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【Abstract】Vocational teaching reform plays a very important role in deepening the reform of higher education. However， most of the present graduates have high scores but low ability， and lack of related professional quality for the target position. To narrow the gap between learning and application， it’s urgent to adopt a kind of advanced teaching approach by combining the characteristics of students with rules of talents development.
【Key words】FST method； Higher Vocational College； OE； office
1. Introduction
Vocational teaching reform is a very important part in deepening the reform of higher education， of which the reform of English teaching is the most difficult， far-reaching and significant one， especially the OE since the talents of communication is becoming more and more important in the opening world. But under the Chinese exam-oriented educational background， the cultivation of OE application ability is insufficient apparently especially in the ability that is related to profession. The higher requirement of students’ professional ability requires new and effective OE teaching method to adapt to.
2. The Definition of FST
The word “spectrum” comes from the Project Spectrum which was researched by a Harvard University professor named Howard Gardner and his group members. Full Spectrum Teaching was put forward formally by Peking University Resource College in 2010.
2.1 In the process of FST teaching， comprehensively build the real scene of office and operation of the enterprise； at the same time equip the schools with advanced facilities that are integrated with the industry. So that the students can fully exercise the practical skills while learning theory knowledge. Similarly， in the students’ management system， absorb the essence of the modern enterprise management system. Therefore， in the study life of university， students can not only gain the professional knowledge and practical skills， but also cultivate the professional quality.
2.2 Under the background of the 12th five-year plan， China is experiencing the transformation of the pattern of economic development and the adjustment of economic structure. So the industry’s demand for talents is also changing with the times. The schools should have clear teaching targets by setting the specific training model and designing the certain courses according to the demands to fit the goal of cultivating application-oriented talents.
2.3 FST mode applies the “TEKH” （technology， emotion， knowledge， habit） value concept of talent training in the students’ cultivation. It focuses on the knowledge training， yet pays more attention to the cultivation of emotional intelligence and habits. At present， the enterprises require the talents not only have enough professional knowledge and skills， but also must have highly comprehensive qualities， such as communicating skills， team cooperation ability， anti-pressure ability and so on. 3. Characteristics of Full Spectrum Teaching
FST is developed on the basis of the Situational Teaching Approach and the Case-based teaching which both have their limitations respectively. Then， the FST method was born. It is not a kind of specific teaching method； it is at the core of autonomy， cooperation and inquiry teaching.
3.1 The design is open.
The traditional instructional design is based on a certain knowledge point or a knowledge frame. This kind of closed teaching design resulted in rigid learning goals， static content， and mechanical learning programs， which greatly affect the effective generation of the knoawledge. In the designing process of FST， we always adhere to the principal of openness： teachers’ open thinking and mentality is the premise， the open goal and content is the key， and the open methods and procedures is the guarantee. It is this moderately open teaching design that sets the teaching system in a very stable state， maintaining the liveness of the teaching and giving its potential a better development.
3.2 The content is generative.
The teaching design of the FST adheres to the principals of openness and is full of elasticity and tension. The teachers will consider the various possibilities when they are doing the teaching design. But a real educational process will be much more vivid and richer than scheduled. So no matter how elaborate the presuppose is， there will be a lot of unexpected. The reason is that the objects of education are students who are a group of living human beings and have their own knowledge， experience， thinking， inspiration， interests， needs and etc. The teachers who use the FST have a panoramic view， so they don’t need to stipulate and restrict students stiffly with the preset content. They can give full play to the teaching wit， meanwhile sharply capture all kinds of valuable information that is generated in the classroom teaching.
3.3 The process is adaptable.
In FST， the teacher’s choice of teaching elements， expression of interpretation， speed of program arrangement and teaching should be adapted to the students’ original cognitive structure， existing ability of understanding and accepting. Although the content organization of the teaching material has a much rigorous and logical structure， teachers do not set the teaching material sorting as the guidelines any more.
If the teachers can organize the teaching activities according to the students’ cognitive regularity and psychological will in a natural， humanistic way， it can help students learn more happily. The FST requires teachers to respect the natural process of the class. They are going to give students enough time to feel the stimulation of scenario， let them approach the experience patiently and calmly， as well as explore the mysteries of knowledge by themselves.
