中医院校双语教师素质现状与发展研究

发布时间：2018-06-09 17:45

本文选题：双语教学 + 双语教师素质　；参考：《南京中医药大学》2017年硕士论文

【摘要】：双语教学作为一种对专业知识与语言知识(英语)双重学习的教学模式,在国内备受关注,并成为当前高校教育教学改革及发展的一个研究热点。本研究尝试结合Colin Baker双语教育模型理论中的"教师特征"模块及魏日宁的双语教师素质四维度理论,深入课堂,运用实证研究方法,对中医院校双语教师的专业知识、英语语言能力、双语教学实践能力、双语教学的认知态度以及双语科研素养五个方面进行量化统计,结合对师生的问卷和访谈等质化数据进行分析,了解当前中医院校双语教师素质的具体表现以及是否达到了学生对双语教师的期望值,分析双语教师素质中出现的问题及未能满足学生期望的原因,最后探讨相应的改善建议。研究发现,当前中医院校双语教师素质中教师专业知识扎实,80%以上的双语教师由研究生学历的学科专业教师担任;具备基本的英语听说读写能力;部分课堂教学实践形式多样化,包括使用英语进行小组讨论、课堂演讲等符合学生需求;均能准确界定双语教学理念,上课前均积极备课,课堂中耐心讲解,具备教学反思意识,对英语和专业知识有着持续学习的观念。然而,双语教师素质中也存在以下问题未能满足学生期望:1)英语语言能力仍存在不足,一般表现为专业型教师,课堂使用英语较少,时常会出现表达不流畅、语法不规范现象,课堂几乎没有英语国家文化的介绍;2)教学模式上仍然存在以教师为中心,"填鸭式"的教学模式;3)部分双语教师课堂英语使用比例未达到课堂语言比例的50%,有的甚至2%的比例也没有达到;4)双语科研理论不熟悉,科研时间不足,双语教学相关科研成果转换少。针对这些问题,本文从学校、教师和学生三个方面提出了对策要点:学校应加大对各学科双语教学的建设力度,加强双语教师素质培养;教师应更新自已的教学理念和教学模式,摆脱传统型以教师为中心的教学课堂;学生应转变双语学习态度,明白双语学习并非仅仅是通过考试拿到学分。
[Abstract]:Bilingual teaching, as a dual learning mode of professional knowledge and language knowledge (English), has attracted much attention in China and has become a research hotspot in the reform and development of education and teaching in colleges and universities. This study attempts to combine Colin Baker's "teacher characteristics" module in bilingual education model theory and Wei Jining's four-dimensional theory of bilingual teachers' quality, and make use of empirical research methods to study the professional knowledge of bilingual teachers in TCM colleges and universities. English language ability, bilingual teaching practice ability, cognitive attitude of bilingual teaching and bilingual scientific research accomplishment are analyzed quantitatively. The qualitative data such as questionnaire and interview between teachers and students are analyzed. To understand the concrete performance of bilingual teachers' quality and whether it has met the students' expectation of bilingual teachers, to analyze the problems in the quality of bilingual teachers and the reasons why they fail to meet the expectations of students, and finally to discuss the corresponding suggestions for improvement. It is found that more than 80% of bilingual teachers in Chinese medicine colleges and universities are subject teachers with postgraduate degree, and have basic English listening, speaking, reading, writing and reading ability. Some classroom teaching practice forms are diversified, including using English for group discussions, classroom speeches and so on to meet the needs of students; can accurately define the concept of bilingual teaching, actively prepare lessons before class, patiently explain in class, Have a sense of teaching reflection, English and professional knowledge of the concept of continuous learning. However, the following problems also exist in the quality of bilingual teachers: (1) there are still deficiencies in English language proficiency, such as professional teachers, less use of English in class, and often unfluent expression and irregular grammar. There is still a teacher-centered teaching model. The "spoon-feeding" teaching model is 3) some bilingual teachers use English in the classroom less than 50% of the proportion of classroom language, some of which are not equal to the proportion of classroom language. The ratio to 2% is not up to 4%) the theory of bilingual scientific research is not familiar. Lack of scientific research time, bilingual teaching related scientific research results less conversion. Aiming at these problems, this paper puts forward the countermeasures from three aspects of school, teachers and students: schools should strengthen the construction of bilingual teaching in various subjects and strengthen the quality training of bilingual teachers; Teachers should renew their own teaching ideas and teaching models, get rid of the traditional teacher-centered teaching class, and students should change their attitude towards bilingual learning and understand that bilingual learning is not just getting credit through examinations.
【学位授予单位】：南京中医药大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：R-4;H319

【相似文献】