Analysis of College English Teaching
从文化视角透视英语谚语的汉译
从文化视角透视英语谚语的汉译摘要：本文从文化视角探讨英语谚语翻译的具体原则和技巧。
关键词：英语谚语；文化视角；翻译技巧中图分类号：H059文章标识码：A 文章编号：1008—6772（2009）06—0094—03黄昊文（湖南科技学院大学英语教学部，湖南永州425100）收稿日期：2009-11-16作者简介：黄昊文（1982-），男，湖南永州人，湖南科技学院教师，主要从事跨文化交际学、大学英语教学研究。
基金项目：1、湖南科技学院2007年科学研究项目：《语言符号意义在跨文化交际中的功能研究》阶段性成果；立项文号：湘科院科通[2007]25号；项目编号07XKYTC004（阶段性成果）2、永州市2007年-2009年科学研究项目：《符号学视野下的跨文化交际》阶段性成果；立项文号：永科发[2008]15号；项目序号17（阶段性成果）谚语是民族个性和文化气质的充分体现和展示，它体现了人们对客观世界的认识和态度，记述了民族和社会的历史发展进程。
笔者于此，从文化视角透视英语谚语的汉译试作论述。
一、英语谚语汉译过程中反映出来的英汉文化差异透视著名翻译理论家尤金·奈达（Nida ）认为翻译中涉及的文化因素可以分为五类，即生态文化（Ecology ），物质文化（material culture ），社会文化（social culture ），语言文化（linguistic culture），以及宗教文化（Religious culture ）[1]。
谚语既是一个民族语言的精华，又能反映一个民族的文化特征。
由于英汉两种语言的文化背景差异的存在，具有同样字面意义、形象意义的话语文章可能具有完全不同的隐含意义。
而隐含意义可能是说话人或作者所要表达的真正意义。
英汉谚语之间的多方面差异可归为两类：一是形象意义的差异，一是隐含意义（包括褒贬义）的差异，而它们都是字面以外的意义，即文化差异的具体反映。
由于两国人民在生存环境、习俗、宗教信仰以及所传承的历史典故等方面都存在极大的不同，英汉谚语产生的文化背景也必然存在巨大的差异。
论文标题英汉互译
(4) 一种新的趋势 标题中所有单词的首字母，无论实词还是 虚词均大写，其余字母小写。例如：
大型发电机组合灭磁方式 Compound De-Excitation Used For High Capacity Generators
论文标题注意问题
1）应避免使用非公知公用的缩略语、字符、代号以 及结构式和公式。 2）主副标题式：中文的习惯是用破折号引出副标题, 英文的习惯则是采用冒号，而且副标题的大小写方 法与主标题一致。 3）冠词使用问题 英文题名中的冠词有简化的趋势，凡可用可不用的 冠词均可不用。
E-C/C-E Translation of Titles
1. 标题的英译汉
1.1 并列结构标题 1.2 "前置定语+中心语"结构标题 1.3 "中心语十后置定语"结构标题 1.4 "介词短语"结构标题" 1.5 断开式标题 1.6 疑问句标题
1.1 并列结构标题
1.5 断开式标题
Airports and Airspace: The Present and the Future 机场和空域的现状与未来 The Soviet Union: The Incomplete superpower 苏联 —— 不完全的超级大国 Precision Guided Weapons: no Panacea 精密制导武器决非灵丹妙药 Solid Rocket —— An Affordable Solution to Future Space Propulsion Needs 固体火箭可以满足未来空间推进的要求
2.1 抓住主中心词
对音体美专业学生大学英语学习状况的分析与课程教学改革刍议
对音体美专业学生大学英语学习状况的分析与课程教学改革刍议【摘要】This article analyzes the current situation of college English learning among students majoring in music, sports, and fine arts, pointing out existing problems and proposing suggestions for curriculum reform. The analysis focuses on the lack of interest among students, as well as the need for improved teaching methods. Recommendations include increasing student engagement and implementing innovative teaching approaches. The conclusion summarizes the current situation and looks towards the future, emphasizing the importance of meeting the specific needs of students in these specialized majors. Overall, this article highlights the challenges faced by music, sports, and fine arts students in learning English and offers solutions to enhance their learning experience.【关键词】音体美专业学生、大学英语学习、状况分析、课程教学改革、提升学习兴趣、改进教学方式、总结、展望未来。
大学体验英语综合教程
The diversity of listening materials
Listening training should cover various types of materials, such as news, movies, speeches, interviews, etc., to help students adapt to different contexts and language styles.
Cultural understandin
g
To familiarize students with different cultures and help them understand English speaking counties' social, historical, and cultural backgrounds
Mastery of listening skills
Students should master listening skills such as predicting answers, locating key information, and screening irrelevant information to improve listening comprehension and reaction speed.
Improvement of speaking fluency and listening comprehension through role plays, debutes, and group discussions
Teaching method
Lecture
Presentation of key concepts and topics in the subject matter
大学英语学习和中学英语学习差异浅析
0引言中学英语学习和大学英语学习,从本质上来说,是两个不同的学习阶段,它们互相衔接,各有特点。
毫无疑问,中学英语学习是大学英语学习的基础,而大学英语学习是中学英语学习的扩展和延伸,这两方面加到一起,再加上有些学生在高等院校不断深造、学习,读研、读博,所有这些,若坚持到底,矢志不渝,便会构成一座精美壮观的英语学习堡垒。
其中,各种外语技能的获得,各种各样的艰苦付出,也许只有学子们自己才知道。
关于英语学习,既然中学和大学属于两个不同的阶段,那么不可避免地就会存在一些差异。
了解这些差异,无疑有助于大学生顺利实现从中学英语学习向大学英语学习的过渡和转变,也有利于本科生在大学阶段把英语学得更好、更加出色。
中学英语学习和大学英语学习,两者比较,到底有哪些差异呢? 1学习动机———一个面窄,一个面宽中学阶段的英语学习更多的是为了中考、高考,虽说外语学习者对“听、说、读、写、译”五大方面都应该重视,但是实际上,在教学过程中,在学生的学习过程中,“重读写、轻听说”,这个特点是很明显的。
这是整个中学外语学习的通病,从更深层次上来讲,也是中国“应试教育”的特点。
它使广大中学生在学习中变得完全以考试为目的,一步步朝着“应试”的方向发展,忽略了外语学习中最本质的东西,忽视了语言学习的根本目标———交流。
大学英语学习则完全不同,它更注重的是外语学习者的整体素质培养,包括“听、说、读、写、译”,其中,把中学阶段曾经忽略的“听、说”两个重要方面也提到了相当的高度。
有责任心又有经验的老师,会经常在课堂上带领同学们练听说,努力提高其表达能力,这一点非常难能可贵。
所以,从根本上来说,大学英语教育是要培养学生的综合技能,整体素养,一句话,学外语是要为实践服务,而不再纯粹为了考试。
这样做,无疑可以使培养出来的大学生真正做到“面向现代化、面向世界、面向未来”,因为这个阶段的外语学习和训练不再是局限于某一个单一目标,凡志存高远的学习者,在“听、说、读、写、译”方面达到五项全能,也不再是天方夜谭。
大学英语课程教学要求(英文版)
College English Curriculum RequirementsWith a view to keeping up with the new developments of higher education in China, deepening teaching reform, improving teaching quality, and meeting the needs of the country and society for qualified personnel in the new era, College English Curriculum Requirements (Requirements hereafter) has been drawn up to provide colleges and universities with the guidelines for English instruction to non-English major students.Because institutions of higher learning differ from each other in terms of teaching resources, students' level of English upon entering college, and the social demands they face, colleges and universities should formulate, in accordance with the Requirements and in the light of their specific circumstances, a scientific, systematic and individualized College English syllabus to guide their own College English teaching.I. Character and Objectives of College EnglishCollege English, an integral part of higher learning, is a required basic course for undergraduate students. Under the guidance of theories of foreign language teaching, College English has as its main components knowledge and practical skills of the English language, learning strategies and intercultural communication. It is a systematic whole, incorporating different teaching models and approaches.The objective of College English is to develop students' ability to use English in a well-rounded way, especially in listening and speaking, so that in their future studies and careers as well as social interactions they will be able to communicate effectively, and at the same time enhance their ability to study independently and improve their general cultural awareness so as to meet the needs of China's social development and international exchanges.Ⅱ.Teaching RequirementsAs China is a large country with conditions that vary from region to region and from college to college, the teaching of College English should follow the principle of providing different guidance for different groups of students and instructing them in accordance with their aptitude so as to meet the specific needs of individualized teaching.The requirements for undergraduate College English teaching are set at three levels, i.e., basic requirements, intermediate requirements, and advanced requirements. Non-English majors are required to attain to one of the three levels of requirements after studying and practicing English at school. The basic requirements are the minimum level that all non-English majors have to reach before graduation. Intermediate and advanced requirements are recommended for those colleges and universities which have more favorable conditions; they should select their levels according to the school's status, types and education goals.Institutions of higher learning should set their own objectives in the light of their specific circumstances, strive to create favorable conditions, and enable those students who have a relatively higher English proficiency and stronger capacity for learning to meet the intermediate or advanced requirements.The three levels of requirements are set as follows:Basic Requirements:1. Listening:Students should be able to follow classroom instructions, everyday conversations, and lectures on general topics conducted in English. They should be able to understand English radio and TV programs spoken at a speed of about 130 to 150 words per minute (wpm)~ grasping the main ideas and key points. They are expected to be able to employ basic listening strategies to facilitate comprehension.2. Speaking: Students should be able to communicate in English in the course of learning, to conduct discussions on a given theme, and to talk about everyday topics in English. They should be able to give, after some preparation, short talks on familiar topics with clear articulation and basically correct pronunciation and intonation. They are expected to be able to use basic conversational strategies in dialogue.3. Reading: Students should generally be able to read English texts on general topics at a speed of 70 wpm. With longer yet less difficult texts, the reading speed should be 100 wpm. Students should be able to do skimming and scanning. With the help of dictionaries, they should be able to read textbooks in their areas of specialty, and newspaper and magazine articles on familiar topics, grasping the main ideas and understanding major facts and relevant details. They should be able to understand texts of practical styles commonly used in work and daily life. They are expected to be able to employ effective reading strategies while reading.4. Writing:Students should be able to complete writing tasks for general purposes, e.g., describing personal experiences, impressions, feelings, or some events, and to undertake practical writing. They should be able to write within 30 minutes a short composition of no less than 120 words on a general topic, or an outline. The composition should be basically complete in content, clear in main idea, appropriate in diction and coherent in discourse. Students are expected to be able to have a command of basic writing strategies.5. Translation: With the help of dictionaries, students should be able to translate essays on familiar topics from English into Chinese and vice versa. The speed of translation from English into Chinese should be about 300 English words per hour whereas the speed of translation from Chinese into English should be around 250 Chinese characters per hour. The translation should be basically accurate, free from serious mistakes in comprehension or expression.6. Recommended Vocabulary: Students should acquire a total of 4,795 words and 700 phrases (including those that are covered in high school English courses), among which 2,000 are active words. (See Appendix III: College English V ocabulary.) Students should not only be able to comprehend the active words but be proficient in using them when expressing themselves in speaking or writing.Intermediate Requirements:1. Listening: Students should generally be able to follow talks and lectures in English, to understand longer English radio and TV programs on familiar topics spoken at a speed of around 150 to 180 wpm, grasping the main ideas, key points and relevant details. They should be able to understand, by and large, courses in their areas of specialty taught in English.2. Speaking: Students should be able to hold conversations in fairly fluent English. They should, by and large, be able to express their personal opinions, feelings and views, to statefacts and reasons, and to describe events with clear articulation and basically correct pronunciation and intonation.3. Reading: Students should generally be able to read essays on general topics in popular newspapers and magazines published in English-speaking countries at a speed of 70 to 90 wpm. With longer texts for fast reading, the reading speed should be 120 wpm. Students should be able to skim or scan reading materials. When reading summary literature in their areas of specialty, students should be able to get a correct understanding of the main ideas, major facts and relevant details.4. Writing: Students should be able to express, by and large, personal views on general topics, compose English abstracts for theses in their own specialization, and write short English papers on topics in their field. They should be able to describe charts and graphs, and to complete within 30 minutes a short composition of no less than 160 words. The composition should be complete in content, clear in idea, well-organized in presentation and coherent in discourse.5. Translation: With the help of dictionaries, students should be able to translate on a selective basis English literature in their field, and to translate texts on familiar topics in popular newspapers and magazines published in English speaking countries. The speed of translation from English into Chinese should be about 350 English words per hour, whereas the speed of translation from Chinese into English should be around 300 Chinese characters per hour. The translation should read smoothly, convey the original meaning and be, in the main, free from mistakes in understanding or expression. Students are expected to be able to use appropriate translation techniques.6. Recommended Vocabulary:Students should acquire a total of 6,395 words and 1,200 phrases (including those that are covered in high school English courses and the Basic Requirements), among which 2,200 are active words (including the active words that have been covered in the Basic Requirements). (See Appendix III: College English V ocabulary.) Advanced Requirements:I. Listening: Students should, by and large, be able to understand radio and TV programs produced in English-speaking countries and grasp the gist and key points. They should be able to follow talks by people from English-speaking countries given at normal speed, and to understand courses in their areas of specialty and lectures in English.2. Speaking: Students should be able to conduct dialogues or discussions with a certain degree of fluency and accuracy on general or specialized topics, and to make concise summaries of extended texts or speeches in fairly difficult language. They should be able to deliver papers at academic conferences and participate in discussions.3. Reading: Students should be able to read rather difficult texts, and understand their main ideas and details. They should be able to read English articles in newspapers and magazines published abroad, and to read English literature related to their areas of specialty without much difficulty.4. Writing: Students should be able to write brief reports and papers in their areas of specialty, to express their opinions freely, and to write within 30 minutes expository or argumentative essays of no less than 200 words on a given topic. The text should be