Abstract
There are great differences in the design of comprehensive learning between Chinese and English textbooks. It is embodied in such aspects as arrangement style, knowledge type, activity design, learning strategy, thinking training, and so on. This paper uses the comprehensive learning design experience of British parent language textbooks to improve the design of mother tongue textbooks in our country, and provides a structured support for the implementation of integrated design learning. It has great practical significance. This paper puts forward the linguistic motivation of bilingual teaching in higher vocational education, and discusses the purpose and significance of bilingual teaching in higher vocational education, and the problems and countermeasures that will be faced in carrying out the teaching.
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