辽宁石油化工大学英语专业课程设计改革研究
|
摘要
随着我国经济改革和对外开放的逐渐深入,社会对英语专业人才的要求已从单纯的语言交流走向多元化,社会需要的是既懂英语又懂得某方面业务知识的复合型人才。因此,英语专业课程设计应从以培养单纯的语言技能为主要目标转变为以培养语言技能加专业知识为主要目标,即培养英语复合型人才。高等学校英语专业英语教学大纲(2000)明确指出21世纪我国高等学校英语专业人才应具有扎实的基本功、宽广的知识面、一定的相关专业知识、较强的能力和较高的素质。
本文旨在运用理论分析和实证研究的方法,对辽宁石油化工大学英语专业的课程设计进行改革。为了较为科学系统地分析该校英语专业课程设计,本项研究采用了定性和定量分析相结合的方法,以问卷调查和访谈的方式来探究学习者的学习目的和学习需求,并探索性地对该校英语专业课程大纲设计进行改进。新大纲按公共课、基础(含专业基础课)课、专业(选修及专业方向)课、任选(含学科任选)课、专题教育、实践教学六个模块结成框架。针对该校英语专业学生基础较为薄弱的特点,增加基础阶段(一年级和二年级)语言基本功的训练,打好扎实的语言基本功,注重各项语言技能的全面培养。学生在高年级阶段学习英语专业知识和相关专业知识,进一步扩大知识面,增强文化意识,提高综合运用英语进行交际的能力。在学生培养过程中注重课内学习与课外自主学习相结合、加强社会实践基地建设,鼓励学生积极参加与专业相关的各种社会实践活动,加强学生思维能力和创新能力的培养。
希望本项研究可以在某种程度上有助于英语专业课程设计研究,进一步推动辽宁石油化工大学英语专业课程设计改革的发展。
China's economic reform and opening-up calls for talented personnel with multi-abilities who have a good command of English and master the relevant specialty knowledge in some fields. Therefore,the objective of curriculum design for English majors should be shifted to cultivate both language proficiency and specialty knowledge,that is,to cultivate talented English personnel with multi-abilities.The National Curriculum for English Majors(2000) points out explicitly that English talents are required to "have solid basic language skills,a broad knowledge scope,a relevant specialty knowledge,superior proficiency and higher quality".
In this thesis,developing a new curriculum for English majors in LUPCT(Liaoning University of Petroleum and Chemical Technology) is justified from both theoretical and empirical grounds.A mixed-method research by both quantitative and qualitative approaches is employed so as to analyze the English major curriculum in LUPCT in a scientific and systematic way.Questionnaires and interviews with teachers and students are conducted to identify what the students' learning objective and learning needs are.A newly shaped curriculum characterized by modularization is designed in the light of the data collected, which contains six modes:Public Courses,Basic Courses(including Specialized Basic Courses),Specialized Courses(including Elective and Specialty-oriented Courses),Optional Courses(including Specialized Elective and Public Elective Courses),Special Education,and Practical Training.In view of a low level of basic language proficiency of English majors in LUPCT,more basic courses concerning Language training in basic skills are added in the first and the second academic year so as to reinforce students' language proficiency.English professional knowledge learning with a combination of creativity cultivation and improving cultural awareness is carried on in the third and fourth academic year.The proportion between classroom learning and extracurricular autonomous learning and construction of practice bases should be given special attention to.Students are encouraged to participate in social practice which is relevant to specialty aiming at cultivating students' innovation and analyzing ability.
The eventual purpose of this thesis is hopefully to contribute to the research of curriculum design and to promote the reform of curriculum design for English major in LUPCT.
本文旨在运用理论分析和实证研究的方法,对辽宁石油化工大学英语专业的课程设计进行改革。为了较为科学系统地分析该校英语专业课程设计,本项研究采用了定性和定量分析相结合的方法,以问卷调查和访谈的方式来探究学习者的学习目的和学习需求,并探索性地对该校英语专业课程大纲设计进行改进。新大纲按公共课、基础(含专业基础课)课、专业(选修及专业方向)课、任选(含学科任选)课、专题教育、实践教学六个模块结成框架。针对该校英语专业学生基础较为薄弱的特点,增加基础阶段(一年级和二年级)语言基本功的训练,打好扎实的语言基本功,注重各项语言技能的全面培养。学生在高年级阶段学习英语专业知识和相关专业知识,进一步扩大知识面,增强文化意识,提高综合运用英语进行交际的能力。在学生培养过程中注重课内学习与课外自主学习相结合、加强社会实践基地建设,鼓励学生积极参加与专业相关的各种社会实践活动,加强学生思维能力和创新能力的培养。
希望本项研究可以在某种程度上有助于英语专业课程设计研究,进一步推动辽宁石油化工大学英语专业课程设计改革的发展。
China's economic reform and opening-up calls for talented personnel with multi-abilities who have a good command of English and master the relevant specialty knowledge in some fields. Therefore,the objective of curriculum design for English majors should be shifted to cultivate both language proficiency and specialty knowledge,that is,to cultivate talented English personnel with multi-abilities.The National Curriculum for English Majors(2000) points out explicitly that English talents are required to "have solid basic language skills,a broad knowledge scope,a relevant specialty knowledge,superior proficiency and higher quality".
