Current Status and Countermeasures of Project-based Interdisciplinary Collaborative English Teaching in Higher Vocational Colleges

Abstract

With the ongoing advancement of the new liberal arts, there is a growing demand for innovative teaching models in higher education. Among these, project-based interdisciplinary collaborative English teaching in higher vocational colleges emerged as an innovative teaching model, offering new insights for teaching reform. However, numerous challenges persist in its practical application, including insufficient teacher competence, unreasonable curriculum design, and an incomplete interdisciplinary collaborative mechanism. This paper delves into these issues and proposes targeted countermeasures, such as enhancing teachers’ interdisciplinary knowledge and teaching abilities, optimizing curriculum design to strengthen interdisciplinary integration, and refining interdisciplinary team building and resource-sharing mechanisms. The study aims to provide valuable references for the reform of vocational college English teaching and to promote the development of the project-based interdisciplinary collaborative education.