A Practical Study on the Deep Integration of Digital Technology and English Instruction in Higher Vocational Education

Abstract

The deep integration of digital technology and higher vocational English teaching is not a mere superposition of technical tools and classroom teaching activities, but a systematic transformation process involving the reconstruction of teaching environments, the development of teaching resources and the restructuring of classroom structures. Taking He Kekang's "Three Pathways to Deep Integration" as the theoretical framework, this study has carried out targeted teaching practice on the course *Higher Vocational English I* by virtue of the Youmooc platform. The research finds that there is a prominent disconnection between the current digital teaching resources and actual teaching application, and the application of digital technology in classroom teaching is often limited to the simple interactive form of point-and-click operation. In the process of completing platform tasks, students lack the habit of independent thinking, and the existing evaluation mechanism fails to effectively reflect the whole process of students' learning growth and development trajectory. In view of these problems, the teaching team attempts to construct a dual-track teaching model integrating life scenarios and occupational scenarios, and design a complete learning chain around pre-class reflective questions, in-class situational tasks and post-class reflective assignments. Meanwhile, ideological and political elements are embedded into the digital resources corresponding to each unit, and a diversified evaluation system integrating formative assessment, summative assessment and value-added assessment is constructed. It is expected to provide an operable practical model for the reform and innovation of higher vocational English teaching under the digital background.