1、1Research and Reference of UK Hotel Courses Teaching ModelAbstract. Based on research and practical experience accumulation of teaching reform of Chinas hotel major， through the systematic learning of British Guildford College teaching mode， the author has characteristic research and practice on cla
2、ssroom management， teaching methods and other aspects， and learn from the British experience， promote Chinas professional education training model reform and teaching reform and inspiration. Key words： United Kingdom； Hotel Major； Teaching Mode； Reference 1. Introduction The Britain education system
3、 is considered to be the worlds best education system， whose essence is to develop a way of thinking， namely openness， autonomy and personalized way of thinking. In September 2011， I was honored to be sent to the England Guildford College for a period of eight weeks of the British “Vocational Educat
4、ion Training” project. I carried research 2on the British vocational education， explore practice patterns and education experience， new ideas and new concepts of educational reform in these countries， understand English teaching characteristics and practices and focus on in-depth understanding of th
5、e hotel professional teaching， especially in the practical aspects of the content. In Britain， I have learned teacher development day、Teacher training dept、The use of blogs and face book、Interactive lessons、E-learning strategies、English teaching methodology、Room division management、Food and beverage
6、 mgt、Foundation degree international travel、Marketing、Business travel operations、Travel & tourism reservation system、World wide travel、Air cabin crew and other courses. 2. United Kingdom hotels courses teaching mode overview At present， foreign vocational education curriculum model includes four kin
7、ds： Britain BTEC （ Business & Technology Education Council） ； Australian TAFE （Technical and Further Education） ； widely used in Western Europe and North America， CBE （Competency based Education） and Germany “Dual system”. British BTEC （Business & Technology Education Council） is a famous British vo
8、cational qualification awarding institute， one of the higher vocational educations as a world leader. In 3the world， there are more than 100 national recognize and use this diploma. BTEC modular has modularity course structure， with a longitudinal knowledge， cross-disciplinary， interdisciplinary， em
9、phasizing a comprehensive curriculum. In addition， it has attracted many companies involved in education， participating in teaching objective setting， professional settings， teacher training， student assignment design and training assessment， achieving the two-way talent flow between enterprises and
10、 school. “Abilities， skills， attitudes and values” are the English technical and vocational education training objectives. 3. The United Kingdom hotels major teaching mode status 3.1 The classification of the British classroom Classrooms are divided into two kinds， one of which is used for basic cla
11、ssroom teaching. In this classroom， teachers do not need to carry the removable storage device and directly through the classroom computer into your mailbox， open classroom required documents quickly and easily. Another room is similar to the computer classroom， and many classrooms of Institute of T
12、echnology belong to this class. Instruction courses in this classroom， is basically about half of the time for teacher lectures， and the other half of the 4time is for students on exercises. 3.2 All courses have no fixed textbooks All course materials are not fixed. Teachers generally provide relate
13、d learning resource guide and ask students to find information on library or on the Internet. This method not only requires students to have a strong self-learning ability and data collection capabilities but also ask teachers to concern about the development of the industry to update professional k
14、nowledge. The advantage is that the courses are always able to track the latest curriculum subjects or technological development. But teachers workload is heavy， and in the professional teachers exchange of Tourism Management Department， they talked that one lesson a week may need time to prepare le
15、ssons throughout the week. 3.3 Give lessons combine theory courses with experimental curriculums Give lessons combine theory courses with experimental curriculums. A lesson generally takes three hours， usually in the classroom for theory class， and then immediately into the lab for training， and in
16、the experiment in progress guiding explanation. Experimental class also focuses on students， for example， Menu design teaching of Food and beverage Mgt course 5takes 3 hours. The teacher Derek Davis first spent 40 minutes explaining the menu design elements， design steps and other 4 contents， then d
17、ivided three students in one group to the lab for menu designing. Student browsed menus and collected information related materials. Students discussed the design problems encountered in the process together， and the teacher guided and participated in the discussion of individual groups. Before the
18、class is over， send the results of the design Email to teacher mailboxes， and handed it on the spot. In the process of designing the menu， the students interest is very strong and is able to take the initiative to learn the problems encountered in theory. This will not only be able to strengthen the
19、 abilities of students， but also to increase the students theoretical knowledge， and enable students to gradually learn in practice how to restaurant management. 3.4 Lectures emphasize on practicality and fun and the teaching methods are targeted For example， in Air Cabin Crews instruction， the cour
20、se time is from 10：00 to 16：00， a total of six hours and a total of 19 students. This lesson inspired me most is the teachers assessment and student peer assessment. Based on the pre content， the students are divided into two groups for 6airline simulation. A group is crew training services for memb
