湖北省四所大学校长.docx

湖北省四所大学校长.docx

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湖北省四所大学校长

AThesisSubmittedinPartialFulfillmentoftheRequirements

fortheDegreeofMasterofArts

AProbeintoCollegeEnglishTeachingReforminFourTrial

UniversitiesofHubeiProvince

Abstract

SincetheMinistryofEducationenacted“CollegeEnglishCurriculumRequirements”inJan.2nd,2004,180universitiesandcollegesadoptedthenewteachingmodeinaccordancewiththeirowncharacteristicsandrealities.Inretrospect,CollegeEnglishTeaching（CEThereafter）hasmadesteadyprogressbyreformingitsteachingmethodsandmaterialsthroughtheeffortsofEnglishteachersandstudentsundertheteaching

guidelinesoftheMinistryofEducation.However,therearestillsomeproblems,whichshouldnotbeignored.ThepresentpaperattemptstoprobeintothereformandsummarizestheachievementsandproblemsofCETreforminfourtrialuniversities（WuhanUniversity,HuazhongUniversityofScienceandTechnology,WuhanUniversityofTechnologyandChinaUniversityofGeosciences）inHubeiProvince.Theauthor

adoptsthreeresearchmethods----questionnaire,classroomobservationandinterview----soastogetabetterunderstandingofthestatusquoofCETreforminHubeiProvince.Inaddition,theauthortriestocomparetheachievementsandproblemsofCETandthengetstheimplicationsfromthequalitativeandquantitativeanalysis.

TheanalysisofCETreforminpresentresearchisconductedinfiveaspects:

curriculumdesign,teachingmode,teachingmethods,teachingmedia,evaluationandEnglishteachers’qualifications.ThepresentresearchaimsatpromotingcollegeEnglishreform,implementingtheguidelinesofsuitingtheinstructiontothestudent’slevelsoastocatertocurrentneedsofcollaborative,modularized,hypertextualized,networked

educationandindividualizededucation.ThepresentanalysisprovidestheMinistryofEducationwithobjectiveevaluationaswellasbringsforwardconcretefeedbackabouttheproceduresofCETreforminthoseappointedtrialuniversitiesinHubeiProvince.TheimplicationstheauthorconcludesfromresearchresultswillbringforthusefulreferencestopublicizeandpromoteteachingmodesofCET.Keywords:

CollegeEnglishTeachingteachingreformcurriculumrequirementsteachingmodeteachingmethods

II

摘要

2004年1月2日教育部办公厅下发了《大学英语教学要求（试行）》，《要求》颁布后，教育部还特别指定了近180所高等院校根据各校的特点和实际情况，在其大学英语的教学中试行新的教学模式，仅湖北就有武汉大学，华中科技大学，武汉理工大学，地质大学等近十所国家部级直属的院校试行改革。

本文旨在探讨这四所试点高校大学英语教学改革的背景、目标、内容、教学管理及评估；了解这些大学目前如何进行各自的大学英语课程的教学改革和调整；在此基础上弄清湖北省试点高校当前英语教学的问题所在：

具体而言1）教改的进展以及教改的力度；2）改革的成果和不足；3）教改中遇到的困难和问题；4）面对困难的对策。

从而了解教师的教学观、教学理念、英语教师实际的教学历程，通过教师对英语教学历程形态的理解和对于英语教学改革的见解向有关学校提出建议，同时为国家教委全面推广执行新教学要求提供定量的数据支持。

本文的研究思路和方法是采用问卷，采访和课堂观察得出数据并作出定性和定量的分析。

并综合大学英语教学现状及存在的问题，从以下几个方面提出解决的方案和对策：

课程设置，教学模式，教学方法，教学手段和技术以及师资队伍建设。

本研究的理论意义是推进大学英语教学改革，贯彻分类指导，因材施教的原则，以适应合作化，模块化，网络化，超文本化和个性化教育的实际需要。

通过对目前改革现状的分析，为教育部新的教学模式提供比较客观的评估，同时也为教育部指定院校的大学英语教改的具体实施方法提供具体的，客观的信息反馈,从而为今后推

广，完善教学模式的改革提供有益的参考。

关键词：

大学英语教学教学改革课程要求教学模式教学法

Contents

Abstract.....................................................................................................I

摘要...................................................................................................II

Introduction.............................................................................................

（1）

1Literaturereview

1.1TheobjectivesofCollegeEnglishTeachinginChina.......................（5）

1.2Curriculumreform…………………………………………………...（7）

1.3Eclecticmethod---adesirablemethodinChinesecontext...............（8）

1.4Generalintroductionofthethreeprevalentteachingmethodology.（14）

2Methodology

2.1AgeneraldescriptionofCETreforminHUST,WHUT,WHUandCUG.（18）

2.2Questionnaire........................................................................................（20）

2.3Classroomobservations..................................................................（22）

2.4Interviews.........................................................................................（23）

3Resultsandfindings

3.1Resultsoftheinvestigation:

typicalproblemsinthepresentCETreform.（24）

3.2Maincausesofproblems................................................................（33）

3.3Resultsofinterview.........................................................................（35）

