not limit the time and place of learning, and the trainees can repeatedly learn the content of online education, or can interrupt and resume the learning progress at any time. At this time, the choice of the trainee does not need to increase the sunk cost of learning because of too many restrictions, which is conducive to the free time of the trainee, effectively saving time costs, and effectively reducing the sunk cost of the trainee in the whole learning process.
（3） Limitations of Network Education
It should be noted that online education also has some limitations, which are mainly manifested in the following aspects: first, the existing online education and the educated have not made better use of the advantages of the network. The network resources are rich but jumbled. How to use the network efficiently and how to screen out the resources that are useful to the trainees themselves have certain difficulties. In addition, the advantages of the network itself, such as interactivity and autonomy, have not been given full play in the field of online education, and the educated are still in a passive position to receive information. For the trainees themselves, they also lack the ability to learn online and obtain the resources they need. Network resources are very rich, but how to use effective resources is a difficult problem to be solved. Second, the feedback information is not timely. When the trainees have questions about the knowledge and information they have obtained, they cannot answer questions and solve problems by asking the professors in time. Similarly, professors cannot receive feedback from students in time in the classroom, and cannot change the teaching content at any time according to the actual situation of the classroom. Third, there is a certain information asymmetry between educational theory and network technology. Network education requires that the teaching content and teachers' ability match the needs of the trainees. However, due to the existence of information asymmetry, the development and application of education theory and network technology cannot be better integrated. For example, it is difficult for professionals engaged in network technology development to proceed from the perspective of education theory and fail to communicate effectively with each other in a timely manner, resulting in a lack of unity between the problems to be solved by education theory and the procedures developed by network technology. Fourth, the lack of supervision and management of the quality of network teaching system. The network vision is relatively open, the quality of online teaching is uneven, the trainees lack the ability to identify, and online education lacks a certain regulatory system. Fifth, some courses are difficult to achieve the teaching purpose through online education. For example, physical education courses aimed at improving physical fitness and experimental courses aimed at cultivating students' practical operation ability, all of these courses require students to learn personally, which is impossible in online education. To overcome these limitations, we need to integrate online education with traditional education. The coexistence of traditional education and online education is needed in the overall education environment, so as to take its advantages and make better and more efficient use of limited resources.
3、 The Integration of Traditional Education and Network Education
Although online education emerged from adult education, what we need to do is not simply to use online education to assist traditional education, but to integrate the two effectively, so that we can make educational resources replicable and shareable, and make educational functions diversified and wide-ranging. We should fully develop and widely apply online education in primary education, secondary education, higher education and other education stages, so that online education can be combined with traditional education to form a new education model, which is beneficial to the healthy development of the educated and education itself. This paper analyzes the integration of traditional education and online education with different levels of education.
（1） The Integration of Primary Education and Network Education
Primary education is the most basic stage of education, and also an important stage to lay the foundation of cultural knowledge. Most countries set the primary education stage as the goal of implementing compulsory education or universal education. So in this stage, the accuracy of the information knowledge received by the trainees is the most important. Online education can make up for the uneven distribution of high-quality teachers, introduce high-quality teaching resources into the campus, and enable students to access a more comprehensive and perfect knowledge system, laying a solid foundation for future learning and life.
（2） The Integration of Secondary Education and Network Education
Secondary education can also be divided into secondary general education and secondary professional education. Ordinary middle schools undertake the dual task of delivering qualified students to higher schools and cultivating labor reserves for national construction. Secondary professional education is responsible for training secondary professional and technical personnel for all sectors of the national economy. In addition to the need for cultural knowledge and professional skills, secondary education is still in the critical period for the educated to establish three outlooks and shape their personalities. For this reason, online education can guide the educated in secondary education in a more diversified and multi perspective way, which is extremely beneficial to their healthy physical and mental growth.
（3） The Integration of Higher Education and Network Education
Model Essay on Economics Education 2
When preparing lessons, teachers should first make presuppositions from many aspects. Through investigation, students can understand their mathematical foundation and find out their weak links. Learning new knowledge must be based on the existing foundation, such as the basic knowledge of function property, logarithmic formula, trigonometric function value of special angle, point oblique equation of straight line, etc. In the teaching design of "calculus" course, we should take into account to fill gaps and omissions for students, and make transitional teaching preparations. Be prepared, be prepared, as much as possible to preset the new situations that may appear in the learning of students, adopt the method of what is missing to make up what is missing, and remove the obstacles for students to learn economic mathematics, so that they can timely regulate in classroom teaching and ensure the effectiveness of classroom teaching. Secondly, optimize the teaching design, reasonably adjust and concentrate the teaching content, and adopt the strategy of adding, deleting, and adjusting in the selection and arrangement of examples, so as to highlight the key points and meet the students' learning conditions. For example, arrange the teaching of "linear algebra" before "calculus"; The teaching of "indefinite integral" is arranged to teach "first order differential equation" at the same time; For example, the teaching of "linear algebra" focuses on "row elementary transformation of matrix", and the teaching design should take into account the maximum role of limited examples. The teaching priority of "transforming any matrix into a stepped matrix through row elementary transformation, and then into a row simplified stepped matrix", and then arrange "finding the rank of matrix", "finding the inverse matrix" and "solving the matrix equation" in turn, Fully grasp the connection point between new and old knowledge, and guide trainees to transform complex problems into simple problems with existing knowledge and experience.
