CAJ | 학술논문

高级英语的课堂教学改革以建构主义教学理论为依据，强调学生学习的主动性和语言学习的情境性，同时坚持教师的引导作用的发挥。课改在坚持小组备课---学生授课的基础上，结合第一阶段问卷调查的分析论证结果和对第二阶段的改进建议，加强了教师在课堂上的引导作用。第二阶段教改结束后，再一次向80名大三本科生发放调查问卷，结果表明学生们对于教师提问、同学互问以及在内容上侧重文章中的人文关怀都很支持。本文总结了高级英语的研究性教学第二阶段的特点，并强调了不容忽视的教师的引导作用，提出了高效发挥教师引导作用的建议。
고급영어적과당교학개혁이건구주의교학이론위의거，강조학생학습적주동성화어언학습적정경성，동시견지교사적인도작용적발휘。과개재견지소조비과---학생수과적기출상，결합제일계단문권조사적분석론증결과화대제이계단적개진건의，가강료교사재과당상적인도작용。제이계단교개결속후，재일차향80명대삼본과생발방조사문권，결과표명학생문대우교사제문、동학호문이급재내용상측중문장중적인문관부도흔지지。본문총결료고급영어적연구성교학제이계단적특점，병강조료불용홀시적교사적인도작용，제출료고효발휘교사인도작용적건의。
Based on the analytical results of the first period of classroom teaching reforms of the Advanced English, and combined with the suggestions for the second period, the research team of Research-based Teaching and Practice in the Course of Advanced English reinforced the teacher's guidance in class, which has been approved by the students in the questionnaire taken out again after the practice. This paper summarizes the characteristics of the second period of teaching reforms and puts forward suggestions on how to enforce the teacher's guiding role effectively.