characterized by clear expression of ideas, rich content, neat structure, and good logic.5. Translation: With the help of dictionaries, students should be able to translate into Chinesefairly difficult English texts in literature related to their areas of specialty and in newspapers and magazines published in English-speaking countries; they should also be able to translate Chinese introductory texts on the conditions of China or Chinese culture into English. The speed of translation from English into Chinese should be about 400 English words per hour whereas the speed of translation from Chinese into English should be around 350 Chinese characters per hour. The translation should convey the idea with accuracy and smoothness and be basically free from misinterpretation, omission and mistakes in expression.6. Recommended Vocabulary:Students should acquire a total of 7,675 words and 1,870 phrases (including those that are covered in high school English courses, the Basic Requirements and Intermediate Requirements), among which 2,360 are active words (including the active words that have been covered in the Basic Requirements and Intermediate Requirements). (See Appendix III: College English V ocabulary.)The above-mentioned three requirements serve as reference standards for colleges and universities in preparing their own College English teaching documents. They could, in the light of their respective circumstances, make due adjustments to the specific requirements for listening, speaking, reading, writing and translation at the three levels. In doing so they should place more emphasis on the cultivation and training of listening and speaking abilities.III. Course DesignTaking into account the school's circumstances, colleges and universities should follow the guidelines of the Requirements and the goals of their College English teaching in designing their College English course systems. A course system, which is a combination of required and elective courses in comprehensive English, language skills, English for practical uses, language and culture, and English of specialty, should ensure that students at different levels receive adequate training and make improvement in their ability to use English.In designing College English courses, requirements for cultivating competence in listening and speaking should be fully considered, and corresponding teaching hours and credits should be adequately allocated. Moreover, the extensive use of advanced information technology should be encouraged, computer- and Web-based courses should be developed, and students should be provided with favorable environment and facilities for language learning.College English is not only a language course that provides basic knowledge about English, but also a capacity enhancement course that helps students to broaden their horizons and learn about different cultures in the world. It not only serves as a tool, but also has humanistic values. When designing College English courses, therefore, it is necessary to take into full consideration the development of students' cultural capacity and the teaching of knowledge about different cultures in the world.All the courses, whether computer-based or classroom-based, should be fully individual-oriented, taking into account students with different starting points, so that students who start from lower levels will be well taken care of while students whose English is better will find room for further development. College English course design should help students to have a solid foundation in the English language while developing their ability to use English, especially their ability to listen and speak in English. It should ensure that students make steady progress inEnglish proficiency throughout their undergraduate studies, and it should encourage students' individualized learning so as to meet the needs of their development in different specialties.IV. Teaching ModelIn view of the marked increase in student enrolments and the relatively limited resources, colleges and universities should remold the existing unitary teacher- centered pattern of language teaching by introducing computer- and classroom- based teaching models. The new model should be built on modern information technology, particularly network technology, so that English language teaching and learning will be, to a certain extent, free from the constraints of time or place and geared towards students' individualized and autonomous learning. The new model should combine the principles of practicality, knowledge and interest, facilitate mobilizing the initiative of both teachers and students, and attach particular importance to the central position of students and the leading role of teachers in the teaching and learning process. This model should incorporate into it the strengths of the current model and give play to the advantages of traditional classroom teaching while fully employing modern information technology.Colleges and universities should explore and establish a Web-based listening and speaking teaching model that suits their own needs in line with their own conditions and students' English proficiency, and deliver listening and speaking courses via the intranet or campus network. The teaching of reading, writing and translation can be conducted either in the classroom or online. With regard to computer- and Web-based courses, face-to-face coaching should be provided in order to guarantee the effects of learning.The network-based teaching system developed in an attempt to implement the new teaching model should cover the complete process of teaching, learning, feedback and management, including such modules as students' learning and self-assessment, teachers' lectures, and online coaching, as well as the monitoring and management of learning and coaching. It should be able to track down, record and check the progress of learning in addition to teaching and coaching, and attain to a high level of interactivity, multimedia use and operability. Colleges and universities should adopt good teaching software and encourage teachers to make effective use of Web multimedia and other teaching resources.One of the objectives of the reform of the teaching model is to promote the development of individualized study methods and the autonomous learning ability on the part of students. The new model should enable students to select materials and methods suited to their individual needs, Obtain guidance in learning strategies, and gradually improve their autonomous learning ability.Changes in the teaching model by no means call for changes in teaching methods and approaches only, but, more importantly, consist of changes in teaching philosophy and practice, and in a shift from a teacher-centered pattern, in which knowledge of the language and skills are imparted by the teacher in class only, to a student-centered pattern, in which the ability to use the language and the ability to learn independently are cultivated in addition to language knowledge and skills, and also to lifelong education, geared towards cultivating students' lifelong learning ability.For the implementation of the new model, refer to Appendix 1: Computer- and Classroom-Based College English Teaching Model.Ⅴ. EvaluationEvaluation is a key component in College English teaching. A comprehensive, objective, scientific and accurate evaluation system is of vital importance to the achievement of course goals. It not only helps teachers obtain feedback, improve the administration of teaching, and ensure teaching quality but also provides students with an effective means to adjust their learning strategies and methods, improve their learning efficiency and achieve the desired learning effects.The evaluation of students' learning consists of formative assessment and summative assessmentFormative assessment refers to procedural and developmental assessment conducted in the teaching process, i.e., tracking the teaching process, providing feedback and promoting an all-round development of the students, in accordance with the teaching objectives and by means of various evaluative methods. It facilitates the effective monitoring of students' autonomous learning, and is particularly important in implementing the computer- and classroom-based teaching model. It includes students' self-assessment, peer assessment, and assessment conducted by teachers and school administrators. Formative assessment takes such forms as keeping a record of students' in and outside of classroom activities and online self-learning data, keeping files on students' study results, and conducting interviews and holding meetings. This allows students' learning processes to be subjected to observation, evaluation and supervision, thus contributing to the enhancement of their learning efficiency. (See the recommended Self'-Assessment/ Peer Assessment Forms for Students' English Competence in Appendix Il.)Summative assessment is conducted at the end of a teaching phase. It mainly consists of final tests and proficiency tests, designed to evaluate students' all-round ability to use English. These tests aim to assess not only students' competence in reading, writing and translation, but also their competence in listening and speaking.To make a summative assessment of teaching, colleges and universities may administer tests of their own, run tests at the intercollegiate or regional level, or let students take the national test after meeting the different standards set by the Requirements. Whatever form the tests may take, the focus should be on the assessment of students' ability to use English in communication, particularly their ability to listen and speak in English.Evaluation also includes that of the teachers, i.e., the assessment of their teaching processes and effects. This should not be merely based on students' test scores, but take into account teachers' attitudes, approaches, and methods; it should also consider the content and organization of their courses, and the effects' of their teaching.Government education administrative offices at different levels and colleges and universities should regard the evaluation of College English teaching as an important part of the evaluation of the overall undergraduate education of the school.VI. Teaching AdministrationTeaching administration should cover the whole process of College English teaching. To ensure that the set teaching objectives can be achieved, efforts should be made to strengthen the guidance for and supervision of the teaching process. For this purpose, the following measures should be taken:1. A system for teaching and teaching administration documentation should be established. Documents of teaching include College English Curriculum of the colleges and universities concerned, as well as the documents stipulating the teaching objectives, course description,teaching arrangement, content of teaching, teaching progress, and methods of assessment for all the courses within the program. Documents of teaching administration include documents registering students' status and their academic credits, regulations of assessment, students' academic scores and records, analyses of exam papers, guidelines for teaching and records of teaching and research activities.2. The College English program should adapt itself to the overall credit system of the colleges and universities concerned and should account for 10% (around 16) of the total undergraduate credits. The credits students acquire via computer-based courses should be equally acknowledged once students pass the exams. It is suggested that these credits should account for no less than 30% of the total credits in College English learning.3. Faculty employment and management should be improved in order to guarantee a reasonable teacher-student ratio. In addition to classroom teaching, the hours spent on face-to-face coaching, instructions on network usage and on extracurricular activities should be counted in the teachers' teaching load.4. A system of faculty development should be established. The quality of teachers is the key to the improvement of the teaching quality, and to the development of the College English program. Colleges and universities should build a faculty team with a good structure of age, educational backgrounds and professional titles, lay emphasis on the training and development of College English teachers, encourage them to conduct teaching and research with a focus on the improvement of teaching quality, create conditions for them to carry out relevant activities in various forms, and promote effective cooperation among them, so that they can better adapt to the new teaching model. Meanwhile, opportunities should be created so that the teachers can enjoy sabbaticals and engage in advanced studies, thus ensuring sustainable improvement in their academic performance and methods of teaching.Appendix ⅠComputer- and Classroom-Based CollegeEnglish Teaching ModelThe new College English teaching model based on the computer and the classroom is designed to help Chinese students achieve the objectives set by the Requirements. The model places a premium on individualized teaching and independent learning and makes full use of the special function of computers in assisting learners with repeated language practice, especially with training in listening, and speaking abilities. While taking advantage of the teachers' lectures and coaching, students can be assisted by computers in choosing the appropriate content and methods of learning according to their specific needs, proficiency and schedules under the guidance of teachers, so that their all-round ability to use English can be improved and the best effects of learning achieved.To implement the computer-based English learning, the teacher's role of face-to-face coaching should be stressed. It could take the form of group work, focusing on checking students' independent learning, and providing due guidance and assistance for students. In principle, at least one hour of coaching should be