中国高教研究
中國高教研究
중국고교연구
China Higher Education Research
2013年
7期
108~110
,共null页
陈述式教学 非英语专业本科教学
陳述式教學 非英語專業本科教學
진술식교학 비영어전업본과교학
presentation teaching mode; undergraduate teaching of non-English major
教学模式的探究是具体落实课程建设、转变教学理念的重要措施。针对以往非英语专业本科教学理念＂重基础轻应用＂、学习目标应试化的问题,提出英语应用能力与学生专业学习整合的陈述式课程学习模式,倡导合作式、提问式、讨论式、探究式和自主学习的综合学习方式,强调英语是一种工具而不是一门单纯课程。
教學模式的探究是具體落實課程建設、轉變教學理唸的重要措施。針對以往非英語專業本科教學理唸＂重基礎輕應用＂、學習目標應試化的問題,提齣英語應用能力與學生專業學習整閤的陳述式課程學習模式,倡導閤作式、提問式、討論式、探究式和自主學習的綜閤學習方式,彊調英語是一種工具而不是一門單純課程。
교학모식적탐구시구체락실과정건설、전변교학이념적중요조시。침대이왕비영어전업본과교학이념＂중기출경응용＂、학습목표응시화적문제,제출영어응용능력여학생전업학습정합적진술식과정학습모식,창도합작식、제문식、토론식、탐구식화자주학습적종합학습방식,강조영어시일충공구이불시일문단순과정。
Exploring teaching mode is the major measure to implement course construction and change teaching concept. For the problem of valuing language foundations over applications with examination tendency in establishing goals, we put forward presentation teaching mode of combining application ability with students＇ specialty based on the teaching theory of CBI, advocating combination of collaborative learning, question-based learning, discussion-based learning, inquiry-based learning and autonomous learning. This article is to emphasize the concept of English as a means of communication tool instead of a simple course, at the same time providing the implication and valuable experiences for college English teaching reform of other universities.
