Research on the Development of Interactive Teaching Ability of Secondary and Higher Vocational English Teachers Based on Vocational Education Curriculum Reform and Foundational Literacy Orientation

Under the circumstances where vocational education curriculum reform is continuously deepening and the orientation towards foundational literacy is increasingly prominent, English teaching at both secondary vocational and higher vocational levels is shifting from knowledge imparting to the shaping of abilities and the integration of literacy. This poses higher requirements for teachers’ interactive teaching abilities. This study focuses on the connotation, current situation and development path of the interactive teaching abilities of English teachers at secondary and higher vocational levels, and conducts an empirical investigation of English teachers from multiple secondary and higher vocational colleges. The study finds that currently, teachers generally have a certain awareness of interaction, but there are still significant deficiencies in task-based interactive design, guiding multi-round dialogues in the classroom, and deep interaction enabled by information technology; their ability development is constrained by traditional teaching concepts, a single evaluation mechanism and the lack of systematic training. Based on this, the study proposes a development path for the interactive teaching abilities of English teachers at secondary and higher vocational levels from four aspects: target positioning, content construction, route design and support system, in order to systematically enhance the interactive teaching abilities of English teachers at secondary and higher vocational levels, and ultimately serve the integrated development of students’ language foundational literacy and vocational foundational literacy.