offered after every 16 to 20 hours of student learning.1.Structure of the ModelInstructions:Teaching activities such as practice in English listening, speaking, reading, writing and translation can be conducted via either the computer or classroom teaching. The solid arrow indicates the main form of a certain environment of teaching, while the dotted arrow the supplementary form of a certain environment of teaching. Specifically, listening ability is trained mainly in a computer- and Web-based environment, supplemented by classroom teaching: writing and translation are trained mainly in the classroom, supplemented by a computer- and Web-based environment. Speaking and reading, on the other hand, are trained by both means. In the process of teaching, teachers serve as organizers of teaching activities, and teaching administration is implemented by the administrative office of teaching affaires, teachers, and teaching management software.Instructions:Freshmen take a computer-based placement test upon entering college to measure their respective starting levels, such as Grade 1, Grade 2 or Grade 3. After the teachers determine the grade and establish an account for all students based on their test results via the management system, students can start to study courses according to teachers' arrangement. After learning continues for a certain period of time (set by the universities and colleges), students can take the Web-based unit test designed by the teachers. Then students automatically enter the next unit if they pass the test. If they fail, students then return to the current unit and repeat the whole learning process. When they are ready (after studying a few units), students should receive tutoring. After individualized tutoring, teachers can check the students' online learning by means of either oral or written tests, and then decide whether the students can pass. If they pass, students can go on to the next stage; if they fail, the students should be required by teachers to go back to a certain unit and re-study it until they pass.Appendix ⅡSelf-Assessment/Peer Assessment Form for Students' English Competence Instructions:1. The Self-Assessment/Peer Assessment Form for Students' English Competencespecifies and lists various linguistic skills covered in the Basic Requirements, Intermediate Requirements and Advanced Requirements. It can help teachers better understand teaching requirements at different levels, thus adding direct relevance to teaching. In addition, teachers can either supplement or modify related skills according to the school's College English syllabus.2. Teachers can introduce to students the skills listed in the Self-Assessment/PeerAssessment Form at the beginning of their teaching, in order to acquaint them with the teaching requirements.3. Teachers should require students to do self-assessment and peer assessment atregular intervals, and in doing so, help them to know about their own mastery of linguistic skills and regulate their learning behaviors on a timely basis.4. Students are expected to assess their own or their classmates' English competencein the "Assessment" column on the right of the form, giving a tick (√) to what they are able to achieve. Then based on the results of self-assessment or peer assessment, and with reference to the directions given below, students can arrange for learning at the next stage.。
英语专业教学法方向论文选题
1.On the Affective Factors of the SLA And the Englishment on Teaching论二语习得的情感因素及其教学的启示2.Enhancing Students Learning Efficiency through an Analysis of Individual Factors通过对个体差异的分析提高学生学习效率3.Inquiry into the significance of oral English consumption in oral English teaching injunior school初探口语消费对初中口语教学的意义4.The Creation of Context in English Grammar Teaching in Senior Middle School高中英语语法教学中的情境设置5.On the self-repair in Class of College Students from the Perspective of ConversationAnalysis从会话分析看大学生英语课堂中的自我修正现象6.Error Types in Junior Students Oral English and Their Countermeasures初中英语口语的错误类型及其对策7.Analysis of Teacher Talk in Classroom by Speech Act Theory运用语言行为理论分析课堂教师话语8.The Exploration of the Cultivation of meta-Linguistic Awareness in English Teaching inthe Primary School培养元语言意识在小学英语教学的探究9.Analysis of Teacher Talk in Classroom by Speech Act Theory运用语言行为理论分析课堂教师话语10.Function of English Classroom Environment Design in Junior Students’Initiation课堂环境设计对初中生英语学习的促进作用11.Application of Scaffolding Instruction in Senior Middle School English WritingTeaching在高中英语阅读教学中培养学生的直觉思维12.Application of Crazy English into Junior Middle School English Teaching疯狂英语在初中英语教学中的应用13.Reflective Planning for Primary School Teachers小学英语教师的反思性教学14.Application of Scaffolding Instruction in Senior Middle School English WritingTeaching支架式教学在高中英语写作教学中的应用15.Age Influence in Second Language Acquisition年龄对第二语言习得的影响之探究16.On the Reflection Approach to the Teaching of English in Junior School反思性教学在初中听力教学中的应用17.The Application of Cognitive Development Theory in Pre-school English Teaching认知发展原理在学前英语教育中的应用18.An Analysis of the Wording Errors of English Writing in Junior Middle School初中英语写作中措词错误分析19.The Application of Performance Assessment in Primary School English Teaching行为表现评估在小学英语教学中的应用20.On Adopting Different Approaches to the Teaching of Vocabulary in Junior MiddleSchool初中英语多渠道词汇教学21.Methods for eliminating Lexical obstales to reading comprehension in high school消除高中生在阅读理解中词汇障碍有效途径22.The Application of Cohesion and Coherence Theory in Middle School English WritingTeaching衔接与连贯理论在高中英语写作教学中的应用23.the advantages of multimedia-aided english reading多媒体辅助英语阅读教学的优点24.Solving the problems in english learning of high school background students throughthe three-dimensional teaching approach通过立体式教学解决高中后进生在英语学习中的问题25.On Cul tivating Students’ Ability of Oral English Through Retelling in Junior MiddleSchool如何通过复述培养中学生的英语口语能力26.On Grading Teaching in English Teaching of Junior Middle School论分层教学在初中英语教学中的应用27.The Application of Relevance Theory to English Reading Teaching in Senior HighSchool关联理论在高中英语阅读中的运用28.The Application of Assocoation想法在高中英语阅读教学中的应用29.Cultivation of the students' creative thinking in english teaching in middle school初中英语教学中对学生创造性思维的培养30.Exploration on the Problems of English Classroom Questioning and ItsCounter-measure in High School就高中英语教师提问策略的问题及相应对策的探究31.The Application of English Chunks in Middle School's Class词汇组块法在中学生英语中的应用32.Applying Reading Strategies to Improve Senior High School Students’ English ReadingAbility运用阅读策略训练提高高中生英语阅读能力33.The Application of Action Research in Increasing the Interaction between Teachers andStudents in Middle School English Class行动研究在提高初中英语课堂师生互动性中的应用34.Cultivating and Enhancing High Schoo Students’Motivation in English Learning培养和提高高中生的英语学习动机35.The Cultivation of Pragmatic Competence in Reading Teaching of Middle School语用能力在初中英语阅读教学中的培养36.The Application of Process Approach to English Writing Teaching in Sentor HighSchool过程写作法在高中英语写作教学中的应用37.Application of Narrative Inquiry in Professional Development of English Teacher叙事探究在英语教师专业化发展中的应用38.An Analysis and Application of Silence in Classroom课堂沉默分析及应用39.The Application of Schema Theory to Senior Middle School English Listening Teaching 图示理论在高中英语教学中的应用40.The Inspirations of the Hidden Curriculum on the English Teacher of the Junior MiddleSchool隐形课程对中学英语教师的启示41.Enhancing the Effect of English Vocabulary Teaching in High School Trough CulturalInfiltration通过文化渗透提高高中英语词汇教学效果42.The Enlightenment of NX-Method for English Listening Teaching in Middle School逆向法对中学英语听力教学的启发43.Metacognitive Strategies Using in Junior English Listening Teaching元认知策略在初中英语听力教学中的应用44.The Application of Interdisciplinary Theory to Junior English Reading Teaching学科交叉理论在初中英语阅读教学中的运用45.Forstering Learner Autonomy in English Reading in Junior Middle School初中英语阅读中的自主学习的培养46.The Implication of Interaction in ELT Class of Middle School互动模式在初中英语课堂中的应用47.On the Application of Stimulate Theory to Infant English Teaching关于刺激理论在幼儿英语教学中的应用48.The Designing and Implementation of Interactive English Class Teaching互动式英语课堂教学与导入部分的设计实施49.The Technology and Methods of Questioning in Junior Middle School English Class初中英语课堂提问的技巧和策略50.Students' Negative Participation in Oral English Classes and Its Stragedies英语口语课上学生的消极参与及其应对策略51.从语境角度分析中学英语阅读教学Analysis of Reading Teaching in Middle Schools Based on Context52."初中英语课堂提问引起焦虑的成因及对策A Study of the Causes and Strategies of Anxiety Aroused by Questioning in Junior English Classroom"53."克拉申的输入假说在高中英语阅读教学中的应用The application of Krashen’s Iuput Hypothesis in High School English Reading Teaching" 54."探究如何运用外语教学策略培养中学生的自主学习能力Exploring how to Foster Middle School Students' Autonomous Learning by Foreign Language Teaching Strategies"55.中学英语学困生归因及其转化策略A study of Attribution and Transforming Strategies for Middle School Students withDifficulty in English Learning56.Application of Problem-based Learning Mode in Middle School English Teaching基于问题的学习模式在中学英语教学中的应用57.Application of Humors in Lo wering Junior Middle School Students’ Anxiety in EnglishClass运用幽默降低初中生英语课堂中的焦虑58.Affective Influence of Cooperative Learning Model on Middle School Students inEnglish Class英语课堂中合作学习模式对中学生学习情感的影响59.On Application of Game Teaching Method in Junior Primary School English Teachingfrom the Perspective of Children Psychology从儿童心理学的角度谈游戏教学法在小学低年级英语教学中的运用60.Application of Meta-cognitive Strategy to English Reading Teaching in Senior MiddleSchools元认知策略在高中英语阅读教学中的应用61."A Study of Silence Phenomenon in College English Class from Cultural Perspective从文化角度探究大学英语课堂中的沉默现象"62.Application of Psychological Hint to English Education in Primary School心理暗示在小学英语教育中的应用63."Causal Analysis of Lexical Errors and the Countermeasures in College EnglishWriting大学英语写作中词汇错误归因及应对策略"64.Application of Context to English Reading Teaching in Senior Middle Schools语境在高中英语阅读教学中的应用65.Emotional Participation: Key to the Profession Development of English Teachers情感参与：英语教师专业化发展的关键66."The Application of Formative Evaluation in English ReadingTeaching in Middle Schools形成性评价在中学英语阅读教学中的应用"67.nfluence of the Teachers’ Emotional Behaviors on English Learning of Students withLearning Difficulties in Middle Schools教师对待学困生的情感行为在中学学困生英语学习中的影响68.The Application of Role Playing in Elementary School English Classroom角色扮演活动在小学英语课堂中的应用69.The Application of Cooperative Learning in English Reading in Senior High School合作学习在高中英语阅读课堂中的应用70.The Application of the Principles of Designing Task-Based Activities to EnglishListening Teaching in Senior Middle任务课堂活动设计原则在高中英语听力教学中的应用71.The Application of Krashen's Affective Filter Hypothesis in Middle School EnglishListening Teaching克拉申的情感过滤假说在中学英语听力中的应用72.The Application of Discourse Model Strategies in Junior English Conversation Classes 浅论初中英语会话课中话语模式应用策略73."The Application of Multiple Intelligences Theory in Junior Oral English Teaching多元智能理论在初中英语口语教学中的应用"74."Classroom Environment Design in Cultivating Junior Students ’ English O ral Ability课堂情景设置在培养初中生英语口语中的作用"75."The Effect of Motivation on Junior Middle School Students with English LearningDifficulty动机对初中英语学困生的影响"76.从和谐教育谈初中生英语学习的元认知培养The Metacognitive Cultivation of Junior Middle School Students’English Learning from Harmoninous Education77.初中生英语词汇的自主学习研究A Study of Autonomous Vocabulary Learning for Junior Middle School Students78."How to Reduce Introversion Students’ Anxiety in Junior English Teaching初中英语教学中如何减轻内向生的焦虑心情"79.用任务型教学法来激发中学生学习英语的兴趣Using Task-based Instruction to Stimulate High School Students' Interest in English Learning80.文化背景知识对提高高中生英语阅读的作用The effect of Background Knowledge in Improving Senior High School Students' Reading Ability81.反思性教学在中学英语写作中的应用The Use of Reflective Teaching in High School English Writing82.The Application of Situational Language Teaching in Primary School Oral EnglishTeaching情景教学法在小学英语口语教学中的应用83.The Application of Interactive Teaching Approach in Junior Middle School OralEnglish Teaching互动教学法在中学英语口语教学中的应用。
大学生英语教材word版
大学生英语教材word版IntroductionWith the increasing emphasis on English proficiency in today's globalized world, the development of effective English teaching materials for college students has become crucial. This article presents a comprehensive review and analysis of the features, structure, and benefits of the word version of English textbooks designed for college students.I. Features of the Word VersionThe word version of college English textbooks offers various unique features that enhance the learning experience of students. Firstly, it provides interactive exercises and multimedia materials, including audio and video clips, allowing learners to practice listening and speaking skills in an engaging manner. Secondly, the word version enables easy customization, allowing instructors to adapt the content to suit the specific needs and preferences of their students. Thirdly, it offers comprehensive vocabulary lists and extensive grammar explanations, which serve as valuable references for learners.II. Structure of the Word VersionThe structure of the word version of college English textbooks is carefully designed to facilitate progressive learning. Typically, it consists of several units, each focusing on a specific theme or topic. Within each unit, the content is further divided into sections, covering different language skills such as reading, writing, listening, and speaking. This structured approach ensures a systematic and well-rounded development of language proficiency.III. Benefits of the Word VersionThe word version of college English textbooks brings numerous benefits to both the students and instructors. Firstly, it allows flexibility in learning, as students can conveniently access the materials anytime, anywhere using their electronic devices. This promotes self-paced learning and encourages students to take responsibility for their own progress. Secondly, the interactive exercises and multimedia elements provide a dynamic and interactive learning environment, making the learning process more enjoyable and effective. Additionally, the customization feature enables instructors to tailor the materials according to the students' proficiency level and learning objectives, ensuring optimal learning outcomes.IV. Utilizing the Word Version in TeachingTo maximize the potential of the word version of college English textbooks, instructors need to adopt effective teaching strategies. Firstly, they should incorporate interactive activities and discussions to create a collaborative and engaging classroom atmosphere. This encourages active participation and enhances students' speaking and listening skills. Secondly, instructors can assign online assignments and projects that require students to use various digital resources available in the word version. This promotes independent research and critical thinking skills. Moreover, instructors should provide timely feedback and guidance to students, utilizing the feedback features available in the word version to monitor their progress and address any learning difficulties.ConclusionThe word version of college English textbooks offers a range of features, a well-structured format, and significant benefits for both students and instructors. It empowers learners to develop English proficiency at their own pace while providing instructors with the tools for effective teaching. By harnessing the potential of the word version, colleges can enhance the quality of English education and prepare students for success in an increasingly interconnected world.。