2. Face to face tutorship: implement the teaching principle of "fewer but better"
Face to face tutoring is one of the important teaching methods of RTVU. It is an important way for students to contact teachers and get troubleshooting. For distance open education students, face to face tutoring time is quite limited, and it is also quite critical. Teachers should follow the principle of reducing the burden on students. They should focus on the examination outline and sentencing, extract the key points from the teaching materials, reveal the knowledge structure of the teaching materials and the internal links of each knowledge point, select the progress that most students can accept, highlight the key points and difficulties, pay attention to the consistency and unity of knowledge, combine various teaching methods, and guide them step by step, In simple terms, while controlling the rhythm of the class, analyze, summarize and prompt the easily wrong questions according to the content of the textbook and previous experience, combined with the "loopholes" of students' cognition and the "blind spots" of their thinking. Teaching is carried out according to the actual degree and characteristics of students. With face-to-face learning as a guide, students can have a purpose and direction in a large number of independent learning, master learning methods and skills, and improve learning efficiency and learning ability. It is impossible to "complete" and "profound" the content of the coaching class. Some knowledge points that have been proved by practice and widely recognized by people are directly introduced as basic knowledge. It is not necessary to clarify the context, reduce the boring and practical theory indoctrination, and start from the needs of practical application. The main knowledge points should be explained thoroughly, and the secondary content should be left to the students to learn by themselves. The primary task of mathematics teaching is that teachers should adhere to the principle of emphasizing ideas rather than argumentation, strive to be popular, highlight key points, pay attention to the consistency and unity of knowledge, and focus on teaching students how to correctly think about and solve problems. For example, the face-to-face teaching of "Fundamentals of Economic Mathematics" is mainly about the knowledge structure. Without affecting the scientificalness of knowledge teaching and achieving the purpose of intensive teaching, "elementary transformation of matrix", "function, limit and continuity", "derivative method", "indefinite integral method", "application of economic analysis function, derivative and integral" will be taught separately, It will enable students to master knowledge systematically.
3 Attach importance to multimedia courseware assisted teaching to improve teaching effect
Multimedia assisted education has many advantages that traditional education does not have - intuitive, clear, concise, vivid and vivid, especially in the processing of charts, which can give students a more intuitive understanding. The multimedia animation effect can also give students a more comprehensive display, so that students can more easily accept the learning content to stimulate thinking, and achieve the teaching effect that traditional teaching cannot achieve. Therefore, teachers should fully reflect the characteristics of distance and open education in the teaching process. From the basic level and learning conditions of students, and from the perspective of easy learning for students, they should make multimedia courseware to reflect the gradient teaching content system, teaching methods and corresponding technical means. Through the introduction of learning methods in each chapter and the teaching objectives of each unit, strengthen the guidance of learning methods, give full play to the effect of multimedia, turn key and difficult problems into difficulties, abstract problems into concrete problems, and show its connotation, which can enable students to carry out effective distance learning when time, space and teachers are separated. In addition, teachers combine centralized face-to-face teaching and multimedia teaching through multimedia teaching means, guide students to understand online teaching means from the beginning of enrollment, learn to use the online platform of the third level RTVU to query the teaching resources of the course "Fundamentals of Economic Mathematics", use BBS message boards, send and receive emails, answer online questions, and watch IP courseware; Promote students to gradually master the way of using network learning from the learning concept, and free students from the single face-to-face tutoring to obtain greater learning space.
4. Strengthen the online exchange of teaching and learning to enhance the effectiveness of teaching
In the teaching process, the communication and interaction between teachers and students is very important. If learners cannot get feedback from teachers in time, they will reduce their enthusiasm for learning to a certain extent, thus affecting the quality of learning. Therefore, teachers should not only focus on whether the teaching content is completed without regard to the learning process of students. As a helper of students, teachers should timely solve difficult problems in the learning process for students, and provide necessary and sufficient learning materials and resources for students. In particular, the "Economic Mathematics Foundation" textbook is too disciplinary, and it is difficult for students to exert their subjective initiative without the guidance of teachers in the learning process. In today's highly developed network, it is very important to make full use of the role of the network to do teaching interaction online and give clear and timely feedback to learners. The network has a strong interaction, which can transmit words, images, sounds, etc. to students at the same time, helping them deepen the knowledge they have learned in the classroom, changing the single way of acquiring knowledge in traditional teaching, and realizing the subjectivity and diversification of learning. Teachers should strengthen the integration and design of online teaching resources, make the self built resources more targeted, readable and practical, provide students with the opportunity to independently call the required content online for learning, and facilitate students to query, browse, self test and download the required content. Teachers can use the curriculum teaching forum area, class QQ group E-mail or telephone, often communicate with students online, exchange information about learning resources and assign learning tasks at each stage, timely understand students' autonomous learning and formative assessment exercises, and guide students to use network resources for their own learning services. In the virtual environment, realize the real-time knowledge interaction and emotional exchange between students, teachers and students.
5. Focus on the presentation and practice of typical exercises, and carry out group learning
Model Essay on Economics Education 3
With the continuous development of China's economy and the increasing enrichment of information knowledge, traditional teaching methods can no longer meet the increasingly rich learning needs of students. In primary school Chinese teaching, most teachers use chalk to teach on the blackboard. The teaching method is simple and the teaching means are backward. This boring teaching content is difficult to make students interested in Chinese and improve their enthusiasm for learning.
2. The important role of situational teaching method in primary school Chinese teaching
Situational teaching method refers to that the teacher integrates the knowledge to be taught into the situation and interacts with the teacher after making students enter the situation by setting the situation.
2.1 Be able to activate the classroom atmosphere and enable students to quickly and happily integrate into the teaching environment
The creation of the scene can make students interested in the classroom content, so that students can quickly enter the classroom teaching. Just like in the teaching of "Listen to the Voice of Autumn", the teacher can first let students feel the atmosphere of autumn, turn the Chinese class into an art class, let students draw and color the scenes they imagine according to the autumn scenery, cut and paste the paintings, decorate the classroom with autumn colors, and create autumn scenes for teaching in combination with the students' imagination, It not only enlivens the classroom atmosphere, enriches the teaching content, but also improves students' interest in learning.