【Key words】FST method； Higher Vocational College； OE； office
1. Introduction
Vocational teaching reform is a very important part in deepening the reform of higher education， of which the reform of English teaching is the most difficult， far-reaching and significant one， especially the OE since the talents of communication is becoming more and more important in the opening world. But under the Chinese exam-oriented educational background， the cultivation of OE application ability is insufficient apparently especially in the ability that is related to profession. The higher requirement of students’ professional ability requires new and effective OE teaching method to adapt to.
2. The Definition of FST
The word “spectrum” comes from the Project Spectrum which was researched by a Harvard University professor named Howard Gardner and his group members. Full Spectrum Teaching was put forward formally by Peking University Resource College in 2010.
2.1 In the process of FST teaching， comprehensively build the real scene of office and operation of the enterprise； at the same time equip the schools with advanced facilities that are integrated with the industry. So that the students can fully exercise the practical skills while learning theory knowledge. Similarly， in the students’ management system， absorb the essence of the modern enterprise management system. Therefore， in the study life of university， students can not only gain the professional knowledge and practical skills， but also cultivate the professional quality.
2.2 Under the background of the 12th five-year plan， China is experiencing the transformation of the pattern of economic development and the adjustment of economic structure. So the industry’s demand for talents is also changing with the times. The schools should have clear teaching targets by setting the specific training model and designing the certain courses according to the demands to fit the goal of cultivating application-oriented talents.
2.3 FST mode applies the “TEKH” （technology， emotion， knowledge， habit） value concept of talent training in the students’ cultivation. It focuses on the knowledge training， yet pays more attention to the cultivation of emotional intelligence and habits. At present， the enterprises require the talents not only have enough professional knowledge and skills， but also must have highly comprehensive qualities， such as communicating skills， team cooperation ability， anti-pressure ability and so on. 3. Characteristics of Full Spectrum Teaching
FST is developed on the basis of the Situational Teaching Approach and the Case-based teaching which both have their limitations respectively. Then， the FST method was born. It is not a kind of specific teaching method； it is at the core of autonomy， cooperation and inquiry teaching.
3.1 The design is open.
The traditional instructional design is based on a certain knowledge point or a knowledge frame. This kind of closed teaching design resulted in rigid learning goals， static content， and mechanical learning programs， which greatly affect the effective generation of the knoawledge. In the designing process of FST， we always adhere to the principal of openness： teachers’ open thinking and mentality is the premise， the open goal and content is the key， and the open methods and procedures is the guarantee. It is this moderately open teaching design that sets the teaching system in a very stable state， maintaining the liveness of the teaching and giving its potential a better development.
3.2 The content is generative.
The teaching design of the FST adheres to the principals of openness and is full of elasticity and tension. The teachers will consider the various possibilities when they are doing the teaching design. But a real educational process will be much more vivid and richer than scheduled. So no matter how elaborate the presuppose is， there will be a lot of unexpected. The reason is that the objects of education are students who are a group of living human beings and have their own knowledge， experience， thinking， inspiration， interests， needs and etc. The teachers who use the FST have a panoramic view， so they don’t need to stipulate and restrict students stiffly with the preset content. They can give full play to the teaching wit， meanwhile sharply capture all kinds of valuable information that is generated in the classroom teaching.
3.3 The process is adaptable.
In FST， the teacher’s choice of teaching elements， expression of interpretation， speed of program arrangement and teaching should be adapted to the students’ original cognitive structure， existing ability of understanding and accepting. Although the content organization of the teaching material has a much rigorous and logical structure， teachers do not set the teaching material sorting as the guidelines any more.
If the teachers can organize the teaching activities according to the students’ cognitive regularity and psychological will in a natural， humanistic way， it can help students learn more happily. The FST requires teachers to respect the natural process of the class. They are going to give students enough time to feel the stimulation of scenario， let them approach the experience patiently and calmly， as well as explore the mysteries of knowledge by themselves.