In this thesis,developing a new curriculum for English majors in LUPCT(Liaoning University of Petroleum and Chemical Technology) is justified from both theoretical and empirical grounds.A mixed-method research by both quantitative and qualitative approaches is employed so as to analyze the English major curriculum in LUPCT in a scientific and systematic way.Questionnaires and interviews with teachers and students are conducted to identify what the students' learning objective and learning needs are.A newly shaped curriculum characterized by modularization is designed in the light of the data collected, which contains six modes:Public Courses,Basic Courses(including Specialized Basic Courses),Specialized Courses(including Elective and Specialty-oriented Courses),Optional Courses(including Specialized Elective and Public Elective Courses),Special Education,and Practical Training.In view of a low level of basic language proficiency of English majors in LUPCT,more basic courses concerning Language training in basic skills are added in the first and the second academic year so as to reinforce students' language proficiency.English professional knowledge learning with a combination of creativity cultivation and improving cultural awareness is carried on in the third and fourth academic year.The proportion between classroom learning and extracurricular autonomous learning and construction of practice bases should be given special attention to.Students are encouraged to participate in social practice which is relevant to specialty aiming at cultivating students' innovation and analyzing ability.
The eventual purpose of this thesis is hopefully to contribute to the research of curriculum design and to promote the reform of curriculum design for English major in LUPCT.
引文
[1]Allen,J.P.B.,General-Purpose Language Teaching:A Variable Focus Approach,in Brumfit,C.J.(ed.) General English Syllabus design[C].Pergamon Press Ltd.and The British Council.1984
[2]Berwick,R.Needs assessment in language programming:From Theory to Practice,in R.K.Johnson (Ed.) The Second Language Curriculum[C].Cambridge:Cambridge University Press.1989:48-62
[3]Brindley,G,The Role of Need Analysis in Adult ESL Programme Design,in RK.Johnson (ed) The Second Language Curriculum[C].Cambridge:CUP.1989:63-78
[4]Brown,J.D.,Guth,J.,Lindsay,C,Lockhart,C.Murdoch,W.Richard,D.,Stanley,J.Teacher's Bandbook for Graduate Assistants and Lecturers.Honolulu:Department of English as a Second Language[M],University of Hawaii at Manoa.1989
[5]Brown,J.D.The Elements of Language Curriculum:A Systematic Approach to Program Development[M].Beijing:Foreign Language Teaching and Research Press.2001.
[6]Burnaby,B.Parameters For Projects under the Settlement Language Training Program[C].Toronto,Ontario:TESL Canada Federation.(EDRS No.ED 318 286).1989.
[7]Council of Europe,Common European Framework of Reference for Teaching,Learning and Assessment[M].Cambridge University Press,Cambridge.2001.
[8]Cunningsworth,A.Choosing Your Coursebook[M].Shanghai:Shanghai Foreign Language Education Press.2002.
[9]Dubin,F.,& Olshtain,E.Course Design:Developing Programs and Materials for Language Learning[M].Shanghai:Shanghai Foreign Language Education Press.2002.
[10]Fullan,M.G & S.Stiegelbaue.The New Meaning of Educational Change[M].Columbia:Columbia University Teachers College Press.1991.
[11]Graves,K.Teachers as Course Developers[M].Cambridge-.Cambridge University Press.1996.
[12]Hutchinson,T.,& Waters,A.,English for Specific Purposes[M].Cambridge University Press,Cambridge.1987.
[13]Jordan,R.R.English for Academic Purposes[M].Cambridge:Cambridge University Press.1997.
[14]Kuang Jinfeng.Developing Students'Cultural Awareness through Foreign Language Teaching[J].Sino-US Teaching.2007,4 (12):74-81
[15]Lynch,B.K.Language Program Evaluation[M].Cambridge:Cambridge University Press.1996.