Research on the Reform of College English Teaching
Research on the Reform of College English Teaching under the Background of New Liberal ArtsTalehati AilimubieerdiSchool of Foreign Languages, Yili Normal University Abstract: English is the key content in students’ learning, which is also the foundation for students to learn and communicate in the future. The reform content of the new curriculum standard clearly pointed out: Teachers should improve the actual efficiency of college English teaching, expand English training by guiding college students to have interesting thinking activities, and improve their ability to learn. If teachers want to improve the English literacy of students, they should actively promote reading education. The launch of college English plays a key role in broadening the knowledge and horizons of college students and improving their English literacy and reading ability. Therefore, the dissertation mainly analyzes the problems of college English teaching and the specific teaching strategies under the background of the new liberal arts so as to promote students’ English literacy and comprehensive development.Keywords: College English; English teaching; The new liberal arts; Reform strategiesDOI: 10.47297/wspciWSP2516-252710.20210501R eading is an important content in English teaching, which is also an extension of reading activities in class, and an important part to cultivate college students’ reading skills. Efficient reading activities can make in-class English activities more effective. And this requires college English teachers to pay full attention to English teaching, fully understand the difficulties faced by English teaching today, and innovate reading strategies based on the personality and characteristics of each college student in the class so as to effectively improve the learning quality of student.About the author: Talehati Ailimubieerdi (1981-04) , Male, Kazakh. Birth Place: Xinyu-an, Xinjiang, School of Foreign Languages, Job title: Lecturer, Master degree, Research Interest: linguistics and Applied Linguistics.Research on the Reform of College English Teaching under the Background of New Liberal Arts 1. The Dilemma of College English T eaching(1) Low Motivation of Students to LearnFor college students, they do not concentrate on learning English compared with their own professional courses, when they are learning English content because they think that English lessons are not important. Therefore, there are not enough interests of student when learning English content, and they also have low motivation to learn. After class, students would not look at the content of English. In the daily teaching, when teachers explain the content in English courses, the rate of students to raise their heads is obviously lower than that of other courses and only some students like to learn content related to English. Judging from final assessments of students, most students answer questions by searching for information on the internet, and do not have their own opinions. Some students even make some very low-level mistakes. When listening to the English course, most of the students do not willing to answer questions, and they are not motivated to learn. Therefore, students do not understand enough about the content in English course.(2) Teachers’ Unclear Understandings of English TeachingMost college English teachers only pay attention to students’ academic performance and their ability to work out the exercise. Therefore, college English teachers usually only select articles from textbooks or reference books for reading teaching and explanation when organizing students to read. However, It is impossible to fully mobilize the enthusiasm of college students for reading on this boring way of reading teaching, and students only have a surface understanding of the article without mastering the skills and methods of reading. College English teachers also ignore the important meaning of reading. A low understanding about reading is an important reason that affects the efficiency of college English reading teaching. It makes students only passively participate in reading activities and cannot prompt students to actively understand related knowledge. As a result, teaching efficiency is low.(3) Backward Teaching Concepts and MethodsThe main purpose of English teaching is to have an inner dialogue with the author through the thinking and speculation of readers, so as to achieve emotional resonance. Whether it is an article in a college English textbook or a reading comprehension topic, it tends to allow readers to communicate with the author in depth, to achieve soul collision and emotional integration, and to further enable readers to truly feel the real emotions expressed in the article, thereby significantly promoting the reading ability of students. However, the reading concepts and reading teaching methods of most college English teachers are too traditional and backward. Teachers believe that students’ reading is only for exams. In daily teaching, teachers have been regarded as the main body of the classroom andCreativity and Innovation Vol.5 No.1 2021students have been regarded as bystanders in the classroom. At the same time, the teaching method of reading adopted by English teachers is simply to question and explain, which not only does not meet the requirements of the new curriculum reform, but also greatly dampens the enthusiasm of students for reading, and affects the cultivation of reading initiative and thinking of students.(4) The Influence of Online MediaWith the rapid development of network information technology, the information explosion occurred on network media has had a great impact on our lives and work. At the same time, due to the poor resistance of college students and the lack of good supervision by teachers and parents, attention of students is so easy to be attracted by online information. Most college students also choose to waste time in short videos or online games, which makes college English reading activities not really implemented and seriously affects the improvement of the classroom teaching efficiency of college English.2. Effective Strategies for Developing College English T eaching under the Background of New Liberal Arts(1) Teachers Who Should Play a Guiding Role1) Leading by Example and Playing an Exemplary RoleWhen students learn English, teachers usually play a super important role. Therefore, teachers should set up an excellent role for students and read extracurricular articles frequently to improve their own literary quality. In addition, teachers should also actively guide students to read extracurricular articles. While teaching students to read, they can also improve their literary literacy.2) Guiding Reading Methods of StudentsFor the teaching of English reading, teachers can teach students some reading methods and skills. These methods mainly include intensive reading, skimming and ingenious reading. In the teaching process, English teachers should correctly guide students to read articles, so that students can have a deeper understanding of the relevant content. For the reading method of ingenious reading, some students are unable to master this method due to their own limited ability, which requires teachers to actively guide them to apply the method of ingenious reading to read when teaching, and make reasonable use of some related stories or characters to help students understand the content of the article and experience the emotions expressed in the article.3) Encouraging Students to Take Reading NotesAt this stage, a common problem for college students is that students may think they have proficiently mastered the knowledge, but after a period of time, they will forget it. Therefore, it requires students to take notes carefully. For reading, itResearch on the Reform of College English Teaching under the Background of New Liberal Arts is also necessary for students to take certain notes. These notes can be a summary of the content of the article or their own experience. In the process of taking notes, it can promote students to further understand the content of the article, and it is also convenient for students to review after class, so as to further improve the learning efficiency of students in reading.(2) Stimulating the Interest of Students in ReadingInterest is the motivation for students, and reading interest can motivate college students to actively read, so that teachers can cultivate students to have good reading habits and reading methods. Therefore, the primary task for college English teachers to improve the efficiency of English reading teaching is to fully stimulate the interest of college students in reading and ignite their reading initiative and desire for knowledge, which will support students to read and think in depth. Most college students have strong curiosity and thirst for knowledge, so English teachers can fully combine their learning ability and characteristics to innovate teaching methods of reading, so as to fully mobilize college the learning initiative of students.(3) Grasping the Teaching Progress of ReadingAt this stage, in the process of teaching English reading, there is a huge amount of article teaching, and the difficulty of the article is also quite different. Due to the limited reading ability of college students, coupled with the fact that some students have a shallow understanding about the article, so that students would have many problems when learning extracurricular content. For example, for students with poor abilities, it may be super difficult to read the content of extracurricular articles, it is also not easy to understand the connotation of the article, and it will also depress these students so that they would lose confidence in the study of classics. Therefore, it is necessary for teachers to make a reasonable reading plan when teaching, guide students to arrange reading activities according to their own learning situation step by step, and choose what students are interested in as much as possible to improve their reading ability. In addition, English teachers should formulate appropriate teaching plans based on the actual situation of the students before developing English reading teaching.(4) Organizing Rich Activities of Reading TeachingDifferent students have different opinions on the same reading article, so reading notes of students would be different. Therefore, teachers can organize students to conduct selection activities of reading notes and allow students to vote for the best reading notes. In this way, students can share their own reading opinions, and it can cultivate the good reading habits of colleges students, stimulate their interests in taking reading notes often when they are reaching, improve the efficiency of actual English reading of college students, and improve their reading ability and comprehensive literacy.Creativity and Innovation Vol.5 No.1 20213. ConclusionAll in all, reading can not only greatly enrich the English knowledge of college students in the class, but also speed up the process of cultivating their good reading habits and abilities. College English teachers should attach great importance to the significant role of reading, and stimulate the reading interest of students in the class to the greatest extent through the development of effective and abundant reading activities, promote their own reading ability, promote the efficiency of college English reading teaching so that the foundation for the future study and life of students can be laid.References[1] Huang Zhang. “An Analysis of the Reform Path of College English Teaching underthe Background of the ‘Internet+’ Era” [J]. New West, 2019(12): 150+145.[2] Pei Yanqiu. “Research on the Reform and Development of College English Teach-ing Based on the ‘Internet +’ Era” [J]. News Research Guide, 2019, 10(07): 13-14. [3]Zhang Zhifan. “Analysis of the Problems and Countermeasures in College EnglishTeaching under the Background of Big Data” [J]. Think Tank Times, 2019(20):217-18.。
大学英语学情分析万能模板范文
