Research on Innovative Blended‑Teaching Mode of Maritime English from the Dual Perspectives of Industry‑Education Integration and the "Three‑Teaching" Reform

Abstract

Against the backdrop of the Maritime Power strategy, the continuous updates of IMO conventions and PSC inspection standards raise higher requirements for seafarers’ job‑oriented competence in maritime‑English. As a core ESP course for maritime majors, Maritime English is confronted with problems including insufficient implementation of the "Three‑Teaching" reform, disconnection between online and offline teaching, shortage of practical‑training scenarios, and superficial industry‑education integration. Its teaching needs to cater to two differentiated learner groups: full‑time vocational‑college students and on‑the‑job seafarers for further education. Supported by the Community of Inquiry Model and situated‑learning theory, this paper draws on domestic and international vocational‑education reform outcomes and existing studies on maritime‑related ESP courses. It constructs a three‑stage closed‑loop blended‑teaching mode: pre‑class autonomous research‑learning - VR‑based virtual scenario training - industry‑education‑integrated active classroom, specifies implementation details concerning platforms, class‑hour allocation and school‑enterprise collaboration, and carries out small‑scale pilot practice. Preliminary practice shows that the mode has potential value for improving job‑related English competence and classroom‑engagement experience, and can provide references for the curriculum reform of maritime‑related English courses.