芬兰大学英语教学模式研究:留学生作业

发布时间：2015-01-09 10:57

摘要

随着科技的发展和世界经济一体化进程的加速，英语已经成为政治、经济、文化交流的必要手段与工具。再加上我国对外经济发展迅速，全方位、宽领域、多层次的对外开放格局不断向前推进，英语在全球化经济体系运行中的地位日益重要，在各类国际事务中发挥着越来越重要的作用。

人们对于外语学习的重视程度也日益提高，特别是中国加入世贸组织与成功申办 2 0 0 8 奥运会之后，人们对于英语学习的热情达到空前的高涨。因此，大学英语教学作为传授英语知识和介绍优秀西方文化的基础课程，如何提高和改进教学方法，摆脱传统的教学理念，笔耕文化传播，如何体现大学英语的教学特色，以及如何实施素质教育一直是大学英语教学所探索和研究的问题。因为，这不仅是时代发展的需要，更是我国与世界接轨培养跨世纪应用型人才的需要。
芬兰教育被世界所瞩目始于2001年末，在经济合作发展组织实行的国际学生评估项目中，芬兰学生所取得的成绩超越了众多传统教育强国。2013年世界经济论坛发布的最新人力资本指数中，芬兰的教育在122个国家中排名第一。此结果再次将芬兰的教育推向了国际社会的舞台，成为全球教育瞩目的焦点。
和中国一样，英文并非芬兰的母语。芬兰的英文教学，也是以学校所教为基础，而且市面上并没有众多的英语补习班，更看不到英语学习杂志。但是，几乎芬兰全国人民基本上都能说着流利的英语。究竟芬兰采用了什么方法，让全民说英语的比例，能达到如此的普及呢？ 芬兰的学生是怎么学习英语的呢？芬兰的大学英语教学中的素质教育是如何体现的呢？
因此，带着以上疑问，本文试图通过对芬兰大学英语教学课堂中采用的方法进行调查研究，旨在通过研究得出芬兰高校英语教师是如何将素质教育贯通在实际教学环节中的结论。文章采用定性与定量研究相结合的研究方法，研究数据以问卷调查和访谈为主，作者个人经历为辅。
研究首先针对赫尔辛基大学英语教师做了问卷调查，调查的问题主要围绕教师在课堂上如何开展英语教学、教师们如何理解素质教育，大学如何贯彻素质教育的理念，以及学校对大学英语教师有哪些要求等问题一一展开。
然后对赫尔辛基大学选修英语课程的学生进行随机访谈，了解他们对英语课程学习中的反应。同时特意访谈不同国籍的留学生对待芬兰大学英语教学的看法。
再次，基于问卷分析，访谈的结果，结合作者在芬兰学习生活的经历，对赫尔辛基大学英语教学中的素质教育做出综合评估。研究结果表明，赫尔辛基大学的英语教学对语言教学和学生学习方式进行了革新，由应试教育成功的转变为素质教育。教学方式打破了以往过于着重语法、词汇的记忆方式，而改以充分的让学生进行听说的演练，再配合读与写，并积极鼓励学生在学习过程中发散思考，激发课后自主学习的动力。同时，学校持续的师资在职训练，积极改变老师的教学模式与心态，让教师了解到教育责任不是照本宣科上完课就好，更不能一味的凸显优秀学生和精英教育，而应当尊重每一位学生，尽最大努力做到消除学习落差。
基于研究结果发现，芬兰的英语教学的成功在于高质量的教师教育为其提供了专业的师资，以及优越的教学环境和灵活的教学理念。从芬兰的大学英语教学中得出了一些启示，中国高校的英语教学模式应当改变传统的以考试为主要检查手段的“任务式”学习方式，采取更加灵活机动的“以人为本”和“以学生为中心”的素质教育，同时政府应当给予教育行业更多支持性的政策，让中国学生在更轻松的环境下学习并掌握英语。

关键词：素质教育，第二语言，教师培训，教学模式，改革

 

Abstract

With the acceleration of the development of science and technology and the globalization of world economy, English has become a necessary means of political, economic, cultural exchange and tools. Chinese's rapid economic development, all-round, wide-ranging, multi-level opening-up pattern is advancing, the status of English in running the global economy becomes more and more important, that is playing an increasingly important role in various international affairs.

