Research on Curriculum Content Restructuring of Maritime English in Higher Vocational Colleges from the Perspective of Integration of Posts, Courses, Competitions and Certificate

Abstract

Implementing the integrated talent‑development requirement of “Posts, Courses, Competitions and Certificates” and complying with the Manila Amendments to the STCW Convention constitute realistic propositions for the curriculum reform of Maritime English in higher vocational colleges. Aiming at problems such as over‑reliance on general linguistic knowledge points, fragmented job‑related communicative contexts, and insufficient integration among on‑the‑job performance, classroom teaching, competency‑certificate assessment and vocational‑skill competitions, this paper takes the post of seagoing‑ship deck officers in Maritime‑Technology programs as the research object. Adopting job‑task analysis, semi‑structured enterprise interviews and textual‑analysis methods, and drawing on Seafarers’ Training Syllabus (2021 Edition) and IMO Model Course 3.17 Maritime English, this study constructs a job‑competency map for Maritime English. Following the principles of job‑orientation, integration of certificates‑and‑competitions, and ESP‑centered communication, it restructures curriculum content based on the competency map and develops five teaching modules corresponding to typical job‑related communicative tasks. Supporting teaching resources including a de‑identified job‑case library and scenario‑based SMCP corpora are developed. Guarantee pathways are proposed from four dimensions: teacher‑team building, classroom implementation, multi‑agent evaluation, and school‑enterprise collaboration. This research provides referable practical solutions for higher‑vocational Maritime English to realize “Posts‑Courses‑Competitions‑Certificates” integration and foster seafarers’ maritime communicative competence.