2.2 It can increase the interaction between teachers and students and improve students' learning efficiency
Teachers' scenario creation can enable students to actively enter classroom teaching, and the scenario creation of teaching content can enable students to effectively communicate with teachers in the context, and the communication involves a wider range. At the beginning, the teacher will set up the classroom situation, and then there will be relevant situation introductions. In addition, there will be relevant communication between teachers and students in the whole situation class. For example, when teaching Guilin Landscape, the teacher can find relevant real pictures through multimedia projection, Let the students talk about the most beautiful and attractive places according to the pictures, and let the students who have been to Guilin describe what they have seen and heard, so that everyone can understand what they can't learn from books. It can also increase communication between students, give full play to the main role of students, improve students' learning enthusiasm, and thus improve students' learning efficiency.
2.3 Improve students' all-round development
The scenes created in teaching are generally the use of elements familiar to students, including painting, music, pictures, sounds, etc. In primary school Chinese teaching, the use of these artistic elements can not only attract students' attention, but also cultivate students' aesthetic ability. For example, some texts are accompanied by music or pictures, Let the students give full play to their imagination through music and pictures, and then describe them. This can not only improve students' imagination, but also exercise their language expression ability and aesthetic ability, so that students' thinking can be more active. In addition, in the game scene, it is necessary to give play to the students' sports ability and cooperation ability. For example, in the teaching of ancient temples, students can be divided into groups. Students can arrange ancient poems in groups and perform actions in the form of stories. This can not only train students' organizational ability, but also their spirit of cooperation. In other games, students' hand and foot coordination ability and emotional communication among students can also be exercised.
3. Application of situational teaching method
3.1 Real life scene reproduction method
In primary school Chinese teaching, students can understand the teaching content more easily by using the realistic situation closely connected with students. The teaching content is combined with the real situation, and the common scenes or objects of students are skillfully used as props to attract students' attention and arouse their infinite reverie. Just like in the lecture of "Fire Burning Cloud", students can recall the scene of fire burning cloud they saw, show the pictures of fire burning cloud they took, and interact with students. It can not only activate the classroom atmosphere, but also make students have a strong interest. Maybe they will think of this class the next time they see fire burning cloud.
3.2 Emotional experience method
In the primary school Chinese classroom lectures, each new text expresses the author's profound subjective thoughts, and contains the author's love and hate for things. In fact, this still provides an emotional basis for our situational teaching. Read the text, understand and comprehend the content expressed in the text, or move, or joy, or hate, all the situations in the text are lingering in the students' emotional world. Teachers can seize this point to stimulate students' emotions through the colorful emotions displayed in the text, deepen the theme of the text, guide students to resonate with the author's ideas, integrate into the situation, and stimulate students' emotional experience through the situation. Then this teaching is both a learning and an emotional journey.
3.3 Music rendering method
Pupils generally love music to varying degrees. According to the reaction of students, teaching with music can fully mobilize students' sensory nerves, and the use of music can improve students' learning interest. If there is relevant music when telling poems, it will be able to play up the ideological content expressed in poems, so that students can more easily understand the feelings of the author.
3.4 Artistic expression of language
In Chinese teaching, ingenious use of language expression can also achieve the creation of the scene. For example, this method can be well reflected in poetry teaching. Reading aloud in cadence can not only express the feelings of poetry, but also enable students to integrate into the scene of poetry.
3.5 Rational analysis method
Model Essay on Economics Education 4
At present, there are three main views on the essence of participatory teaching in academic circles. The first view holds that the essence of participatory teaching is a kind of teaching method. Gao Guangsheng (2009) believes that participatory teaching is essentially a teaching method in which students actively participate in the whole teaching process under the guidance of teachers and stimulate students' interest in learning through participatory teaching. The second view is that the essence of participatory teaching is a teaching concept. For example, Xu Jianling (2006) pointed out that participatory teaching focuses on the development of students' subjectivity and emphasizes students' emotional, cognitive and behavioral input in the process of participating in teaching, so as to strengthen their internal quality. The last view is that the essence of participatory teaching is both a teaching idea and a teaching method. For example, Li Jun (2008), through his perspective and reflection on classroom teaching, believes that participatory teaching should first of all be a student-centered concept, and that teaching methods are the carrier of ideas. Participatory teaching is not a mechanical operation in a specific mode, but an improvised creation under existing conditions. Chen Shijian (2014) believes that, in concept, participatory teaching advocates student-centered learning and emphasizes the equality and joint participation of teachers and students in the teaching process; In terms of methodology, participatory teaching requires equal participation of teachers and students in learning activities to achieve teacher-student interaction and mutual benefit between teaching and learning in teaching activities. To sum up, participatory teaching mode is a teaching mode that aims to stimulate students' potential, enhance students' subjective awareness and innovation awareness, under the guidance of the student-centered concept, highlights students' dominant position, creates a harmonious teaching environment, and encourages students to actively participate in teaching activities.