Chinese people are increasing emphasis on foreign language learning, especially after China joining the WTO and successful bid to host the 2008 Olympic Games, people for learning English enthusiasm unprecedented upsurge. Therefore, University English teaching as teaching English knowledge and the basic course of excellent western culture, how to enhance and improve teaching methods, to get rid of the traditional teaching concept, how to reflect the university English teaching characteristics, and how to implement quality education has been the university English teaching and research problems. Because this is not only the need of development of era, but it also the need of our training cross century talents with the world.
Finland education has attracted the attention of the world began in late 2001, in the implementation of the organization for economic cooperation and development programme for international student assessment, Finland students have achieved more than many traditional education. The new human capital index released by the world economic forum 2013, Finland's education ranks first among the 122 countries. This result makes the Finland education standing on the international stage, become the focus of attention of global education.
As China, English is not Finland’s native language. The Finland English teaching, also treated the schools education as the basis, and there are no numerous English cram schools in this country, even you cannot find English learning magazines. However, almost Finland national people can speak fluent English. Which kind of method the Finland adopted to let all the people speak English? How the quality education be implemented by the English teacher in the University of Finland.
Therefore, this thesis attempts to do research on teaching method of English teaching course of the University of Finland, aim to find out how the Finland College English teachers to use quality education in practical teaching. The thesis adopts the research method combining qualitative and quantitative studies, with the analysis of questionnaires and interviews, and the author’s personal learning experiences being supplementary. The following are the procedures of the research.
In the first instance, several questionnaires sending to the Helsinki University’s English teacher, which survey questions focus on the how the English teacher carry out the English teaching in the classroom with quality education; to find the Finland English teacher’s opinion about Quality Education; How the university to implement the concept of Quality Education, and the admission of English teacher by the Helsinki University.
Then, carrying out interviews among several students that choose English courses at the Helsinki University, aims to find their opinions about the English teaching method, and comments about the Quality Education of English teaching.
Later, a general evaluation on the validity of The Study of Quality Education in English Teaching of Helsinki University is produced based on the data results obtained by questionnaires, and interviews. The results show that, English Teaching of University of Helsinki carried out innovation on language teaching and learning is the embodiment of quality education. The traditional emphasis on grammar, vocabulary memory is instead by adequately practice of listening and speaking, then coupled with reading and writing. The English teacher keep encourage students use innovation think about the course and adopt Quality Education method to motivate student’s autonomous learning. Meanwhile, university keep teacher in-service training, aim to developed their teaching mode and teaching ideas, is one of the reasons for the implementation of the Quality Education in English teaching. 
Based on the research results, English Teaching in Finland's success lies in the teachers' education of high quality provides professional teacher for it, as well as excellent teaching environment and teaching philosophy. Chinese University English teaching mode should be changed from the traditional way by examination to check the effectiveness of learning, to more flexible "people oriented" and "student-centered" quality education. At the same time, appealed to the government formulate more supportive policy for education industry, to let Chinese students to learn English in a relaxed environment.
Key words: Quality education, second language, teacher training, teaching model, innovation 

Content
摘要 I
Abstract III
Content V
Chapter One Introduction of Finnish Education 1
1.1 Research Background 1
1.2 Research Purposes 9
1.3 Research Significance 9
1.3.1 Theoretical Significance 9
1.3.2 Pedagogical Significance 9
1.4 Organization of the Thesis 9
Chapter Two Literature Review of Quality Based Education 11
2.1 Research on Quality Based Education at Home and Abroad 11
2.2 Quality Based Education in English Teaching 13
2.2.1 Comprehension of Quality Based Education 14
2.2.2 Present Condition of English Teaching in China 16
Chapter Three Methodology of the Research 25
3.1 Design of the Research Method 25
3.2 Research Subjects 27
3.2.1 Subjects 27
3.2.2 Questionnaire 27
3.2.3 Interviews 28
3.3 Research Instruments 28
3.4 Data collection 29
Chapter Four Results and Discussions 30
4.1 Questionnaire Survey Analysis 30
4.2 Analysis of Interview 39
Chapter Five Conclusions of the Research 44
5.1 Summary of the Study 44
5.2 Limitations of the Study 46
Chapter Six Suggestions for University English Teaching in China 47
Bibliography 49
Acknowledgements 53
Appendix I Questionnaire 54
Appendix II Interview 57
个人简介 58

研究生学位论文原创性声明和版权使用授权书 59

 

Chapter One Introduction of Finnish Education

This chapter introduces the Finnish Education from the following perspectives: the background, the purpose and significance of the thesis research, and the organization of the thesis. 