[16]McKay,S.Syllabuses:Structural,Situational,Notional[J].TESOL Newsletter,12(5),11.1978
[17]Mountford,A.The What,the Why and the Way,in Anpelf / Goethe Institute / British Council,English for Specific Purposes,Triangle 1 [C].Montreal:Aupelf.1981.
[18]Nunan,D.Syllabus Design[M].Oxford:Oxford University Press.1988a.[19]Nunan,D.Syllabus Design[M].Oxford:Oxford University Press.1988b.
[20]Nunan,D.Practical English Language Teaching.New York:McGraw-Hill.2003.
[21]Nunan,D.,& Lamb,C,The Self-directed Teacher:Managing the Learning Process[M].Cambridge University Press,Cambridge.1996.
[22]Petty,G.Teaching Today:A Practical Guide 3~(rd) Revised edition[M].Cheltenham:Stanley Thornes.2004.
[23]Pratt,D.Curriculum Design and Development[C].in New York:Harcourt Brace Jovanovich,Inc.1980:427
[24]Richterich,R.,Identifying the Needs of Adults Learning a Foreign Language[M].Pergamon,Oxford.1980.
[25]Richards,J.C.,Platt,J.,& Platt,H.Longman Dictionary of Language Teaching and Applied Linguistics.Beijing[Z]:Foreign Language Teaching and Research Press.2000.
[26]Richards,J.,D.Pratt & H.Weber.Longman Dictionary of Applied Linguistics[Z].Harlow,Essex,England:Longman.1985.
[27]Richards,J.C,& Rodgers,T.S.Approaches and Methods in Language Teaching[M].Cambridge:Cambridge University Press.1986.
[28]Robinson,P.C.ESP today:A Practitioner's Guide[M].New York:Prentice Hall.1991.
[29]Savage,L.Literacy through a Competency-based Educational Approach.In J.A.Crandall & J.K.Peyton (Eds.) Approaches to Adult ESL Literacy Instruction[C].Washington,DC and McHenry,IL:Center for Applied Linguistics and Delta Systems.Delta Systems 1-800-323-8270.1993.
[30]Skilbeck,M.School-based Curriculum Development[M].London:Harper and Row.1984.
[31]Tanner,D.& L.Tanner.History of the School Curriculum[M].New York:Macmillan.1990.
[32]Tarone E.& G Yule,Focus on Language Learner[M].Oxford:Oxford University Press,1989.
[33]Tomlinson,B.(Ed.).Materials Development in Language Teaching[M].Cambridge:Cambridge University Press.1998.
[34]Ur,P.A Course in Language Teaching:Practice and Theory[M].Beijing:Foreign Language Teaching and Research Press.2000.
[35]Wang Yue,A Study on English Major Curriculum Development in Universities of Science and Technology.Unpublished M.A.thesis[D],Southeast University.2006
[36]Weir,C.J.,Identifying the Language Problems of Overseas Students in Tertiary Education.Unpublished PhD thesis[D],University of London.1983.
[37]Witkin,B.R.& J.W.Altschuld.Planning and Conducting Needs Assessments:A practical guide[M].London:Sage Publications Inc.1995.
[38]White,R.V.The ELT Curriculum[M].Oxford:Blackwell.1988.
[39]Wrigley,H.,& G Guth.Bringing Literacy to Life:Issues and Options in Adult ESL Literacy.San Mateo,CA:Aguirre International.ED 348896.1992.
[40]Yalden,J.The communicative syllabus:Evolution,Design and Implementation[M].Oxford:Pergamon Press.1983.
[41]蔡芸,陈林汉．英语本科毕业生素质要求调查报告[J]．广东外语外贸大学学报,2004,15 (1):76-82
[42]陈宏俊,丁蔓.“英语+专业”英语复合型人才培养模式——大连理工大学基于英语专业课程的复合人才培养模式思考[J].Sino-US Teaching.2005,2(8):27-30
[43]陈静.关于普通高校外语专业复合型人才培养的冷思考[J].兰州交通大学学报(社会科学版),2007,2(26):134-137
[44]方永彬.论英语专业教学中的文化导入[J].广州大学学报(社会科学版),2003,2(8):94-97
[45]高等学校外语专业教育指导委员会英语组.高等学校英语专业英语教育大纲[M].上海:上海外语教育出版社;北京:外语教育与研究出版社.2000.
[46]韩慧卿.大学外语专业课程设置与教学改革思路[J].西安外国语学院学报,2002,10(3):85-88
[47]江慶心.培养复合型人才对大学英语教师的挑战与要求[J].Sino-US Teaching.2006,3(4):1-4
[48]辽宁石油化工大学教务处,辽宁石油化工大学本科培养计划.内部资料.