21、ers， and the other group is to practice handling emergency training， with an 8-minute video of each group made by the teacher. Back in the classroom， students simply talk about feelings. The teacher did not immediately show video， but went home carefully read through to find out each question； after
22、 class， student exchange comments and score， and the more problems identified more， you can play points lower. This teaching on the one hand mobilizes students interest， on the one hand guides students step by step. The atmosphere of the entire teaching is full of challenging， but teachers explain p
23、atiently and repeatedly the learned knowledge， and respectively teach students of the different levels. 4. References of the United Kingdom hotel major teaching mode 4.1 Establish a “mentoring” system England is famous for its university mentor system， which has become a major feature of UK higher e
24、ducation. British universities will arrange tutoring （Tutor） for every newborn into the school， whose main duty is to guide students learning. In the UK universities， everyone engaged in teaching， scientific research must possess the qualities to 7become student mentors， and tutors role definition i
25、s clear， which is an important guarantee for Student Affairs. Mentors main responsibilities： First， provide the students with academic counsel and help； The second is， based on the students personality， to implement one-to-one teaching； Third， care and help students with their physical and mental he
26、alth； Fourth， guide graduating students in employment to help students pinpoint their location and provide them with all aspects of the reference input and the various skills engagements. 4.2 Emphasize on cultivating students various abilities 4.2.1 Emphasize on cultivating students learning abiliti
27、es In Guilford College， freshmen will receive a variety of detailed study guide， guidance from the training program to the module everything， making student learning objectives are very clear. Training program makes students clearly know each semester during the school to learn all the lessons， and
28、module guide is to inform the students of the course requirements， content， assessment methods， teaching schedule， and references. All information is online， and students can access at any time. While chatting with 8Chinese students， I learned that after studying in the UK after 1 year， almost all o
29、f them obviously feel their learning ability is enhanced， which is inseparable with the UK vocational educations particular emphasis on students self-learning ability. It can be said that the British vocational education is student-centered designed， and the teachers main task is to provide students
30、 with learning guidance and advice to guide students to learn effectively. 4.2.2 Emphasize on students comprehensive ability Through observing many courses modular design of Guildford College， we can easily find that they very focus on students comprehensive ability， such as communication skills， ab
31、ility to access information， the ability to work independently and ability to handle data and so on. Imparting knowledge is important， nut the improvement of ability and quality are more critical. How can we truly achieve education philosophy of “teach him to fish， rather teach him to fish”， we may
32、get some inspiration from the United Kingdom colleges and university classroom. In English classroom teaching， oral presentations， class discussion， group work and other forms of teaching have a large proportion， which can be said as one of its 9characteristics. These colorful teaching forms undoubt
33、edly have a good effect on students eloquence， collaboration， thinking and other capabilities， especially innovation. From the English language lessons to tourist hotels courses， oral presentations can be said as a necessary form of teaching for each course. From pre-selected topic， search informati
34、on， information digest， essay writing， to the late slide production， physical preparation， oral presentations and impromptu of reply， students ability of obtaining information， data processing skills， communication skills， writing skills， and cooperation skills， adaptability， learning ability， commu
35、nication skills， etc. can get a full range of training， and the overall quality has been greatly improved. No wonder people say “presentation is an integral part of British education.” Discussion is commonplace in English class. Once class begins， the teacher seems to have endless questions， and thr
36、ough these questions， students learn to think and explore. In class discussion， students will speak， and actively express their views and opinions and share others speak enlightenment； complement each other， mutual inspiration， and experience the importance of cooperation and the joy of success. Thi
37、s form of learning is bound to affect a 10students life. 4.2.3 Emphasize on students cooperation ability Whether the job or discussion， whether it is inside or outside the classroom， teaching modules of Guilford College are usually carried out in groups. For many times， I would say it is in gamier r
38、ather than in the class. This philosophy education of “play in school” is ingrained from kindergarten to university， truly realizing happy teaching. Composition of the group is usually composed by student volunteers， but the teacher will ask students to take into account overseas students from diffe
39、rent countries to share different cultural backgrounds to better learn from each other. Team members must be solidarity in order to complete the tasks outstandingly. Many overseas classmates have forged a profound friendship. I also very much agree with this teaching mode changing individual competi
40、tion into team competition. In an increasingly competitive modern society， it is essential to make students understand the importance of cooperation. A successful business usually has a unity and cooperative staff， so many companies particularly emphasize on the recruitment of a candidates cooperative ability. 4.3 Flexible and diverse course examination
