外语与外语教学
外語與外語教學
외어여외어교학
Foreign Languages and Their Teaching
2015年
4期
1~4
,共null页
个性化教学 大学英语教学 多样化
箇性化教學 大學英語教學 多樣化
개성화교학 대학영어교학 다양화
individualized instruction ; college English teaching; diversity
中国幅员辽阔,人口众多,地区发展不平衡,客观要求英语教育具有多样化特点。过去由于对学生多元需求重视不够,英语教学效果不佳,遭到人们的批评。因此,实施个性化教学是英语教学自身完善的内在要求。本文从宏观(国家)、中观(学校)和微观(课堂)三个层面考察个性化教学的理念与实践,讨论了个性化作为教学策略涉及到的教师的教、学生的学以及教学评价等相关议题。
中國幅員遼闊,人口衆多,地區髮展不平衡,客觀要求英語教育具有多樣化特點。過去由于對學生多元需求重視不夠,英語教學效果不佳,遭到人們的批評。因此,實施箇性化教學是英語教學自身完善的內在要求。本文從宏觀(國傢)、中觀(學校)和微觀(課堂)三箇層麵攷察箇性化教學的理唸與實踐,討論瞭箇性化作為教學策略涉及到的教師的教、學生的學以及教學評價等相關議題。
중국폭원료활,인구음다,지구발전불평형,객관요구영어교육구유다양화특점。과거유우대학생다원수구중시불구,영어교학효과불가,조도인문적비평。인차,실시개성화교학시영어교학자신완선적내재요구。본문종굉관(국가)、중관(학교)화미관(과당)삼개층면고찰개성화교학적이념여실천,토론료개성화작위교학책략섭급도적교사적교、학생적학이급교학평개등상관의제。
China is a vast country with a huge population, and development gaps in different regions. Diversity then becomes a requisite for the country' s ELT which, being unable to pay due attention to the diverse needs of the students, is now under criticism for its ineffectiveness. In- dividualized ELT is therefore called for by the inner drive to improve English education in China. This paper exam- ines the notions and practices of individualized ELT at the macro-level ( state), meso-level (university) and micro- level (classroom), and discusses issues related to individ- ualized teaching, learning and assessment.