大学英语学情分析万能模板范文**English Version****Title: Universal Template for Analyzing College English Learning Situations**In the realm of higher education, the analysis of English learning situations is crucial for understandingthe needs, challenges, and opportunities that students face.A universal template for such an analysis offers astructured approach to collecting and evaluating data, enabling educators to make informed decisions aboutteaching methods and materials.**1. Background Information:*** Institutional Affiliation: [Name of theUniversity/College] * Course Level: [e.g., Freshman, Sophomore, Upper-level Elective] * Course Duration: [e.g., Semester, Quarter] * Number of Students: [Total Enrollment] **2. Student Demographics:*** Gender Distribution: [Male: %, Female: %] * Age Range: [e.g., 18-24, 25-30, etc.] * Native Language: [English: %,Non-English: %] * Prior English Education: [e.g., High School, ESL/EFL Program, etc.]**3. Learning Objectives and Expectations:*** Communicative Skills: [Listening, Speaking, Reading, Writing] * Grammar and Vocabulary Acquisition: [Levels Expected] * Cultural Understanding: [Depth and Breadth]**4. Current Learning Situation:*** Strengths: [e.g., Active Participation, Strong Grammar Skills] * Challenges: [e.g., Limited Vocabulary, Difficulties with Pronunciation] * Resources Available: [e.g., Textbooks, Online Platforms, Tutors]**5. Teaching Strategies Employed:*** Methodology: [e.g., Traditional, Blended Learning, Flipped Classroom] * Materials Used: [e.g., Textbooks, Multimedia, Online Resources] * Assessment Methods: [e.g., Tests, Projects, Class Discussions]**6. Student Feedback:*** Satisfaction Level: [High, Medium, Low] * Suggestions for Improvement: [e.g., More Interactive Activities, Focused Grammar Lessons]**7. Recommendations for Future Courses:*** Adaptation of Teaching Methods: [e.g., Incorporate More Collaborative Activities] * Enhancement of Resources: [e.g., Invest in Updated Textbooks] * Alignment with Institutional Goals: [e.g., Promote Critical Thinking Skills]**Conclusion:**The analysis of college English learning situations, using a universal template, provides a comprehensive overview of students' progress, challenges, and needs. This information is crucial for refining teaching practices, allocating resources effectively, and ensuring that courses align with institutional and student objectives. By continuously evaluating and adapting, educators can foster an environment that fosters student success and engagement. **Chinese Version****标题：大学英语学情分析万能模板范文**在高等教育领域，对英语学习情况的分析对于理解学生所面临的需求、挑战和机遇至关重要。
大学英语精读(第3版)第3册电子教案
It is recommended to add more reading materials to the teaching plan to meet the needs of different levels of students' reading practice.
It is recommended to design more practical and targeted teaching activities to better suit the characteristics of different students.
Course outline
Development of students' ability to analyze and evaluate the quality of written materials.
01
Introduction to the concept of reading for pleasure and its benefits.
03
The textbook gradually increases the complexity of the language used, helping students to develop their reading comprehension and vocabulary skills.
Table of Contents
A comprehensive table of contents is provided at the beginning of the textbook, outlining the structure and organization of the content.
Research on the Integration of College English Edu
Research on the Integration of College English Education and Ideological and Political Education Ying LiNanjing University of Science and Technology ZiJin College Abstract: With the rapid development of China’s education, higher education has ushered in new opportunities for development. English is an important basic course in higher education. To promote the reform of college English teaching, we must pay special attention to the reasonable expansion of educational content and try to integrate ideological and political education with college English teaching. Curriculum ideological and political education mainly emphasizes the integration of classroom teaching and ideological and political education, which not only embodies the teaching value of the subject, but also highlights the elements of ideological and political education, which can better meet the needs of students in two aspects: professional skills training and moral quality establishment. This paper briefly analyzes the positive significance of the integration of college English education and ideological and political education, and puts forward effective strategies for the integration of college English education and ideological and political education based on the author’s practical education experience. Keywords: College English; Ideological and Political Education; Integration StrategyDOI: 10.47297/wspiedWSP2516-250008.20210511About the author: Ying Li (1983-01), Female,Han, Heilongjiang Harbin, College of Hu-manities and Social Sciences, Associate Professor,Master, Applied Linguistics, Cross-cul-tural Communication.Funded project: 1. 2020 Jiangsu Universities and Colleges Special Project of “Ideological and Political Curriculum and Mixed Teaching” on Foreign Language Education ”A Blend-ed Teaching Study on Integrating Curriculum Ideology and Politics into College English -- Taking Non-English Majors as Teaching Objects”（2020WYKT079）.2020 Special Project on Foreign Language Teaching of Jiangsu Universities Research in Philosophy and Social Sciences “Research on the Construction and Application of a Three-dimensional Graded College English Curriculum System Based on Online Courses and Blended Learning ” (2019SJB1000).Research on the Integration of College English Education and Ideological and Political Education 1. IntroductionUnder the background of economic globalization, international communication is becoming more and more frequent. As an important language in international communication, English plays a bridge role in international communication. The requirements of all sectors of society for high-quality talents are getting higher and higher. For enterprises and employers, high-quality talents should not only have strong professional skills, but also have a certain level of English language. To cope with the development trend of globalization, it is particularly important to do a good job of English education at the stage of higher education. In the process of trying to promote the reform of college English teaching, many teachers began to consciously integrate into the curriculum ideological and political education. However, due to the lack of ideological and political education ability of teachers themselves, the form of ideological and political education activities is relatively simple, which leads to the failure to fully reflect the value of ideological and political education in college English teaching. Faced with this situation, teachers must constantly change their educational ideas and truly promote the close integration of college English teaching and ideological and political education.2. The Value of the Integration of College English Education and Ideological and Political Education(1) Facilitation of the implementation of the educational requirements of moral educationMoral education is the basic goal of talent cultivation in higher education. In the process of promoting the integration of college English education and ideological and political education, the educational requirements of moral education can be fully met, and students can achieve certain growth in emotional attitudes and values. At present, many college students have come into contact with many foreign cultures in their growth, some of which have a negative impact on their moral quality. Money worship and egoism have seriously hindered the establishment of college students’ values. In college English teaching to carry out ideological and political education activities, teachers can reasonably educate and guide students in classes, so that students’ ideas can be deeply changed, so as to meet the students’ moral quality growth needs, better implement moral education goals.(2) Enriching college English education resourcesIn the process of receiving college English education, many students have a strong utilitarian heart. They participate in classroom learning with the idea of “as long as passing the exam is okay”, only taking not failing in exams as the learning goal, but not taking into account their own construction needs in the knowledgeJournal of International Education and Development Vol.5 No.11 2021system. When teachers carry out English teaching activities, there is also a certain bias. Usually, they are only based on textbooks and teach with the help of multimedia courseware. They devote a lot of energy to the analysis of theoretical knowledge in the textbooks, without really considering the needs of students in the construction of knowledge system. In the process of actively promoting the combination of ideological and political education and college English teaching, teachers can take the elements of ideological and political education as an effective supplement to college English teaching, so that students can accumulate more knowledge in the process of receiving education, and learn to look at problems from multiple perspectives.3. Problems in the Integration of College English Education and Ideological and Political Education(1) Teachers lack experience in ideological and political educationTeachers are the organizers of college English teaching activities, but also the guide of students’ growth. At present, many teachers lack experience in ideological and political education, which makes it difficult to implement ideological and political education in college English education. Many teachers just take curriculum ideological and political education as a teaching task, with curriculum ideological and political education hanging on their mouths, but they are not reflected in actual teaching. Teachers are also used to explaining literature and language knowledge, but they are not integrated into the elements of ideological and political education, which leads to relatively limited ideological and political education materials that students can access. In addition, there are many teachers who need to improve themselves in terms of the ideological and political consciousness to be improved, can not actively guide students through their own words and deeds, which also led to the ideological and political education failed to achieve good penetration.(2) The infiltration of ideological and political education is too rigidWhen carrying out ideological and political education activities in college English courses, many teachers ignore the effective innovation of teachers’ habits of ideological and political teaching methods. Through the form of preaching, the content of ideological and political education is analyzed, but not really taking into account the acceptance of students, which leads to students can only passively listen to the arrangement, yet can not really carry out more profound exploration of ideological and political views. Teachers are accustomed to educating students in a reasonable way in the classroom, but ignore the students’ own cognition. They are accustomed to preaching. Although the efficiency is high, the students’ acceptance is not high, which can easily lead to students’ cognitive concepts being influenced. The content of president’s ideological and political education is relatively boring.Research on the Integration of College English Education and Ideological and Political Education If teachers do not innovate effectively in teaching methods, it is easy for students to get bored with the content of ideological and political education, and even affect the overall implementation effect of college English teaching.4. Effective Strategies for Integrating College English Education with Ideological and Political Education(1) Enriching resources for ideological and political education with information technologyInformation technology is an important auxiliary resource for college English teaching. When carrying out ideological and political teaching activities, teachers should reasonably apply information technology to expand relevant educational materials so that students can receive more diversified knowledge and gain more profound learning experience. Teachers are required to have strong information-based teaching ability. Before carrying out classroom teaching activities, they should prepare relevant teaching materials. On the one hand, they should collect micro-course materials related to teaching themes with the help of the Internet, and pay special attention to the reasonable infiltration of ideological and political education elements, so that students can think more deeply in the process of receiving education. In addition, teachers should also make multimedia courseware effectively based on information technology, reflect the relevant content of ideological and political education in the courseware, and set up interactive links reasonably. With the continuous enrichment and expansion of educational resources, students can have a more comprehensive understanding of what teachers say and obtain more profound learning experience.(2) Developing situational teaching to strengthen students’ cognitive experienceCreating teaching situation is a common method in college English teaching. In the process of promoting the combination of ideological and political education and college English teaching, teachers can arouse students’ deep thinking through situational teaching, so that students can get more profound cognitive experience. Teachers are required to have strong organization and coordination ability. In the case of in-depth analysis of college English teaching content, reasonable selection of specific educational scenarios and better integration of ideological and political education elements can be achieved, so that students can carry out effective dialogue and communication in specific situations, and jointly solve various problems encountered in learning. It is possible to try to use pictures and video materials to render the atmosphere, so that students can effectively apply and explore English-related content in the classroom, and try to interpret English knowledge from multiple perspectives. Teachers should also combine the relevantJournal of International Education and Development Vol.5 No.11 2021themes of ideological and political education, restore the specific life scenes to the classroom, and require students to conduct dialogues through role-playing, so as to effectively realize the in-depth collision of ideas and truly play the value of ideological and political education in college English teaching.