基于教学论的中国大学英语教学大纲对比研究
发布时间：2018-11-08 12:28
【摘要】：随着中国高等教育和全球教育国际化的发展,大学英语教学的作用日益突显,大学英语教学大纲作为指导全国大学英语教学的教育性纲领文件也因此受到国内众多学者的关注。然而,以往的研究侧重对一个大学英语教学大纲中某一方面的研究,鲜少对多个大学英语教学大纲作全面的对比分析。因此本文试图以佐藤正夫的教学论为理论框架,对比分析中国教育部颁布的五个大学英语教学大纲,即1962年大学英语教学大纲、1985年大学英语教学大纲、1986年大学英语教学大纲、2004年大学英语课程教学要求和2007年大学英语课程教学要求。本文以佐藤正夫的教学论为依据,对比分析中国五个大学英语教学大纲。佐藤正夫的教学论是一套系统的指导教学的理论,主要包括教学理论和教养理论,可以概括为教学目标、教学内容、教学过程、教学方法、教学教育、教学组织六个核心方面。本文采用文献研读和对比分析相结合的方法,对五个大学英语教学大纲的全部内容进行横向对比分析和纵向对比分析。通过横向和纵向对比分析,作者发现大纲的异同主要体现在教学目标、教学内容、教学方法、课程设计、教学组织和教学评估六个方面。从历时来看,教学目标更精细,教学内容更丰富,教学方法更科学,课程设计更全面,教学组织更系统,教学评估更全面。通过进一步分析中国不同时期颁布的五个大学英语教学大纲的异同,作者发现这些异同还反映了与大学英语教学相关联的学科群的变化和国家英语教育政策的变化。学科群的变化是:五个大纲的异同揭示了与英语教学相关联的其他学科逐步呈多样性发展趋势。我国英语教育政策的变化是:一个大纲的整体内容在一定程度上反映了同时期的英语教育政策,而五个大纲的逐步演变揭示了国家英语教育政策的与时俱进。本研究成果在一定程度上,为大学英语教学大纲的研究开辟了新的思路,同时也扩展了教学论的应用范围。
[Abstract]:With the development of higher education in China and the internationalization of global education, the role of college English teaching has become increasingly prominent. However, previous studies have focused on one aspect of a college English syllabus, and few have made a comprehensive comparative analysis of several college English syllabuses. Therefore, this paper attempts to make a comparative analysis of the five college English syllabuses issued by the Ministry of Education of China, namely, the College English syllabus in 1962 and the College English syllabus in 1985, based on the teaching theory of Zhengfu Sato. The syllabus of college English teaching in 1986, the teaching requirement of college English course in 2004 and the teaching requirement of college English course in 2007. Based on Satoh's teaching theory, this paper compares and analyzes the syllabus of English teaching in five universities in China. Satoh's teaching theory is a set of systematic teaching theory, which mainly includes teaching theory and upbringing theory, which can be summarized as six core aspects: teaching goal, teaching content, teaching process, teaching method, teaching education and teaching organization. This paper adopts the method of literature study and comparative analysis to analyze the whole contents of the five college English teaching syllabus by horizontal and vertical contrastive analysis. Through horizontal and vertical comparative analysis, the author finds that the similarities and differences of the outline are mainly reflected in six aspects: teaching goal, teaching content, teaching method, course design, teaching organization and teaching evaluation. From the diachronic point of view, the teaching goal is more precise, the teaching content is richer, the teaching method is more scientific, the curriculum design is more comprehensive, the teaching organization is more systematic, and the teaching evaluation is more comprehensive. Through further analysis of the similarities and differences of the five college English teaching syllabuses issued in different periods in China, the author finds that these similarities and differences also reflect the changes of the subject groups associated with college English teaching and the changes of the national English education policies. The changes of the subject group are as follows: the similarities and differences of the five syllabuses reveal the trend of diversity of other subjects associated with English teaching. The change of English education policy in China is that the whole content of a syllabus reflects the English education policy of the same period to a certain extent, and the gradual evolution of the five syllabuses reveals that the national English education policy keeps pace with the times. To a certain extent, this study has opened up new ideas for the study of college English syllabus and expanded the scope of application of teaching theory.
【学位授予单位】：江西财经大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3
本文编号：2318507
[Abstract]:With the development of higher education in China and the internationalization of global education, the role of college English teaching has become increasingly prominent. However, previous studies have focused on one aspect of a college English syllabus, and few have made a comprehensive comparative analysis of several college English syllabuses. Therefore, this paper attempts to make a comparative analysis of the five college English syllabuses issued by the Ministry of Education of China, namely, the College English syllabus in 1962 and the College English syllabus in 1985, based on the teaching theory of Zhengfu Sato. The syllabus of college English teaching in 1986, the teaching requirement of college English course in 2004 and the teaching requirement of college English course in 2007. Based on Satoh's teaching theory, this paper compares and analyzes the syllabus of English teaching in five universities in China. Satoh's teaching theory is a set of systematic teaching theory, which mainly includes teaching theory and upbringing theory, which can be summarized as six core aspects: teaching goal, teaching content, teaching process, teaching method, teaching education and teaching organization. This paper adopts the method of literature study and comparative analysis to analyze the whole contents of the five college English teaching syllabus by horizontal and vertical contrastive analysis. Through horizontal and vertical comparative analysis, the author finds that the similarities and differences of the outline are mainly reflected in six aspects: teaching goal, teaching content, teaching method, course design, teaching organization and teaching evaluation. From the diachronic point of view, the teaching goal is more precise, the teaching content is richer, the teaching method is more scientific, the curriculum design is more comprehensive, the teaching organization is more systematic, and the teaching evaluation is more comprehensive. Through further analysis of the similarities and differences of the five college English teaching syllabuses issued in different periods in China, the author finds that these similarities and differences also reflect the changes of the subject groups associated with college English teaching and the changes of the national English education policies. The changes of the subject group are as follows: the similarities and differences of the five syllabuses reveal the trend of diversity of other subjects associated with English teaching. The change of English education policy in China is that the whole content of a syllabus reflects the English education policy of the same period to a certain extent, and the gradual evolution of the five syllabuses reveals that the national English education policy keeps pace with the times. To a certain extent, this study has opened up new ideas for the study of college English syllabus and expanded the scope of application of teaching theory.
【学位授予单位】：江西财经大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3
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