4PedagogicalImplications

4.1Considerationsoftheteachingmaterialsandmodes.......................（39）

4.2Considerationsofthemultimediacourseware............................（40）IV

4.3Considerationsoftheteachingevaluation......................................（43）

4.4Considerationsofteachingprinciples............................................（44）

4.5Considerationsofteachers’competence.........................................（46）

Conclusion...........................................................................................（49）

Acknowledgements...............................................................................（53）

References.............................................................................................（55）

AppendixIPublishedpaperduringstudyofMA............................（62）

AppendixIIQuestionnaire...................................................................（63）

AppendixIIIClassroomobservationinstrument...............................（64）

AppendixIVResultsfromobservation...............................................（65）

AppendixVInterviewquestions........................................................（66）1

Introduction

CETreform,oneofthenew-centuryeducationalreformslaunchedbyMinistryofeducation,hassteppedintothestageofimplementation.ThereformoftheteachingmodehasbeenindicatedasthekeyreforminCollegeEnglishCurriculumRequirements（CECRhereafter）withaseparatesection.Inretrospect,CEThasmadesteadyprogressbyreformingitsteachingmethodsandmaterialsthroughtheeffortsofEnglishteachersandstudentsundertheteachingguidelinesoftheMinistryofEducation.However,therearestillsomeproblems,whichshouldnotbeignored:

First,theshortageofcollegeEnglishteachersisbecomingaharshrealityfortheever-increasingenrollmentofcollegestudents.Accordingtotherelevantstatistics,“attheendoftheyear2002thenumberoffull-timecollegestudentsis17,000,000andwhichisgoingtoriseto20,000,000withintwoyears.Andtheratiobetweentheteachersandstudentsis1:

130atpresentwhilethescaleofenrollmentofhighereducationiscontinuinglyexpandingbyabout8%everyyear.”（Zhang,2003,49）AndthelackofcollegeEnglishteacherisunavoidable.Thuslargesizedclasses,teachers’heavyteachingburdenandbeingunabletogivestudentsenoughguidanceandsupervision,allthesewillundoubtedlyaffectthequalityofteachingandlearning.

Second,thecollegestudents’knowledgeofEnglishiscomparativelysuperficial.Oneofthecontributorsisthattheexam-orientedteachingisprevailingandserious.SincetheimplementationoftheBandFourandBandSix,someuniversitieshavetakentheexamsasanultimategoalofteachinginsteadofatoolfortestingthestudents’abilitiesofusingEnglishandsomeeventotallyquittheclassteachingforintensiveexamtrainingwhichleadstomisunderstandingofthepurposeforEnglishlearningforstudents.

Thirdpointisattributedtotheteachingmaterials.Thoughsomemodificationshavebeendonetoupdatetheteachingmaterialsortextbooks,manytextsofthestandardteachingmaterialsaretooliteraryorientedandlessauthenticcommunicative.Afterfouryear’shardworkinginEnglishforpassingtheBandFourortheBandSixexams,manyof

theundergraduatesstillremainpoorinEnglish.

ThenextpointisthatsomeoftheexistingteachingmodesandapproachescannotmeettherequirementsoftheobjectivesofCET.AccordingtothesyllabusofCET（revisedversion）,theobjectivesofCETare:

“todevelopstudents’reading,listening,speaking,writingandtranslationabilitiesandtoenablethemtoexchangetheirideasinEnglish.CETshouldhelpstudentslaysolidfoundationsinEnglishlanguage,masterthelanguagelearningmethods,andbroadentheirculturalknowledgesoastokeeppacewiththedevelopmentofthesocietyandeconomy.”（CETsyllabus:

1999）InfluencedbytraditionaleducationphilosophyandthemisunderstandingsofEnglishlearningandteaching,themodeofCET,whichhadbeenfeaturedasteacher-centeredandGrammar-Translationapproach,isstilldominant.Theteacherplaystheroleasanauthoritariananddoesmostofthetalkingwhilestudentsbecomethepassivereceivers,lackinginitiativesandenthusiasminEnglishclass.ThedirectresultsofthetraditionalmodeofCETarethepoorqualityandshouldbecommunicativeandlearner-centered,butpractically,itisnot,thoughsomenewly-publishedtextbooksandmaterialsareintendedtobecompiledinthewayoflearner-centerednessandinaccordancewiththedemandoffosteringstudents’communicativecompetence.Withtheexpansionoftheenrollmentoftheuniversities,thesizeoftheclassismuchbiggerthanbefore.Thereareusuallyaboutmorethan40studentsinaclass,sometimesover60oreven80.Thus,itishardfortheteacher,inlimitedin-classhours,toapplyindividual/pair/groupactivities,suchasquestion-asking/answering,discussion,role-play,debate,story-telling,etc.tosuchabigclass,becausethedifficultlevelofconductingandmanagingtheclassroomincreasesandismuchhigherthanitwasbeforeinasmallclass,andhe/shehastoreturnandresorttotheconventionalmethods----givingalecture,analyzingthetext,explainingthegrammar,translatingthecontent,andsoon---andtoremainasthecenteroftheclassinordertodecreasethedifficultlevelofmanagement.Somenewlypublishedan