(3) Carrying out diversified practical activities in connection with real lifeEnglish is an important language discipline. In the process of infiltrating ideological and political education, teachers should not only pay attention to the analysis of theoretical content, but also pay special attention to the cultivation of practical ability, carry out diversified practical activities, and better meet the cognitive needs of students. This requires teachers to have a strong ability to organize and coordinate. On the basis of classroom teaching, teachers can arrange clear after-school practical tasks for students according to the specific themes and contents of ideological and political education, so that students can obtain more profound inspiration while completing tasks. Combined with the specific content of ideological and political education, teachers can arrange collective activities of English speech contests for students, carry out speech contests within the class, and reward students with excellent performance. In this way, students can be guided to actively participate in practice and grow up in ideological and political fields.5. ConclusionTo sum up, promoting the integration of college English teaching and ideological and political education is an important guarantee for improving the quality of college English education, and is also an inevitable requirement for implementing the goal of moral education. Teachers should actively improve their own ideological and political education ability, and better arouse students’ thinking by virtue of diversified ideological and political education activities, so as to ensure the effective improvement of students’ comprehensive quality.References[1] Chen Shifang. “Analysis on the Integration Path of Ideological and Political Educa-tion and College English Education” [ J ]. Middle School Political Teaching Refer-ence, 2021 ( 26 ) : 82.[2] Zhang Jie. “The Exploration and Practice of the Organic Integration of Ideologicaland Political Education and College English Teaching in the New Era” [ J ]. Journal of Hubei Open V ocational College, 2020,33 ( 22 ) : 73-74.[3] Gao Yongchang, Wang Meimei. “Research on the Accurate Integration of Ideologi-cal and Political Education and Curriculum Education in Colleges and Universities - - From the Perspective of English “Bilingual” Learning Practice” [ J ]. Higher Ed-ucation Journal, 2020 ( 18 ) : 174-76.。
大学英语教育中存在的问题及对策
In college English teaching, the "invest more, less effective" is a common phenomenon. In the "teaching" and"Learning" in this activity affect teaching effect should be known as a lot of, for example, the student's mental state,Teaching methods, teacher's diathesis, the curriculum setup, suitable teaching materials and so on, thisSome will participate in teaching activities. If not the right attitude towards these factors, we are difficult to achieveThink of the teaching effect. So we shall have to pay attention to these factors in the teaching of askedQuestions and find out corresponding countermeasures.A, students' psychological stateStudents are the main teaching objects, is also one of the main body of teaching activity, so studentsThe behavior and psychological state will affect the teaching effect. For the same students learning contentThere are different understanding and mastering, this is by the psychological quality (such as age, intelligence, language potential,Cognitive style, learning motivation, learning attitude, personality, effort, etc.), as a result, studentsUnder the influence of these mental factors, appeared a variety of learning state.From the university entrance exam to college freshman still can't get rid of the "test" of high school learningMethod, can't well meet the requirements for college English teaching, and specifically, can't understand clearlyAt the university of learning goals, don't know what the learning task and direction in the future. They are still to high schoolThe "difficult" - as the focus of the study of grammar is used to communicate our hand and ignore the EnglishAnd tools. "Test" the learning characteristics of still affects the entered university freshmen. again, without parents' supervision and strict management of the teacher, after a period of university life,Without external pressure, they begin to content with the status quo, become loose, gradually to learn EnglishXi lose interest, lack of learning confidence. In addition, some students are not formed the good study EnglishThe habit of language. Just English learning by rote, too much have to rely on rote learning. The memory ofWords very confusing and forget it. Very few students image memory, the language with words and phrasesCondition relates in together, or using the word formation, the analogy association approach to memory. In addition, many Students are not the preview and review regularly as a necessary link in the learning process. In the classHall school language points and done some sentence patterns after training, the teaching material is still in the side, usually Temporary hold for before the exam depend on a word list to expand vocabulary, to pass the exam.They lack the study plan as a whole, in a blind and passive learning status, lack of freedomConsciousness, limited by the boundaries of the classroom knowledge, not apply English in real life.The present situation of English learning for college students and psychological characteristics, we can from the followingTo treat the problems. First, clear the goals and tasks of college students' English study. inThe start of the college English learning, we are clear and specifically stated to the student teachingMark, requests the student to know "college English syllabus" regulation. Specified in the "outline"The overall teaching goal and listening, speaking, reading, writing and translating skills required to achieve in different stageSpecific requirements, showed the students a picture of a "blueprint", and pointed out the future effortsDirection. In addition, we need to help them overcome the psychological tendency of "exam-oriented learning". Learning EnglishPurpose is not only learn language knowledge and culture of the country to learn English, and EnglishAs a means of communication used in life. Again, we need to help them form the correct learningHabits and way of memory. As far as possible with the image memory, associative memory, the way of learning English.To provide them with the corresponding context, combined with the English culture background. Finally, we should let the studentsRealize that the student is the real main body of teaching. "Teaching" through "learning". Cultivate hisThe subject consciousness and awareness of autonomous learning, pay attention to their emotional needs, motivate them Learning interest and achievement motivation.Second, the teaching methodsForeign language teaching method is based on people, to language learning, foreign language learners' psychological and learningThe understanding of the problems such as process and learning strategies and assumptions, and that according to the principles and procedures of the systemTo teach a foreign language. Certain foreign language teaching schools are under certain conditions is solvedA particular task or correct some deficiencies of the previous school, besides having the itselfBefore school didn't have prominent advantages, but also with some limitations. Tend to emphasizeCultivate the ability in a certain respect of the learners or emphasize a certain characteristics of the language. Ignore the other partyThe following factors.Grammar - translation method is in order to improve the teaching method of reading service. The teaching process is to first Analysis of grammar, and then translate foreign language into their native language, advocated mechanical comparison and two languages, word for word one by oneSentence literal translation. The grammar translation method attaches great importance to the reading and translation ability training and imparting grammar knowledge, butFailure to properly to bring into full play the positive role of mother tongue in foreign language teaching. Too much emphasis on language knowledgeTeaching, ignoring the cultivation of language skills, and voice, mark, vocabulary, grammar teaching and lessonsText reading teaching. The direct method advocates using oral materials as teaching content, emphasis on imitation,"By learning to speak" way of learning a foreign language, the teaching process is a word a word to listen to,Imitate, to practice repeatedly, until the language habit. The direct method in view of the disadvantages of the grammar translation completelyEnd, itself unavoidably exist limitations and one-sidedness. Native language is not recognized in the teachingThe positive role. In the teaching of lay particular stress on experience, perceptual knowledge, and to estimate people'sself-consciousness is not, to the cultivation of literature accomplishment is not enough attention, to a lot of language learning and I don't know its place In order to. Heard or spoken method is put forward in the spoken language as the center, with structures of the method of teachingResearch method. Teaching material in the form of a language can express, extremely attaches great importance to the right of speech, especially emphasizes the languageThe training, extensive use of contrast method, the difficulties of learning a foreign language. But I heard that too much mechanical machineMachinery training, ignore the language rule guidance, too much emphasis on the structure of language, to ignoreThe content and the significance of language, people tend to become the "artificial" language. Every new method for itPlace special emphasis is put forward a reasonable solution, but in the end, not a single runThe method can deal with all kinds of environment. Many foreign language teachers in the teaching practice are consciously or notConsciously according to a particular genre, the result is often not satisfactory.So it is necessary for every qualified foreign language teachers know about the main foreign language teachingTo schools teaching theory and teaching mode, analyze the advantages and disadvantages, and find out the common rule, drainDiscard the dross and factions of the experience and lessons, take its essence our advantage, to improve their teaching quality The amount.Third, teaching methodsImportant forms of modern foreign language teaching practice mode of practice is to use the sentence pattern, called "Mechanization, cold language practice skills training". In the teaching, the teacher in classFor demonstration and play a leading role in teaching. Is class, strictly control the whole classIn the "leading role". "Cramming" teaching. The behavior of the students strictly controlled by the teacher,Rote learning English knowledge and skills, lack of interest in English, not actively participateTo come to the classroom.Therefore, we in the teaching should pay attention to cultivate the students' subject consciousness, pay attention to the classroom teachingInteresting and interactive. Such as, creating problem situation can inspire students thinking, stimulate learningThe desire; According to the contents of the texts in the textbooks introduced students interested in the topic; Can mobilize students' initiativeThe enthusiasm of participation; In lively and harmonious interactive language, students have the self-expression, Opportunity of self-realization and stage, they can experience the joy of success, further enhanced wellThe confidence of English. In addition, teachers outside the classroom also can guide students to organize various forms of lifeMove, combines entertainment, flexibility, competition and creativity. For example, watching English original electricity Shadow, held a speech contest, English party, English corner, English drama, etc. So rich and colorfulDifferent from middle school rigid single activities that are both ways to strengthen the students' subject consciousness, and exerciseThe students' ability of language creation, but also make them have to taste the joy of "to do" in English.In a word, still exists many problems in college English teaching, affect college students' comprehensive hairExhibition. As a teacher, we should correctly treat affected the various aspects of teaching. Pay attention to students'State of mind, comply with the demand of their emotions, respect students, give them full understanding,Care and encouragement, and stimulate students' achievement motivation, cultivate interest in learning English. Using the right andMethod of teaching management, conducive to the students positive, easy and enjoyable learning atmosphere, the mostTo give students the opportunity to participate in, cause learning enthusiasm and initiative, fullyExert the principal role of students in the classroom. Make students get all-round development。
Cultural Teaching in College English Teaching from
