第一篇：大学英语多样化教学实证研究.
大学英语多样化教学实证研究(1)
摘要:教学模式的多样化研究源于对传统教学的反思。为满足不同层次学生的要求，沈阳毕业论文使高职英语教学得到实质性的提高，探讨了高职高专英语分层次教学中实行教学模式多样化的必要性，对比分析了几种模式的特点与成效，以充分发挥各方面因素在教学中的积极作用。
关键词:大学英语分层教学教学模式多样化
0 引言
教学模式的多样化是目前教学研究的一个重要领域。代写论文 从美国教育家乔伊斯与韦尔1972年提出“教学模式”始，我国教育界对其研究呈现出不断升温的趋势。尤其是近几年随着现代教育技术的发展应用和课程改革的深入开展，对教学模式的兴趣和热情空前高涨，其中最突出的一点就是教学模式的多样化。教学模式的多样化研究是对当前我国教育改革的顺应和促进，对传统教学反思的结果，是教学模式发展的必然。
长期以来大学英语单一的教学模式忽视了学习者的个体差异，抹杀了学习者在学习过程的主体地位和主观能动性。随着外语教学理论的深入研究和外语教学实践的不断开展，高专大学英语教学面临着新的挑战——学生人校时的英语水平参差不齐。这种明显的差异不仅存在于班级内部，而且还存在于班级与班级之间，甚至系与系之间。如果继续按照传统的方式将他们安排在一个教学层次，即教师使用相同的教案和相同的教学方法，学生在相同的时间内学完相同的内容并达到相同的教学目的，则无法提高高专大学英语教学质量。为了妥善解决这一矛盾，真正做到循序渐进、因材施教，我校对2005级新生在英语分层教学的基础上根据学生的实际水平实施了多样化的教学模式实验。这一举措正以不同寻常的广度和深度冲击着传统的外语教学模式。现在通过结题报告，研究总结该教学实验的总体效果，对比分析各种模式的特点与成效。这对于充分发挥各方面因素在教学中的积极作用，深化大学英语教学改革，促进大学英语教学具有一定的积极意义。1 教学模式及分层教学 1．1 教学模式
教学模式是指对理想教学活动的理论构造，是描述教与学活动结构或过程中各要素问稳定关系的简约化形式。简言之，教学模式是一种反映或再现教学活动现实的理论性、简约性的形式。它总是在时代的发展中不断地构建和完善。随着全面实施素质教育和现代教育技术的发展，随着教师科研意识的觉醒，构建多样化教学模式，已成为素质教育和现代教育技术研究与实践中的热门话题。1．2 教学模式应用的多样化
与教育教学理论、学习理论的发展，特别是现代信息技术的飞速发展一道，各种教学活动模式层出不穷。多样化的模式不但改组了传统的课堂教学模式，创建了崭新的课堂教学模式，而且构建或刷新了课外学习、家庭教育、社会教育和管理教育模式。这些模式主要是针对课堂教学而言。
1)小组学习，分组教学。这是针对班集体和个别学习而言的。由于小组学生界于班集体教学和个别学习之间，因而较容易发挥集体学习和个别学习的长处。组织小组学习还可以达到照顾学生的不同的学习兴趣，促进学生之间的相互帮助等不同的目的。
2)个别学习和自学。这是一种按个人设定学习目标、学习内容、代写毕业论文学习进度和学习方法，并让个人主动学习的方法。这一方法集中体现了学习的主体性原则。
3)自由讨论，课堂讨论。这是学生和学生之问或教师和学生之间相互启发、相互交流、共同提高的学习方法。这种教学方法能调动、激发学生的学习兴趣和积极性，还能在很大程度上克服教师讲解的单向、单调、满堂灌的局限。但这种方法必须和教师的讲解结合起来，才能达到较好的教学效果。
4)兴趣学习。兴趣学习区别于强制学习。它不仅可以大大提高学生学习的生动性，还可以增强教师上课的针对性。如在“兴趣引路，实践为主”的教学模式中就较多地运用了这一教学方法。在英语课上学生唱歌、猜谜、对话、认图等可使教学过程有声有色、趣味盎然。
第二篇：农业推广组织多样化实证研究
农业推广组织多样化实证研究
陈泉
湖北大学，湖北武汉，430000
摘要：本文采取理论分析与实例剖析相结合的方法以及实际调查研究，分析了不同类型农业推广组织的特点，作用及存在的问题。特别是对近年来形成的非政府农业推广组织进行了重点剖析，它们能适应市场经济条件下的推广需要，具有很大的发展潜力。
关键词：农业推广组织，多元化，特点，作用