2、 Basic Principles of Teaching Method Reform of Undergraduate Course of Educational Economics
1. Basic principles of theoretical knowledge teaching.
The training of basic concepts, basic principles and basic methods should be the prerequisite for undergraduate students to improve their ability to apply knowledge in the course of Educational Economics. First of all, according to Gagne's research on learning types, concept teaching is the foundation, principle teaching is the center, and problem solving is the integration and promotion of the first two kinds of teaching. Secondly, the development of undergraduate students' thinking ability is based on the understanding, judgment and reasoning ability of concepts, and their understanding of concepts, their mastery of judgment, and their use of reasoning show the characteristics of hierarchy, periodicity, and hierarchy. Thirdly, the study of educational economics must start from cultivating students' rational perception of objective things, so as to guide students to use basic theoretical knowledge to reveal the internal relationship between things, complete the sublimation from rational abstraction to rational concrete, and gradually form a good thinking structure for analyzing and solving problems.
2. Principle of inquiry and reality of teaching content.
Inquiry emphasizes that teaching should focus on the multiple objectives of participatory teaching, so that students can learn to find problems, master the methods of inquiry, and establish the awareness of inquiry under the guidance of teachers. Teachers should guide students to become the main body of teaching activities, set inquiry questions according to students' needs and interests, create situations closely related to reality to stimulate students' thirst for knowledge, mobilize students' enthusiasm for learning, and cultivate students' ability to think independently. In addition, the reality emphasizes that we should integrate theory with practice in the participatory teaching activities of educational economics at the undergraduate stage, and strengthen the training of students to analyze and solve problems. Specifically, teachers should design teaching content based on teaching objectives and social reality needs. Only when the teaching content meets the needs of the society can it help students to apply the knowledge they have learned to social practice. Otherwise, the teaching content that is divorced from the social reality will dampen students' enthusiasm for learning, make students hate learning, and feel that the knowledge they have learned is just on paper.
3. The principle of subjectivity and openness of student participation.
With the development of society, college students' subjective consciousness is constantly strengthened, and they increasingly hope to obtain new knowledge and new ideas through their own independent thinking and judgment. Therefore, the implementation of participatory teaching in the undergraduate Education Economics course should attach importance to the development of students' subjectivity, respect their dominant position, and implement open teaching. It is embodied in three aspects: First, in participatory teaching, students' subjective consciousness should be strengthened. Teachers should timely change teaching methods according to the actual teaching content and students' needs, guide students from passive acceptance to active participation through various ways, and help students establish good learning motivation. The second is to stimulate students' subjective emotions. Teachers should fully respect and trust students, guide students to think independently in a good classroom atmosphere, and promote the development of students' subjectivity. Third, create a good situation. Let students learn in an environment of understanding, dialogue, tolerance, equality and freedom, and give play to their initiative and creativity.
3、 Discussion on the Path of Teaching Method Reform of the Undergraduate Course of Educational Economics
In the teaching practice of Educational Economics, teachers should adopt the participatory teaching mode, pay attention to the combination of educational economics theory and practice, create a good learning atmosphere, and let students actively participate in the learning, discussion and research of Educational Economics. The specific reform path can be carried out from three aspects: before class, during class and after class:
1. Preset inquiry questions before class to guide students to think actively.
Different from the traditional classroom teaching, the first stage of the reformed curriculum teaching model should pay more attention to the design of inquiry questions before class. Pay attention to the following two points: First, clarify the original intention and goal of the problem setting. Any good question contains three parts: goal, known information and limited obstacles. When the distance between the original intention of the question and the goal is farther, the space for question inquiry will be larger, and the enthusiasm for independent inquiry of students under the guidance of teachers will be improved. The second is to organically combine the theoretical problems in books with the actual economic problems, so that students can learn to find problems under the guidance of meaningful problems after processing, and then use the correct inquiry methods to explore, and finally master the practical application of theoretical knowledge through problem solving, and establish and strengthen their own awareness of inquiry. Participatory classroom seems to give students a relaxed environment to explore freely, but as far as the learning direction of all students is concerned, exploration is conducted under the guidance of the teacher's preset questions. Before class, teachers should understand the overall situation of the teaching environment, teaching objects and teaching content, and then preset students' thinking paths, and put forward problems that are compatible with the teaching objectives. Teachers can stimulate students' creative thinking by creating problem situations, so that students' learning process becomes a re creation process. For example, through observation, survey statistics, literature research and other methods, students can independently study and explore the relevant concepts and theories of educational economics, so as to improve their ability to find, analyze and solve problems.
2. Create a relaxed classroom atmosphere in the classroom and integrate theory with reality.
Creating a relaxed and pleasant classroom learning atmosphere can enable students to boldly display their views in a relaxed environment and improve their ability to use innovative thinking to solve practical problems. In the undergraduate teaching of Educational Economics, interesting case analysis, group discussion on open issues, and multimedia display of educational economic phenomena are all good ways. In the process of creating a classroom atmosphere, teachers should also pay attention to the following issues: First, we should form a two-way interaction model with students. College students' thinking is quite active. Teachers should communicate with students in time in the teaching process to guide them to think correctly and prevent large deviations. Secondly, we should attach importance to conclusion sharing. In the process of classroom teaching, the communication conclusions between students and between students and teachers are not systematic and comprehensive. Teachers should guide the sharing of information between groups, so that different thoughts collide and expand students' knowledge. Finally, we should strengthen tracking and evaluation. Because students' ability to solve problems is still insufficient, and there are often mistakes in the perspective of looking at problems and the conclusions drawn, teachers should give students timely feedback to help students solve problems with correct theories and methods.