1.1 Research Background
Finnish education is called "miracle education” of conquering the world.  Finnish education is the most balanced, and the student achievement gap is minimal. Finnish high school students are regarded as the best overall performance in the world, by International Economic Cooperation Development (OECD). Moreover, higher education in Finland almost is rated as the best on every World Economic Forum.  Education has become one of the hottest brands in Finland. In stark contrast, Finnish education has the least classes in the world. The review this after class is the shortest, but the holidays is the longest. Educational institutions around the world come to Finland for learning from "education first" experience.

The Finnish education system is an egalitarian Nordic system, with no tuition fees for full-time students. Attendance is compulsory for nine years starting at age seven, and free meals are served to pupils at primary and secondary levels, where the pupils go to their local school. Education after primary school is divided into vocational and academic systems. Finnish education system is composed of primary education, secondary education and higher education. At the same time, Finnish higher education system is divided into two stages -Undergraduate Education & Graduate Education. Every year, about 225,000 students come in 25 polytechnic colleges and 16 universities in Finland. More than 65% of nationals have received the high education, with the higher proportion in the young people. It is worth mentioning that Finnish Universities are all the state-national. The entire fund is provided by the Ministry of Education. At present, undergraduate tuition-free education is still free. Parts of graduate students have already started to charge tuition fees, but still set up scholarships in the same time.

 

Chapter Six Suggestions for University English Teaching in China

 

In response to the importance of the English language and the need for better knowledge of English, more and more Chinese agreed that the importance of teaching and learning English in China was greatly increased nowadays.

It is true that English plays an important role as a watchdog for moving between countries, particularly as regards transnational education. The priority of a Chinese student who wants to study in an English speaking country is often proof of knowledge of English or TOEFL or ITELS. As a result, the university in prestigious universities such as Peking University and Tsinghua University students famously known for their diligence to learn English just to pass these international examinations for admission to further their education in English-speaking countries. One of the main differences between the new and old world English EFL teacher models is that ELT has become a business' critical(Graddol, 2006). With a long tradition of teaching practices perfected to create high failure rates, energy, resources and patience is needed to ensure that ELT will be more effective mechanism for the production of elite groups of society. 
Learning English in China has become almost a national obsession. This is very rare in the world. However, most English learners cost much, but to gain a little.
The Chinese government has made a move for the general state of education away from teacher / teaching style centered on the examination, which transmits rote-teaching/learning knowledge new way of student / teacher-centered quality based education. It trains students to develop moral, intellectual, physical and aesthetic and meanwhile reduces the importance of tests (Zheng, 2008). Following this survey, the data showed that most participants supporting policy reforms and an optimistic outlook on the implementation of reforms remains( Sjoholm, 1995).
Compared with the basic education o China, there are a lot of features in Finland. Finland English education teaching time is short, but in contrast, Finnish English extracurricular activities are very rich. The teacher needs to prepare long-time activities according to the students' learning situations.In the basic English education, Finland also do more prominent. Teachers spend a lot of time on thinking and communication, and students can easily learn to class content.
A good education cannot do without a good teacher. The teacher is very strict in Finnish Colleges.  And teacher qualifications are average at master's level. However, the teachers with higher education does not necessarily successful candidate tutor.In addition, in Finland, the educational resource is very rich. Every student has the chance to enjoy the higher education.Even if the family of difficult economic situation accepts the same education resources. The end of the meeting, Li Dong summarized several factors of Finland education achievement: equality of opportunity, the teachers autonomy, students as learning center, and learning in practice are advantages.
Various types of difficulties, with support from the Ministry of Education requirements, the teachers developed collaborative learning methods and learn from the experiences of others. Teaching methods have changed in order to draw the attention of students, but tried to find commitments between innovation and tradition. No matter how the contribution made on political reforms, the research questions in this study have been answered successfully. This research provides softness another example of development with quality educational reform (Warschauer, 1995). All these educational bottlenecks affect continue to promote the development quality education, which requires us to find out the comprehensive quality level of the students, analyze the weakness of students' overall quality and the reason of its formation, adjust in line with the basic requirements of quality education the teaching ideas and concepts, strengthen the teaching reforms, alter expository teaching from the deep, establish the educational method of mufti-level and mufti-link to cultivate students' comprehensive quality, improve comprehensively students' moral quality, physical quality, psychological quality, cultural quality and craftsmanship, and truly implement the principle of quality education.

 

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