随着我国农业的不断发展，农业推广组织不断创新，逐渐形成了由单一模式向多元化模式的转变，这对于农业经济和现代农业的发展以及提高农民的素质有重大意义。农业推广组织是由一定要素（推广人员、推广部门等）组成的，有特定的结构（集权式、松散式等），隶属关系明确（由政府直接领导、民间自主管理等），为达到农业推广的某种目的（非个人所能达到的组织目标等）而形成的机构（有特定运转形式）[1]。农业推广组织多元化是指农业推广供给主体的多元化。
农业推广组织在我国农业发展中发挥了巨大作用，形成了以政府型农业推广组织为主，非政府型农业推广组织为辅的农业推广体系；加快了新品种的示范推广，促进了科研成果的转化；开展了技术培训、现场教授示范、电波入户等活动
户，提高了农业科技普及率。
目前，孝感市农业推广组织类型主要有以下五大类： 【2】，把农业科学技术送到每家每1、政府型农业推广组织
这类推广组织在农业生产上发挥着其它推广组织无可比拟的作用。推广主体是政府及各级农业推广机构，包括农业推广站，植保站，种子管理站，土肥站农产品监督检测中心等等。孝感市现有市推广站1个，县推广站7个，机构改革后乡镇农机站有97个。
1.1政府型农业推广组织的特点
它由政府设置的农业推广机构组织开展推广工作，推广内容由推广机构决定，常体现政府的意愿；其服务对象和工作目标广泛，涉及全民的政治、经济和社会利益；技术特征以知识性为主，组织规模一般较大[1]。
1.2政府型农业推广组织的作用
首先，政府型农业推广组织充分体现公益性。行政型农业推广组织推广内容大都来自公共研究成果，如“丰收计划”“星火计划”，所推广的大多为社会效益好的种植、养殖技术，作者简介：陈泉，1987年3月5日，女，湖北大学在读硕士，***
具有较为明显的公益性。其次，属于示范引领式推广，对于农业技术的推广普及起了巨大作用。政府组织开展很多科技宣传普及活动，通过农民技术培训、电波入户、专家互联网传输、农村电视节目、大众传播等开展推广工作。还建立一些特殊机构如“农业科技服务站”群众称之为“门诊”、“庄稼医院”。同时派科技特派员到乡镇基层开展技术指导服务，极大地促进了农业技术的推广。
1.3实证分析
孝南区农机部门“以机代牛”工程建设促进农机技术推广。2004年，孝南区农机局从江苏省江都市引进乘座式插秧机7台到新铺镇徐山村跨区机插，拉开了机插板块建设的序幕。2005年，徐山村作为全省唯一的水稻生产全程机械化示范村，购买乘座式插秧机2台，半喂入式联合收割机2台，中型拖拉机2台等，当年机插面积800亩，“耕、种、收”机械化水平分别达到90%、80%、95%，把机插秧板块建设推向高潮。2006—2007年，孝南区又开展了机插秧“151”示范工程建设工作。即在新铺镇徐山和陡岗镇七里湖等地建立1000亩的机插示范基地，扶持各乡镇在本辖区办起2—3个500亩的示范畈，指导有条件的村办起100亩的示范点。通过机插秧“151”工程建设，扩大了社会影响，为今后进一步扩大推广成果打下了坚实的基础[3]。
2．教育型农业推广组织
在市场经济体制下，农业科研教育部门和农业科研院校走在农业科研的前列，它影响着科研成果的研发、转化和新技术的推广。
2.1教育型农业推广组织的特点
这类型的组织以农业科研院校为主要推广机构；推广内容由农业教育机构决定的；其服务对象主要是农民；技术特征以知识性技术为主，且大部分推广内容是来自学校内的农业研究成果；其组织规模由大学行政所能影响的范围而决定。
2.2教育型农业推广组织的作用
首先，其人才、技术成果密集，能更有效地促进成果的推广。教育性型农业推广机构由于拥有大量的专业人才和教育人才，还有相对较多的科研成果，以这种机构作为推广单位，能加强农业技术的研发，加速科研成果转化为现实生产力。其次，农业科研院校可提供技术培训。农业科研院校具有强大的教育资源和教育人才，能以比较科学有效地方式吧科学技术、理论传授给推广人员或直接传给农民，课堂不仅在室内，还可以在室外和田间。
2.3实证分析
孝感市依托孝感市生物工程技术学校，先后为国家培养15000名毕业生，培训农业基层干部、军转干部和农技人员5000余人。依托湖北农业广播电视学校孝感分校，依托农村劳动力转移培训阳光工程，2004-2005两年共培训农民36883人，实现转岗就业32645人,转移就业率达88.5%[3]。