3. Arrange practical activities after class and improve the course assessment mechanism.
Model Essay on Economics Education 5
Let students participate in the creation of the teaching situation can effectively activate their awareness of participation, and through the participation in the teaching situation, tightly restrict attention, mobilize students' enthusiasm and initiative, so as to optimize the teaching classroom. ① Multimedia presentation situation. The picture image in the multimedia is an important means to show the image. The use of the picture album image to show the situation of the textbook is to visualize the content. For example, in the course of "Idol and Self" taught by the author, the multimedia film "Looking for Jackie Chan" was displayed. The little hero played by Zhang Yishan in the film is of Chinese origin, does not like learning Chinese, and is very obsessed with Jackie Chan. In the process of looking for Jackie Chan, Grandma's helpless confession to Jackie Chan shows that the elders are eager for the younger generation. Jackie Chan's teaching to Zhang Yishan has made Zhang Yishan work hard ever since, Corrected his deviated ideological line and embarked on a positive track. ② Material preparation situation. Materials are presented in text, sometimes data, sometimes examples. Through reading and analyzing the materials, students can form a certain perceptual knowledge in their minds, and through the teacher's presentation, they can learn from each other, and then rise to a rational height. For example, the author taught the lesson "Communication with Setbacks", first let the students learn by themselves, so that the students, with a certain understanding, can tell how the little heroes of the 5.12 earthquake did when facing natural setbacks, and then integrate the content of the text, so that the students can finally be optimistic about facing setbacks and have the courage to overcome them. ③ Active role scenarios. The role situation of teaching activities can enable students to understand the content through playing roles, make the classroom rhythm lively and cheerful, and help improve teaching efficiency. For example, the author taught the lesson "Walking into Parents", and asked student groups to cooperate in family role play, so that students can experience the difficulty of parents supporting their families. They should always care about their parents and communicate with their parents. ④ Music renders the situation. Musical rendering of the situation can bring students into a unique artistic conception with beautiful melodic rhythm, so that students can not only understand the text content, but also make a series of experiences on the text background through music. For example, the author plays Jacky Cheung's song "Friends" when teaching "Feeling Like a Friend". Through the artistic conception of the song, students can realize the important role of sincere friendship in the growth path.
2、 Let students participate in teaching methods and build student subject
Teaching methods are the "catalyst" of teaching activities. Guiding students to choose scientific learning methods according to learning content can make teaching more targeted and operable, thus providing an important guarantee for improving the quality of classroom teaching. For example, when the author teaches the course "Towards a Well off Society", he designs and selects teaching methods together with students as follows: ① guided learning method, allowing students to explain which areas of our society have entered a well-off level; Which places have not yet entered the well-off level, and what are the main indicators for entering the well-off level? ② Key point inquiry method: students find out the key words such as "trend" and "well-off" according to their own feelings. When they bring the key words into the text to understand, they should focus on the key points and make clear that "trend" is the way and method to explain, and "well-off" is the ultimate goal through the way and method to achieve; ③ To discuss the exchange method, teachers can first explain to students that if China moves towards a well-off society, the country's position in the world will rise. Let students discuss what will happen after the rise of the exchange status? How to improve the national status? Then, through the interaction between teachers and students, they express their own understanding and views to realize the sharing of teaching "information" and achieve the teaching purpose; ④ Method of skillfully setting suspense and stimulating interest: in view of students' curiosity, skillfully set suspense questions such as "If you were a national leader or local administrative cadre, how would you plan the path of achieving a well-off society in the country or the local area?" before or during the class, ask questions and stimulate students' interest; ⑤ Take the method of combining current political hot news, according to the content of this section, contact current political hot spots, and talk about their views. For example, in combination with the current political hot spot "RMB appreciation", what impact does this topic have on China's building a well-off society? How should I comment? ⑥ Using modern means: using modern teaching methods such as projection, video, multimedia, etc., has advantages unmatched by traditional teaching methods, such as playing the movies "Founding Ceremony" and "Reform and Opening up" to show students the stage of China's well-off experience after the founding of the country. ⑦ Decentralization of evaluation sovereignty law: the power of self-evaluation and mutual evaluation is handed over to students, so that their bodies and minds are always in the best active learning state, and they can participate in teaching evaluation equally.
3、 Let students participate in classroom practice and mobilize learning enthusiasm
The history of political teaching needs teachers and students to discuss together. In fact, the process of teaching practice is an activity process of equal communication, positive interaction and common progress between teachers and students. It is the essence of education that teachers and students conduct equal communication, independent activities and common development. Political teachers should not only teach the content of the article according to the book, but also combine the new current politics and new ideas to practice constantly, and return the initiative of learning to students, so that students can actively participate in teaching activities. As the people's educator Tao Xingzhi once said, the most important thing for students to enjoy the fun in teaching activities is to let students participate in teaching, act as "little teachers", and then experience the fun in practice. Practice has proved that, as long as careful planning is carried out, students' enthusiasm is fully aroused and their intelligence is brought into play, students can be good "little men". If many teachers dare not let go and do not believe in the ability of students, then students will never be able to participate in the teaching process.
Model Essay on Economics Education 6
1.1 It is innovative.
Situational teaching is mainly to create scenes that are consistent with the theme. These scenes need to be innovative to stimulate students' interest in learning. Therefore, teachers must be able to make certain breakthroughs and innovations in teaching design, and the designed teaching content must be able to organically combine with sports knowledge.
1.2 It has strong effectiveness.
All means are to enable teaching to play a certain teaching effect. Situational teaching method is a comprehensive teaching design that focuses on children, closely follows children's age and psychological characteristics, and combines daily life knowledge, physical education teaching skills, personality teaching and other characteristics through various means. For this reason, we must pay attention to two aspects: first, we must pay attention to the efficient use of the site and equipment; Second, the language used must be concise enough, and the language or music involved can conform to the situational atmosphere and effectively stimulate students' emotions.
2. Specific implementation methods of situational teaching method in physical education
2.1 Grasp the opportunity to implement situational teaching
The situational teaching method needs to grasp the opportunity when it is applied, otherwise it will not have the corresponding effect, and some even have a reaction, so we should grasp the opportunity.