Cultural Teaching in College English Teaching from the Perspective of Cognitive Linguistics Linwei GAOGuizhou UniversityAbstract: In recent years, with the reform of education system and the progress of society, the importance of English teaching has become increasingly prominent in the field of education. Especially after China ’s accession to the WTO, the economic and political construction has become more and more international, and the coop-eration with other countries has become increasingly close. In international com-munication, English is one of the most important languages. In view of this, all ed-ucational institutions in our country must attach importance to the efficiency and quality of English teaching and cultivate more talents for the all-round develop-ment of the country. This paper analyzes the problems in culture teaching in college English teaching from the perspective of cognitive linguistics.Keywords: Cognitive linguistics; College English; Culture teaching DOI: 10.47297/wspciWSP2516-252706.20200405 1. Introductionn China, due to different language habits, the development of English teaching is not optimistic. Based on this, in English teaching, we should explain cultural knowledge to students, so that students can not only master professional knowledge, but also learn traditional culture. However, there is still a phenomenon of “Light culture, heavy grammar ” in English teaching in many colleges and universities in China. English teaching only pays attention to the cultivation of students ’ expres-sion ability, only pays attention to the accumulation and use of vocabulary, but of-ten ignores the popularization of culture. In order to cultivate students ’ English communication ability, communication and task-based teaching are often adopted in English education, thus ignoring the spread of culture. Therefore, students canAbout the author: Linwei GAO （1980-12），Female, from Bijie, Guizhou. Han nationality, master ’s degree, lecturer. Graduated from: Guizhou University. Research interests: linguis-tics, broadcasting, demography, ethnology.I All Rights Reserved.Cultural Teaching in College English Teaching from the Perspective of Cognitive Linguistics not understand the cultural information contained in English articles, thus affectingthe quality of English learning.2. The Basic Situation of Cognitive LinguisticsFrom a new perspective, cognitive linguistics poses a challenge to traditional language learning. Its specific goal is to grasp the influence of cultural factors onlanguage while cultivating students’ understanding ability, to understand traditionalbehaviors in different cultural backgrounds, to understand the language and behav-ior of people of different ages, to make students understand the real meaning of thetarget language through the perspective of circumstantial evidence to help studentsevaluate and perfect the target culture summary, to assist students to find out or or-ganize relevant contents of the target culture, to stimulate students’interest inlearning target culture through Interest-oriented, and to deepen their understandingto cultural knowledge, so that students of different levels can master cross-culturalcognitive and can fully understand that cognitive culture and language culture arenot contradictory. Original culture is a cultural factor that affects individual behav-ior. Structural linguistics and traditional linguistics both regard linguistics as lan-guage itself. The enthusiasm of college students to learn cultural background All Rights Reserved.knowledge is not high. Now many students only learn English by reciting wordsand doing exercises, but they do not know much about English cultural back-ground.3. The Role of Culture TeachingBeing familiar with the cultural connotation of English can help students bet-ter use English in their daily communication. Under the traditional teaching mode,many schools do not pay enough attention to this problem, which leads to students’lack of understanding of the culture of English-speaking countries and the meaningof English words and sentences. This requires the reform of college English teach-ing from the perspective of cognitive linguistics. However, in order to achieve this,the content of college English culture teaching must be clearly defined first.In the process of English communication, cultural factors that affect cognition will directly affect the continuity of conversation, including social norms, socialrelations, thinking characteristics, values, etc. In the process of interpersonal com-munication, social relations such as greetings and apologies are also one of the im-portant factors that affect interpersonal communication. There are also some dif-ferences in the use of communicative language among friends. In the treatment ofstrangers, one should be modest and free in language use, which is very particular.Creativity and Innovation Vol.4 No.5 2020The differences in cultural connotations and meanings of vocabulary are also one of the important factors that affect the English learning effect of college stu-dents. Many words often have their own meaning. In specific sentences and con-texts, they represent specific meanings. If you can’t understand these sentences andcontexts well, it will seriously affect communication. In addition, we should alsopay attention to idioms and proverbs in western culture, especially words derivedfrom Roman mythology and Nordic mythology [1].The cultural differences of language are especially obvious in the use of Eng-lish communication, so it is very important to understand the necessary languageand culture. When choosing topics, we try to avoid talking about salary, religion,age, political orientation, marital status, etc. We can talk more about weather andcity. In terms of grammar choice, we should choose the corresponding conversationstyle according to different topics. Finally, compared with the euphemism of Chi-nese communication, the meaning of English communication is more direct andclearer than that of Chinese communication. In the process of communication, ifstudents use Chinese structure to organize English discourse, European and Amer-ican people will lose interest in communication. In addition, we should also under-stand the content of other non-verbal culture, such as clothing, expression, posture,All Rights Reserved.gesture, tone, posture, conversation environment, etc. It can be seen that the contentof college English culture teaching is very rich. If we fully understand theseknowledge, we can better use English communication skills in our daily life.4. Composition and Application Value of College English Teach-ing in Cultural Cognition Teaching(1) The basic composition of college English teachingThis paper only regards critical thinking as a teaching tool and ignores its im-portant role in teaching. Because of the unsystematic teaching content, college stu-dents are not active in English learning, and English courses are also listed as thetarget of reduction. At present, the focus of college English teaching is on the cul-tivation of language knowledge and language skills. Through comparison, it isfound that there are few researches on language knowledge, pragmatic knowledge,stylistic knowledge and so on in English Teaching in China. Therefore, studentscannot successfully participate in communication. Cognitive linguistics holds thatlanguage competence, including social, cultural, psychological, communicative,functional and other aspects, is an important component of human’s overall cogni-tive ability [2].Cultural Teaching in College English Teaching from the Perspective of Cognitive LinguisticsCollege English teaching has both instrumental teaching and humanistic teaching. In order to improve the overall English communication ability, this cur-riculum has set up a course aimed at improving the overall English communicationability. However, it mainly focuses on the cultivation of communicative ability anddoes not highlight the characteristics of college English globalization. With the de-velopment of society, the world economy has changed from regional competition toeconomic competition. In order to arouse the interest of scholars and solve prob-lems easily, college English must have profound and systematic knowledge andcontent of global vision.(2) The practicality of cultural epistemology teachingStudents can also learn about the culture of other countries and nations, such as religion, art, politics, economy, law, etc. If students can understand these cultures,they can also study orally or in writing. In addition, in the teaching process, we canalso understand the behavior of western countries, comprehend the value orienta-tion of different cultures, look at problems from the perspective of other cultures,and reasonably solve the conflicts in cultural exchanges. In teaching, teachers canhelp students understand western communication habits and principles throughdemonstration and explanation. For example, compared with Chinese people,All Rights Reserved.Americans have strong autonomy and respect for their own will, which can beshown by their hospitality to Chinese people. In China, people are not only hospi-table, but also regard making friends as something they do for friends. If Americanshelp friends complete their tasks, they will misunderstand and doubt their friends’abilities. Therefore, it is necessary to guide students to explore different situations,grasp cultural differences of different countries, and jointly find effective ways tosolve cultural conflicts [3].5. How to Carry out the T eaching Discussion of Cultural Introduc-tionEnglish cultural vocabulary is an important part of English. It is a kind of lan-guage form and directly reflects the cultural connotation of sentences. However,many words not only have their own meanings, but also have different parts ofspeech and meanings. The meaning of many English words will change with thechange of using environment. Generally speaking, in English teaching, many stu-dents can only understand the conceptual meaning of English words through dic-tionaries, and infer the meaning of sentences only from the meaning of words,which means that they can not understand the meaning of sentences correctly.Therefore, the introduction of English culture into vocabulary teaching can helpCreativity and Innovation Vol.4 No.5 2020students better understand the meaning of words.Fully excavate the cultural connotation of English in the textbook. Generally speaking, every article in an English textbook contains cultural elements. However,due to the large content span and cultural span of the textbook, it will be difficultfor students to understand it if their English foundation is not good. If teachers onlyteach from the perspective of linguistics, it will be difficult to help them improvetheir own level. Therefore, it is necessary for students to have a thorough under-standing of the culture behind the article. In English communication, teachers mustelaborate the cultural factors, values, codes of conduct, social relations, behaviorpatterns and so on, so that students can be familiar with the rules and language ofEnglish communication.6. ConclusionTo sum up, in English teaching, college students should have a profound un-derstanding of English culture, master certain knowledge of English culture, choosereasonable conversation content, avoid conversation risk, and correctly understandthe meaning of European and American languages.All Rights Reserved.Works Cited[1] Wang Xiangyi. An Analysis of College English Classroom Culture Introductionfrom the Perspective of Cognitive Linguistics. Journal of Hubei CorrespondenceUniversity, 2016,29 (001): 175-76.[2] Ma Zhixin. Exploring the Introduction of College English Classroom Culture fromthe Perspective of Cognitive Linguistics. Education Modernization (ElectronicEdition), 2016.[3] Wang Wei. Thinking about the Direction of Grammar Teaching in College Englishfrom the Perspective of Cognitive Linguistics. Science and Technology Rich Guide,2015 (5).。
大学体验英语简介
The textbook includes a variety of reading materials, such as articles, stories, and essays, to improve students' reading comprehension skills
Reform Direction
There is a growing trend towards more communicative and experiential approach to language learning, which emphasizes the importance of using English in authentic contexts and developing students' communicative competence
03 Teaching methods and means
Scenario simulation, role playing
Creating authentic scenarios
Role plays and simulations allow students to engage in real life scenarios, enhancing their language practicality and communication skills
Teachers can apply experimental teaching methods by creating authentic language learning environments, such as role plays, simulations, and projects that require students to use English for communication These activities help students to develop their language skills in a practical and meaningful way
大学英语作文现象分析教案
大学英语作文现象分析教案Phenomenon Analysis of College English Writing Teaching Plan。
In recent years, college English writing teaching has become an increasingly important aspect of English education in China. With the rapid development of society, the demand for English writing skills has been growing. However, the current situation of college English writing teaching is not satisfactory. Many students lack theability to write effectively in English. In order to improve the situation, it is necessary to analyze the current phenomena in college English writing teaching and propose effective teaching plans.Firstly, the phenomenon of students' lack of motivation in English writing learning is quite common. Many students regard English writing as a boring and difficult task, which leads to a lack of enthusiasm for learning. In addition, the traditional teaching methods, such as rotememorization and mechanical practice, fail to stimulate students' interest in English writing. As a result, many students lack the initiative to improve their writing skills.Secondly, the phenomenon of inadequate writing practice is also prevalent in college English writing teaching. Due to the large class size and limited teaching time, students have limited opportunities to practice writing. Moreover, the lack of personalized feedback and guidance from teachers further hinders students' writing improvement. As a result, many students are unable to apply the knowledge they have learned in actual writing tasks.Furthermore, the phenomenon of insufficient focus on writing skills is also worth mentioning. In many college English writing courses, the emphasis is often placed on grammar and vocabulary, while writing skills, such as organization, coherence, and cohesion, are neglected. As a result, many students have difficulty in expressing their ideas coherently and effectively in writing.To address these phenomena, a comprehensive college English writing teaching plan is needed. Firstly, teachers should adopt innovative and interactive teaching methods to stimulate students' interest in English writing. For example, teachers can organize writing contests, group discussions, and peer reviews to make writing learning more engaging and enjoyable. In addition, teachers shouldprovide personalized guidance and feedback to students, helping them identify their writing weaknesses and improve their writing skills.Secondly, more writing practice opportunities should be provided to students. Teachers can assign a variety of writing tasks, such as essays, reports, and creative writing, to students, and encourage them to write regularly. Moreover, teachers can create writing workshops and writing centers to provide students with extra writing practice and support.Lastly, the focus on writing skills should be enhancedin college English writing teaching. Teachers should design writing tasks that require students to apply writing skills,such as organization, coherence, and cohesion, in their writing. Moreover, teachers should provide explicit instruction on writing skills and guide students in practicing and applying these skills in their writing.In conclusion, the current phenomena in college English writing teaching, such as students' lack of motivation, inadequate writing practice, and insufficient focus on writing skills, call for effective teaching plans. By adopting innovative teaching methods, providing morewriting practice opportunities, and enhancing the focus on writing skills, college English writing teaching can be improved, and students' writing skills can be enhanced.。