[49]罗世平.也谈21世纪复合型外语人才培养模式[J].外语界,2000,(3).
[50]李萌涛,龚立.科技界英语需求调查[J].外语界,1994,(4):20-24
[51]宋春晖.复合型人才培养模式下的大学英语课程设置[J].韶关学院学报,2006,27(2):133-136
[52]束定芳.外语教学改革:问题与对策[M].上海:上海外语教育出版社,2,004.
[53]汪家树.21世纪复合型人才培养的思考[J].同济大学学报(社会科学版),2002,13(2):7-11
[54]王金洛.关于培养创新型英语人才的思考[J].外语界,2005,109(5):37-41
[55]王振华.“需求分析”与“以学生为中心”—英语阅读课个案分析[J].郑州工业大学学报,2000,(3):22-25
[56]徐海铭.近30年中国英语课程设计范式变革之检讨及其现实启示[J].外语界,2005,109(5):29.36[57]郑金洲.新课程背景下的校本研究[J].江苏教育,2005,2A:21-23
[2]Berwick,R.Needs assessment in language programming:From Theory to Practice,in R.K.Johnson (Ed.) The Second Language Curriculum[C].Cambridge:Cambridge University Press.1989:48-62
[3]Brindley,G,The Role of Need Analysis in Adult ESL Programme Design,in RK.Johnson (ed) The Second Language Curriculum[C].Cambridge:CUP.1989:63-78
[4]Brown,J.D.,Guth,J.,Lindsay,C,Lockhart,C.Murdoch,W.Richard,D.,Stanley,J.Teacher's Bandbook for Graduate Assistants and Lecturers.Honolulu:Department of English as a Second Language[M],University of Hawaii at Manoa.1989
[5]Brown,J.D.The Elements of Language Curriculum:A Systematic Approach to Program Development[M].Beijing:Foreign Language Teaching and Research Press.2001.
[6]Burnaby,B.Parameters For Projects under the Settlement Language Training Program[C].Toronto,Ontario:TESL Canada Federation.(EDRS No.ED 318 286).1989.
[7]Council of Europe,Common European Framework of Reference for Teaching,Learning and Assessment[M].Cambridge University Press,Cambridge.2001.
[8]Cunningsworth,A.Choosing Your Coursebook[M].Shanghai:Shanghai Foreign Language Education Press.2002.
[9]Dubin,F.,& Olshtain,E.Course Design:Developing Programs and Materials for Language Learning[M].Shanghai:Shanghai Foreign Language Education Press.2002.
[10]Fullan,M.G & S.Stiegelbaue.The New Meaning of Educational Change[M].Columbia:Columbia University Teachers College Press.1991.
[11]Graves,K.Teachers as Course Developers[M].Cambridge-.Cambridge University Press.1996.
[12]Hutchinson,T.,& Waters,A.,English for Specific Purposes[M].Cambridge University Press,Cambridge.1987.
[13]Jordan,R.R.English for Academic Purposes[M].Cambridge:Cambridge University Press.1997.
[14]Kuang Jinfeng.Developing Students'Cultural Awareness through Foreign Language Teaching[J].Sino-US Teaching.2007,4 (12):74-81
[15]Lynch,B.K.Language Program Evaluation[M].Cambridge:Cambridge University Press.1996.
[16]McKay,S.Syllabuses:Structural,Situational,Notional[J].TESOL Newsletter,12(5),11.1978
[17]Mountford,A.The What,the Why and the Way,in Anpelf / Goethe Institute / British Council,English for Specific Purposes,Triangle 1 [C].Montreal:Aupelf.1981.
[18]Nunan,D.Syllabus Design[M].Oxford:Oxford University Press.1988a.[19]Nunan,D.Syllabus Design[M].Oxford:Oxford University Press.1988b.
[20]Nunan,D.Practical English Language Teaching.New York:McGraw-Hill.2003.
[21]Nunan,D.,& Lamb,C,The Self-directed Teacher:Managing the Learning Process[M].Cambridge University Press,Cambridge.1996.
[22]Petty,G.Teaching Today:A Practical Guide 3~(rd) Revised edition[M].Cheltenham:Stanley Thornes.2004.
[23]Pratt,D.Curriculum Design and Development[C].in New York:Harcourt Brace Jovanovich,Inc.1980:427
[24]Richterich,R.,Identifying the Needs of Adults Learning a Foreign Language[M].Pergamon,Oxford.1980.