2.1.1 Use in preparation.
Pupils are curious about new things. When they encounter new things, they can't help but have various associations, and some even imitate them. As a physical education teacher, we can make full use of this feature of pupils and let them exercise in the scene set by the teacher. For example, teachers can set up the scene of "looking for spring". Teachers can guide students to "spring is coming, the spring wind blows, the sun is sufficient, the small trees begin to grow with the wind, and slowly grow tall...", and guide students to do stretching exercises, heel lifting exercises, or squatting and standing up.
2.1.2 Use the basic parts of the class.
The teaching of the basic part is the key to completing the teaching task. At this stage, the situational teaching method has the following functions. First, setting the situation as a means of dealing with the textbook. The second is as a means of developing physical activity. The third is as a means of organizing teaching. For example, in the teaching of "throwing solid balls" in the third grade, combined with the military theme that students like, starting with the introduction of ancient artillery, the theme of making students strive to be "excellent small artillery" was proposed, and then followed by "reviewing small artillery" - "beginner firing" - mutual aid "live ammunition drill" - "throwing match" - "ammunition transport match" ——The evaluation of "excellent small artillery" and other situational links correspondingly carried out queue practice - imitation action - throwing practice - throwing match - carrying relay - summary and other contents. In the process of learning and practicing, the solid ball is named "cannon ball", the mutual passing of the ball is called "loading", and the throwing of the ball is called "firing cannon ball", so that students can use both hands and brains, cooperate with each other, master technology and enjoy sports fun at the same time.
2.1.3 Use it at the end of the class.
Generally speaking, after PE class, many children feel very tired, which has a serious impact on their later courses. Therefore, it is necessary to eliminate the fatigue caused by these sports as soon as possible at the end of the class. So at the end of the class, we can use some plots that can make students feel relaxed. For example, teachers can ask students to close their eyes and imagine that they are driving a big boat into a calm harbor. There is no wind, no waves, everything is so peaceful and peaceful.
2.2 Points for attention in applying situational teaching method in primary school physical education
The purpose of creating a situation must be to achieve the teaching goal. The following aspects should also be paid attention to when using the situational teaching method in primary school physical education.
2.2.1 The setting of the scene needs to take into account the age and psychological characteristics of the students, and can not be rigid enough to force the combination.
The situation created must be able to be organically and closely combined with the teaching content. It is not allowed to create "situation" simply for "situation" teaching, so as to avoid becoming formalism and self defeating.
2.2.2 Situational teaching cannot be regarded as the purpose, it is just a means of teaching. The main role of this means is to stimulate students' interest in learning sports, help teachers and students communicate, and help students communicate.
Strict requirements on classroom routines and classroom organizational discipline are the guarantee for the smooth progress of physical education teaching. When using situational teaching, students must be educated in all aspects of ideological and moral education in combination with the teaching content, such as solidarity and mutual assistance, civility and comity, consciously abiding by rules and obeying judges.
2.2.3 The creation of the situation requires teachers to have high personal ability and improve their own influence.
In physical education teaching, teachers' words, actions, etc. are the objects of students' imitation, especially pupils, whose imitation ability is very strong. Therefore, teachers must improve their own ability and quality.
3. Conclusion
Model Essay on Economics Education 7
Most of the teachers in independent colleges are newly graduated masters and doctors. They come to the podium directly from the school. Their advantages are solid economic theories, but there are also some disadvantages; The teaching method is relatively single; Pay less attention to the frontier issues of economics. In addition, students in independent colleges generally have poor mathematical foundation, and feel headache for mathematical derivation in the course of "macroeconomics". Therefore, it is difficult to learn "macroeconomics". At present, the following problems exist in the teaching of "macroeconomics":
（1） Focusing on theory teaching makes students difficult to understand
Most teachers of independent colleges come from their alma mater, and the rest come from newly graduated masters and doctors recruited by the school. The common feature of their teaching is that they mainly teach economic theory, and in the teaching of economic theory, they mainly give priority to the hypothesis and derivation of mathematical models and the explanation of economic graphs. They seldom introduce the background of economic theory, have little connection with social reality, and do not use economic theory to explain the economic phenomenon in reality, so students are boring to learn, It is difficult to understand. Students will also find it useless to learn this course, and will not use the economic theory they have learned to explain some economic phenomena in economic life.
（2） The teaching content is empty and students lack interest
Independent colleges themselves lack experienced and high academic level old teachers. Young teachers are under economic pressure, and their teaching tasks are generally heavy. They have little time to pay attention to the cutting-edge issues of economics, and they have little time to participate in provincial and ministerial level research projects. Therefore, they have less opinions and empty teaching content in the classroom. In addition, the course of "Macroeconomics" is more theoretical and has more content. Macroeconomic policies are relatively "high, large and advanced". The teaching methods of the teachers are single, and they basically adopt the form of full house irrigation. Therefore, students are not interested in learning.
（3） Students have poor mathematical foundation
The enrollment of economic management majors in independent colleges of business is dominated by liberal arts students. Therefore, the students' mathematical foundation is generally poor. In the course of "macroeconomics", a large number of economic models need mathematical derivation, and a large number of economic graphs need mathematical explanation (such as "maximum, minimum, marginal quantity, optimal combination", etc.). Most students respond slowly in learning, I feel tired of the course.