大学英语教学指南(2022版)解读培训
大学英语教学指南(2022版)解读培训全文共3篇示例，供读者参考篇1Title: Interpretation and Training of University English Teaching Guide (2022 Edition)IntroductionThe University English Teaching Guide (2022 Edition) is a comprehensive document that outlines the principles, strategies, and methodologies for effective English language instruction in higher education institutions. The guide serves as a roadmap for educators, providing them with the necessary tools and resources to create engaging and impactful learning experiences for their students. In this document, we will delve into a detailed interpretation of the guide and discuss various training methods that can help teachers effectively implement its recommendations in the classroom.Interpretation of the GuideThe University English Teaching Guide (2022 Edition) is divided into several sections, each focusing on a specific aspect of English language teaching. The guide emphasizes theimportance of integrating all four language skills – listening, speaking, reading, and writing – into the curriculum to ensure balanced language development. It also highlights the significance of incorporating authentic materials and real-world contexts to make learning more meaningful for students.In terms of teaching methodologies, the guide encourages a communicative approach that prioritizes student interaction and engagement. Teachers are encouraged to create opportunities for students to use language in practical and meaningful ways, such as through group discussions, role-plays, and collaborative projects. Additionally, the guide emphasizes the importance of fostering a supportive and inclusive learning environment that encourages active participation and mutual respect among students.Training MethodsIn order to help teachers implement the recommendations of the University English Teaching Guide (2022 Edition) effectively, various training methods can be employed. One such method is through workshops and seminars that provide educators with hands-on experience and guidance on how to apply the principles outlined in the guide. These training sessions can be conducted by experienced trainers or languageexperts who can offer valuable insights and feedback to teachers.Another effective training method is peer observation, where teachers have the opportunity to observe their colleagues in action and learn from their teaching practices. Peer observation allows teachers to exchange ideas, receive constructive feedback, and collaborate on innovative teaching strategies. This collaborative approach not only enhances teacher performance but also fosters a sense of community and shared responsibility among educators.Furthermore, ongoing professional development opportunities, such as webinars, conferences, and online courses, can also support teachers in their implementation of the guide. These resources provide teachers with the latest research, trends, and best practices in English language teaching, allowing them to stay up-to-date with current developments in the field. By investing in their professional growth and continuous learning, teachers can enhance their teaching skills and make a positive impact on student learning outcomes.ConclusionThe University English Teaching Guide (2022 Edition) serves as a valuable resource for educators seeking to enhance theirEnglish language teaching practices in higher education settings. By interpreting the guide and implementing its recommendations through effective training methods, teachers can create engaging, student-centered learning experiences that foster language proficiency and communication skills. By committing to ongoing professional development and collaboration, educators can ensure that their teaching practices remain relevant, innovative, and impactful in today's dynamic educational landscape.篇2A Guide to Understanding and Training for the College English Teaching Guidelines (2022 Edition)IntroductionThe College English Teaching Guidelines (2022 Edition) provides a comprehensive overview of the best practices and strategies for teaching English at the college level. This guide aims to provide teachers with a detailed analysis and interpretation of the key elements in the guidelines and offer suggestions for effective training to enhance classroom instruction.Key Components of the College English Teaching Guidelines1. Communicative Approach: The guidelines emphasize the importance of adopting a communicative approach in English language teaching, focusing on meaningful communication and interaction rather than rote memorization of vocabulary and grammar rules.2. Task-Based Learning: Teachers are encouraged to design tasks and activities that promote language acquisition through real-life situations and authentic communication. This helps students develop their language skills in context and encourages active participation in the learning process.3. Technology Integration: The guidelines stress the need for integrating technology into English language teaching to enhance student engagement and provide opportunities for autonomous learning. Teachers should leverage multimedia resources, online tools, and interactive platforms to create dynamic and interactive learning environments.4. Assessment and Feedback: The guidelines emphasize the importance of continuous assessment and timely feedback to monitor student progress and promote improvement. Teachers should use a variety of assessment strategies, such as formative assessment, self-assessment, and peer assessment, to evaluate student performance and provide constructive feedback.5. Multicultural and Multilingual Perspective: The guidelines underscore the significance of embracing diversity and promoting intercultural communication in English language teaching. Teachers should incorporate multicultural and multilingual perspectives into their curriculum to foster global awareness and understanding among students.Training Strategies for Implementing the Guidelines1. Professional Development Workshops: Organize workshops and training sessions for English language teachers to familiarize them with the key principles and strategies outlined in the guidelines. Provide opportunities for hands-on practice and peer collaboration to enhance teacher competence and confidence.2. Peer Observation and Feedback: Encourage peer observation and feedback among teachers to promote reflective practice and share best practices. Create a supportive and collaborative environment where teachers can learn from each other and receive constructive feedback to improve their teaching skills.3. Mentoring and Coaching: Assign experienced mentors or coaches to support and guide new teachers in implementing the guidelines effectively. Provide personalized feedback andguidance to help teachers overcome challenges and enhance their teaching practices.4. Curriculum Development Support: Provide resources and support for teachers to design and implement curriculum enhancements based on the guidelines. Offer guidance on integrating technology, designing task-based activities, and incorporating multicultural perspectives into the curriculum.ConclusionThe College English Teaching Guidelines (2022 Edition) offer a valuable framework for enhancing English language teaching at the college level. By understanding the key components of the guidelines and implementing effective training strategies, teachers can create dynamic and engaging learning environments that promote student success and language proficiency.Engaging in ongoing professional development and collaboration with peers can help teachers stay informed about best practices and continue to improve their teaching skills. By embracing the principles of the guidelines and incorporating innovative strategies into their teaching practices, educators can empower students to develop their language skills and achieve academic success in the college English classroom.篇3Title: Interpretation and Training of the Guide to College English Teaching (2022 Edition)With the continuous development of society, the importance of English education in colleges and universities has become more prominent. In order to meet the needs of teaching reform and promote the quality of English teaching, the Guide to College English Teaching (2022 Edition) has been issued. This document provides comprehensive guidance on the teaching of college English, covering teaching objectives, content arrangement, teaching methods, assessment methods, and teacher development.Firstly, the guide clarifies the teaching objectives of college English, emphasizing the cultivation of students' comprehensive language skills. It highlights the importance of improving students' listening, speaking, reading, and writing abilities, as well as their intercultural communication skills. In addition, the guide emphasizes the importance of promoting students' critical thinking, creativity, and lifelong learning abilities.Secondly, the guide provides detailed guidance on the arrangement of English teaching content. It emphasizes theintegration of language knowledge and skills with various genres of texts, such as narratives, expositions, arguments, and reports. It also encourages teachers to incorporate authentic materials and multimedia resources into their teaching to create a more immersive learning experience for students.Thirdly, the guide introduces various effective teaching methods for college English, such as communicative language teaching, task-based learning, project-based learning, and flipped classroom. It emphasizes the importance of creating a student-centered learning environment that encourages active participation and collaboration among students.Moreover, the guide introduces innovative assessment methods for college English, such as performance-based assessment, portfolio assessment, and self-assessment. It emphasizes the importance of providing timely and constructive feedback to students to help them reflect on their learning progress and improve their language skills.Finally, the guide emphasizes the importance of teacher development in college English teaching. It encourages teachers to participate in professional development activities, such as workshops, seminars, and conferences, to enhance their teachingskills and keep up to date with the latest trends in English education.In conclusion, the Guide to College English Teaching (2022 Edition) provides valuable insights and guidance for college English teachers to improve their teaching practices and promote the quality of English education in colleges and universities. By following the recommendations and strategies outlined in the guide, teachers can create a more engaging and effective learning environment for students and help them achieve success in their English language learning journey.。
【大学英语作文】中国的大学英语教育(College English teaching in Chin
【关键字】大学英语作文中国的大学英语教育(College Englishteaching in China)中国的大学英语教育(college english teaching in china)much has been discussed recently on english teaching at college, someone says that it is a total failure. to some extent , it is reasonable to say so,for after ten-year english learning, most graduates can\'t properlycommunicate with foreigners, nor can we translate between languages, let alone write in english. where are the problem?to begin with, english teaching at college, to a great extent, teacher-centerde, turning a language class into an information class. it is still very common in the classroom that the teacher explains every language point in detail, while students take notes all the time.secondly, culture is neglected in english teaching because of poor text design. some redundant unrealistic materials and a great deal or grammar and structure exercises in the text lead to students memorizing a large vocabulary and a lot of english rules. few students know how , when and where to use them.finally, test-oriented education, in a sense, misleads and impedes college english teaching in china. for example, colege english test band four or sixis so overemphasized in some colleges that teachers teach to the test,sacrificing learning for the sake of test results, and students only learn to pass the examination. as a result ,students actual language competence is weakened though the passing rate has increased.in conclusion, chinese english teaching is to be reformed. students should be centered on , culture knowledge ,should be introduced in languageteaching , and examination should be dealt with appropiately.文档从互联网中收集，已重新整理排版，word版本支持修改！。
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