[25]Richards,J.C.,Platt,J.,& Platt,H.Longman Dictionary of Language Teaching and Applied Linguistics.Beijing[Z]:Foreign Language Teaching and Research Press.2000.
[26]Richards,J.,D.Pratt & H.Weber.Longman Dictionary of Applied Linguistics[Z].Harlow,Essex,England:Longman.1985.
[27]Richards,J.C,& Rodgers,T.S.Approaches and Methods in Language Teaching[M].Cambridge:Cambridge University Press.1986.
[28]Robinson,P.C.ESP today:A Practitioner's Guide[M].New York:Prentice Hall.1991.
[29]Savage,L.Literacy through a Competency-based Educational Approach.In J.A.Crandall & J.K.Peyton (Eds.) Approaches to Adult ESL Literacy Instruction[C].Washington,DC and McHenry,IL:Center for Applied Linguistics and Delta Systems.Delta Systems 1-800-323-8270.1993.
[30]Skilbeck,M.School-based Curriculum Development[M].London:Harper and Row.1984.
[31]Tanner,D.& L.Tanner.History of the School Curriculum[M].New York:Macmillan.1990.
[32]Tarone E.& G Yule,Focus on Language Learner[M].Oxford:Oxford University Press,1989.
[33]Tomlinson,B.(Ed.).Materials Development in Language Teaching[M].Cambridge:Cambridge University Press.1998.
[34]Ur,P.A Course in Language Teaching:Practice and Theory[M].Beijing:Foreign Language Teaching and Research Press.2000.
[35]Wang Yue,A Study on English Major Curriculum Development in Universities of Science and Technology.Unpublished M.A.thesis[D],Southeast University.2006
[36]Weir,C.J.,Identifying the Language Problems of Overseas Students in Tertiary Education.Unpublished PhD thesis[D],University of London.1983.
[37]Witkin,B.R.& J.W.Altschuld.Planning and Conducting Needs Assessments:A practical guide[M].London:Sage Publications Inc.1995.
[38]White,R.V.The ELT Curriculum[M].Oxford:Blackwell.1988.
[39]Wrigley,H.,& G Guth.Bringing Literacy to Life:Issues and Options in Adult ESL Literacy.San Mateo,CA:Aguirre International.ED 348896.1992.
[40]Yalden,J.The communicative syllabus:Evolution,Design and Implementation[M].Oxford:Pergamon Press.1983.
[41]蔡芸,陈林汉．英语本科毕业生素质要求调查报告[J]．广东外语外贸大学学报,2004,15 (1):76-82
[42]陈宏俊,丁蔓.“英语+专业”英语复合型人才培养模式——大连理工大学基于英语专业课程的复合人才培养模式思考[J].Sino-US Teaching.2005,2(8):27-30
[43]陈静.关于普通高校外语专业复合型人才培养的冷思考[J].兰州交通大学学报(社会科学版),2007,2(26):134-137
[44]方永彬.论英语专业教学中的文化导入[J].广州大学学报(社会科学版),2003,2(8):94-97
[45]高等学校外语专业教育指导委员会英语组.高等学校英语专业英语教育大纲[M].上海:上海外语教育出版社;北京:外语教育与研究出版社.2000.
[46]韩慧卿.大学外语专业课程设置与教学改革思路[J].西安外国语学院学报,2002,10(3):85-88
[47]江慶心.培养复合型人才对大学英语教师的挑战与要求[J].Sino-US Teaching.2006,3(4):1-4
[48]辽宁石油化工大学教务处,辽宁石油化工大学本科培养计划.内部资料.
[49]罗世平.也谈21世纪复合型外语人才培养模式[J].外语界,2000,(3).
[50]李萌涛,龚立.科技界英语需求调查[J].外语界,1994,(4):20-24
[51]宋春晖.复合型人才培养模式下的大学英语课程设置[J].韶关学院学报,2006,27(2):133-136
[52]束定芳.外语教学改革:问题与对策[M].上海:上海外语教育出版社,2,004.
[53]汪家树.21世纪复合型人才培养的思考[J].同济大学学报(社会科学版),2002,13(2):7-11
[54]王金洛.关于培养创新型英语人才的思考[J].外语界,2005,109(5):37-41
[55]王振华.“需求分析”与“以学生为中心”—英语阅读课个案分析[J].郑州工业大学学报,2000,(3):22-25
[56]徐海铭.近30年中国英语课程设计范式变革之检讨及其现实启示[J].外语界,2005,109(5):29.36[57]郑金洲.新课程背景下的校本研究[J].江苏教育,2005,2A:21-23