Model Construction and Path Analysis of Integrating CBL Teaching Method into Higher Vocational English Teaching

Abstract

In view of the four major challenges faced by higher vocational English education, such as the disconnection between classroom
teaching and practical work needs, the dominance of teacher-led teaching mode, the unbalanced development of language knowledge and
communicative competence, and the insufficient connection between curriculum content and professional qualification certificate, this
study proposes an operational teaching mode integrating case-based learning (CBL). Based on situational learning theory and constructivism theory, this model is constructed around four guiding principles: anchoring cases in work tasks, reducing difficulty while allowing
adaptive support, promoting learner autonomy, and linking competition with certification. It consists of a three-level case base, a fourstage closed-loop implementation procedure and a multi-stakeholder, process-oriented evaluation system. In order to put this model into
practice, this study emphasizes the transformation of teachers' role and the establishment of school-enterprise collaborative case base, and
puts forward strategies to solve the expected obstacles. As a theoretically constructed framework, the model still needs to be tested through
empirical research.