2、 Key Points for Adding Practice Teaching to the Course of "Macroeconomics"
Macroeconomic theory comes from real life. Measuring a country's or a region's GDP, economic growth and recession, inflation and unemployment, fiscal policy and monetary policy, interest rates, exchange rate changes and other macro issues are closely related to our lives. The economic decisions of everyone and every enterprise are inseparable from rational judgments on these issues. Therefore, if practical links are added to the teaching of "macroeconomics" to guide students to observe and explain economic phenomena in their lives and analyze economic policies with the theories they have learned, it will not only deepen students' understanding of macroeconomic theories, but also improve their interest in learning macroeconomics. After two years of exploration and practice, the author found that it is feasible to add practice to the teaching of "macroeconomics" as long as the design is appropriate and the preparation is sufficient. However, the following points should be noted:
（1） Combination with regions and industries
Independent colleges were born with the popularization of higher education, and the enrollment of independent colleges is mainly from students in the province. After graduation, students are also mainly serving the province. Therefore, when designing the practical teaching link of "macroeconomics", we should closely combine the specific conditions of our region or industry. For example, when teaching the accounting of GDP, the author asked students to make statistics and compare the GDP status of Lanzhou among cities above prefecture level in China, the GDP status of Gansu among 31 provinces in China, the per capita GDP, the GDP growth rate since China's reform and opening up, and the ranking among major economies in the world. Analyze the proportion of consumption, investment and net export in the GDP of the province, and the contribution and change of the primary, secondary and tertiary industries to GDP.
（2） Combine with economic hot spots and current events
The economy is developing and the world is changing. The economic hot spots are different every year. In order to arouse students' interest and deepen their understanding of economic theories and models, the teaching of "macroeconomics" should introduce economic theories in combination with economic hot spots and current events. For example, China's inflation rate was high in the middle of 2011, so when teaching the chapter on inflation and unemployment, students can look up the CPI index from 2010 to 2013, measure the inflation level in the middle of 2011, guide students to analyze the causes of inflation at that time, and propose corresponding countermeasures; Then ask students to compare their own countermeasures with those proposed by economists at that time, and let them comment on each other. This year, China's economic restructuring has made slow progress, and the downward pressure on economic growth is great. The government has made "point" fine-tuning of the economy. Therefore, the discussion of economic growth and industrial restructuring should become the focus of the design of the practical teaching link of "macroeconomics". The combination of practical teaching content with domestic and foreign economic hot spots and current events can greatly improve students' interest in learning.
（3） Formulate practical guidance scheme
The course of "macroeconomics" is usually offered in the first or second semester of sophomore year. At this time, students just started to learn professional courses, started to contact with the thinking and analysis methods of economics, and often felt unable to start when analyzing problems. Therefore, it is very necessary to have a practical and feasible operation plan for the practice link. Therefore, when designing practical teaching links, teachers should, on the one hand, pay attention to cultivating and training students' ability to use economic thinking to analyze and solve practical problems, on the other hand, guide students to develop an operational guidance plan for practical links, guide students how to find and screen the data they want, and how to conduct research within the feasible range What aspects should be analyzed. For example, when designing the practice link of the chapter "Macroeconomic Policy Practice", the author gave students the topic: Analysis of the advantages and disadvantages of the four trillion yuan investment plan launched by the State Council in November 2008 on China's economic development. At the same time, we have given a guiding plan for how to study this problem: the first part outlines the background analysis of the implementation of the four trillion investment plan, mainly describing the economic development of China after the 2008 economic crisis, the domestic and foreign situations faced; The second part describes the specific content of the four trillion investment plan, focusing on clarifying what the ten measures of the four trillion investment plan are; The third part analyzes the actual effect of the four trillion investment plan, such as "the four trillion investment plan has been implemented for more than five years, what contributions and drawbacks has the plan made to China's economic development" and so on. This topic is relatively large, and students can choose one or more of the ten measures for specific analysis. It should be noted that the guidance scheme is given to point out the direction and provide reference for students' practical operation, not to make students analyze problems according to this step. If students are only given a practical topic without a guiding plan or practical steps, they often do not know how to do it. As a result, there are various practical methods, and they can not grasp the focus of practical content, the practical effect is greatly reduced.
（4） Select appropriate organization form
The practical teaching of "macroeconomics" can be divided into three parts: classroom practical teaching, extracurricular practical teaching and comprehensive practical teaching. Classroom practice teaching refers to the practice teaching in the classroom, which is mainly organized in the form of case analysis, role play, thematic lectures, debate speeches, etc. Extracurricular practical teaching refers to the practical teaching conducted outside the classroom. The main organizational forms include social investigation, social practice, etc. Comprehensive practical teaching is the combination of classroom practice and extracurricular practice. Its organizational form includes project research, entrepreneurial planning and graduation thesis. Through practice, the author believes that thematic discussion is a practical teaching form suitable for the macroeconomics course in independent colleges. The specific method of thematic discussion on economic phenomena is: according to the content of each chapter of "macroeconomics", design one or more relevant economic topics for each chapter, divide students into several groups (by dormitory), and let each group freely choose topics of interest. Then give 1-2 weeks for students to collect data or conduct research, and form a research report (or list main points and arguments). Then, after the teaching of this chapter, draw out 1-2 class hours for each group to make statements on their own problems. Ask each group to send a student representative to speak and make a PPT, and other members can add. At the same time, two commentators can be set up to comment on the performance of each group and score. In order to prevent some team members from "hitchhiking", anonymous peer reviews can be used to ensure the authenticity of the information they have learned. Finally, the teacher will make a summary, analyze the advantages and disadvantages of each group in the practice link and the areas that need to be improved, and make a more professional and in-depth analysis of the topic. After class, the students are required to submit the modified project research report to the teacher as usual homework. It should be noted that in the whole process, teachers should control the time, grasp the rhythm, and strive to make the whole activity tense and full. In addition to thematic discussions, some documentaries can also be played to deepen students' understanding of economic theories and economic phenomena. For example, by playing the American chapter of The Rise of a Great Power, students can feel the economic phenomenon of the 1929-1933 Great Depression, on the one hand, enterprises stopped production, banks closed down, workers lost their jobs, and a large number of people were displaced, on the other hand, farmers poured milk into the river, so that students can more directly understand the characteristics of short-term economic fluctuations, Understand what is the economic crisis of overproduction, and feel the magic of the multiplier effect of government purchase expenditure, as well as how the state intervenes in the economy. There are various forms of practical teaching, and each form of organization has its own advantages and disadvantages. Each school should choose the best form of practical link organization according to the actual situation of the college.
3、 An Analysis of the Effect of Adding Practice to the Course of "Macroeconomics"
Practice has proved that adding practice teaching link to the teaching process of "macroeconomics" can effectively improve the teaching effect.
（1） Stimulate students' enthusiasm for learning
The practical teaching link enables teachers to change from full house theoretical teaching to practical teaching of integrating theory with practice, and students to change from passive and passive listening to lessons to active and active listening. In addition, they can also selectively conduct research according to their own interests in the process of practice, which not only diverges their thinking, but also expands their knowledge, and greatly improves their enthusiasm for learning, The classroom atmosphere is also lively and lively.
（2） Combine theory with practice to improve students' ability to analyze and solve problems
The practice teaching link has deepened students' understanding of basic theoretical knowledge and models. When students encounter deeper problems in the process of practice, they will spend more time to explore after class and try to apply the theory they have learned to practice. Such training can improve students' ability to think, analyze and solve problems, and lay the foundation for students to enter the work role more quickly after graduation.
（3） Cultivate students' social skills and team spirit
During the thematic discussion, group training can exercise students' collective cooperation ability, cultivate their team spirit, and help students integrate into the society faster. For the same problem, each student's understanding may not be the same, and each person's research methods may also be different. A group of 6-8 students will inevitably have arguments when discussing the problem. The process of persuading other students to agree with their own views and conduct research according to their own research methods is a process of training their own ability. At the same time, there should be division of labor when researching problems, and each student should be responsible for a part of it, and finally make a summary. Therefore, the final result must also be the product of everyone's cooperation. This learning style strengthens the students' sense of cooperation.
4、 Conclusion
Model Essay on Economics Education 8
International talents need to have strong cross-cultural foreign language communication skills. Listening, speaking, reading, writing and translation are the basic skills that international English talents need to master, so that they can play an active role in international economic and trade activities. Therefore, in the reform of college English teaching under the background of international talents, it is necessary to first pay attention to cultivating students' basic English ability and comprehensive application ability. The reasonable establishment of comprehensive courses is an effective way in the reform of college English teaching, which can help students lay a good language foundation, cultivate and improve students' comprehensive application ability of English through the establishment of relevant comprehensive English courses such as language knowledge, communication skills, situational training, so as to establish the necessary conditions for students to move towards the international community.
2、 Appropriate addition of cross-cultural elective courses to cultivate students' international awareness
In international economic and trade activities, due to the cross-cultural communication and cooperation, international communication is not only about language communication, but also involves exchanges in politics, culture, etiquette, customs and other aspects of different countries. Therefore, internationalized talents need to have a strong sense of internationalization to avoid "cultureshock" in international communication. Therefore, in the reform of college English teaching, cross-cultural elective courses can be appropriately added to achieve multicultural edification and all-round international education for students, help students understand and accept the cultural differences of different countries, and cultivate and promote students' international awareness.
3、 Hold cross cultural communication activities to broaden students' international vision
A broad international perspective is the basic quality that international talents should possess, so colleges and universities should pay attention to broadening students' international perspective in the reform of college English teaching. In this regard, colleges and universities can strengthen the organization of various cross-cultural communication activities, such as holding cross-cultural communication lectures, regularly arranging foreign teachers and academic experts, foreign entrepreneurs, foreign students, etc. to carry out a series of cultural lectures and case teaching. Colleges and universities organize and hold various cross-cultural communication special activities to help students understand and accept the cultural differences between China and the West, broaden their international horizons, help students to be familiar with and master the international rules, and promote the continuous improvement of students' cross-cultural communication ability on the other hand.
4、 Setting up bilingual teaching mode to enhance students' professional English ability
How to improve students' professional English ability is another important task of college English teaching reform. In international competition, it is not only required that talents can use English to import barrier free communication, but also that talents can complete relevant job requirements in professional fields, such as material reports, contract drafting, etc., which requires high professional English application ability of talents. Therefore, in the reform of college English teaching, Chinese universities can strengthen the cultivation and training of students' basic skills in listening, speaking, reading, writing and translating English by setting up a bilingual teaching model. The combination of English and Chinese teaching mode is used to help students master language knowledge and basic skills more easily and further improve their professional competitiveness.
5、 Develop diversified practical activities to improve students' comprehensive quality
Students' comprehensive quality and ability in all aspects is a necessary condition for them to become international talents. Therefore, how to improve students' comprehensive quality is also an important aspect of college English teaching reform. In the process of college English teaching reform, colleges and universities should not only pay attention to the cultivation of students' cultural quality, but also focus on the cultivation of students' innovation ability, practical application ability, etc. Only when students have excellent comprehensive quality can they occupy an advantage in international competition. For this reason, colleges and universities can create an English atmosphere by carrying out diversified and open practical activities (such as English speech contests, English literary performances, etc.), provide more opportunities for students to practice English, and improve their comprehensive quality.
6、 Conclusion