孝感学院生命科学技术学院科研成果“物候期多小孔树林计量树干注药法”有效解决了当地板栗病虫害防治这一技术难题，使得板栗产量逐年上升；科技成果“银杏超小卷叶蛾的发生规律及综合防治研究”为银杏的病虫害防治提供了强有力的技术支持，防治效果明显，仅2007年就为安陆市增产白果10.2万公斤，增收408万元。“红栀子主要病虫害综合防治技术”成果2006年推广应用8000亩，每亩增收250-300元。该技术推广以来，再没有发生成片死树或砍伐红栀子树的现象。此外，“鄂北特种植物珍珠花的基础研究及产业化开发”、“草―猪―鱼―沼―果―稻绿色生态农业模式研究”、“栀子色素提取与工业化生产技术研究”、“特级优质稻孝感“太子米”生长机理及推广开发研究”等一批项目也相继获得了较好的经济效益和社会效益。接下来学校准备校地一体，强化研发，为产学研合作提供智力和人才支撑，深化米酒、太子米、银杏、板栗、红栀子、珍珠花、茶叶等特色农产品的生产、改良、加工、保鲜等技术研究，努力将学校建成孝感市农副产品生产、深加工的技术研发和服务中心[4]。
3．项目型农业推广组织
项目型农业推广组织的公共职责范围是改善项目区目标团体的经济与社会条件，其成果评估也偏重社会经济效益。在项目执行过程及实施结束之后，都要进行较严格的监测与评估。
3.1项目型农业推广组织的特点
它以项目申请单位为主要推广机构，推广内容由立项机构决定；决策形式表现为上下共同决策；其工作对象主要是推广项目地区的目标团体；工作目标视项目的性质而定，主要是社会及经济性的成果；其技术特征以知识性为主，而组织规模属于中等偏小。
3.2项目型农业推广组织的作用
首先，提高推广的效率。这类型的组织对推广人员素质要求很高，技术推广人员都有各自的技术专长，并且在推广过程中使用最佳的资源配置，如聘请专家和有成功经验的工作者参与，因此，推广的效率是很高的。其次，有利于在较短时间内改善目标团体的经济与社会状况。项目型农业推广组织通过立项单位的主持，提供足够的推广资金和技术保障，能够在较短的时间内集中精力完成某个项目的研发与推广，其测量指标也通常是社会和经济效益。
3.3实证分析
“科技入户工程“项目在孝感市已连续实施多年，2010年对科技入户工作进行了适时调整，由原来单一的水稻产业科技入户，发展为水稻、小麦、蔬菜（食用菌）、畜牧、水产等五大产业并重，聘任了8名农业专家，选聘了107名技术指导员，遴选并培育了1213个科技示范户[5]。在全市建立了综合性的“农业专家—技术指导员—科技示范户—辐射农户”的农技推广新机制。全市200多名科技特派员按照市政府提出的“虫情就是命令、民疾就是号召、责任就是动力、技术指导员要发挥核心作用”的要求，进村入户，送技术、送物资、送政策，使示范户做到有的放矢，沉稳应对灾情。有的示范户还联络农户组成机防组，群防群治，连片施药，提高了防治效果，充分发挥了示范户的辐射带动作用，农民群众反响良好。
4．企业型农业推广组织
随着我国市场经济体制的确立，许多企业开始关注农业，投资农业，建立自己的农科院和农业推广机构。这种组织设计称为利益最大组合型，它是以企业自身效益为主，有时农民利益受制于企业效益。如果能有效地制约这些问题的发生，这种类型的推广组织是很有发展前途的一种形式。
4.1企业型农业推广组织的特点
随着我国市场经济体制的确立，许多龙头企业作为农业产业化的关键链条以现代技术和现代现代化管理为基础关注农业，投资农业，建立自己的农科院和农业推广机构。这种组织设计称为利益最大组合型，它是以企业自身效益为主，有时农民利益受制于企业效益。如果能有效地制约这些问题的发生，这种类型的推广组织是很有发展前途的一种形式。
4.2企业型农业推广组织的作用
首先，实行集约化生产，提高经济效益。这类农业推广组织为农民提供各类生产资料或资金，有效地把农民集中起来，与农民签合同征用农民土地，展示新技术成果，鼓励农民参与，由企业和协会承担试种中的风险，保证产品的销路和价格，企业集种养加，产供销，内外贸，农科教为一体，显著地提高了企业的经济效益，同时也提高了农民的收入。其次，加速农业科研成果的转换，促进农业技术的推广普及。这类农业推广组织为了保持或增强企业的市场竞争力，实现企业自身利益的最大化，能把其自身或者其他科研机构研究出的科研成果以最快最有效地方式运用到实际农业生产中去，使农民不断学习新技术，从而促进了农业的高效推广。
4.3实证分析
孝感市伟业春晖米业有限责任公司采取“龙头企业+专业合作社+基地+农民”的经营模式，至2010年，该公司通过土地流转方式获取12000亩土地，集中生产优质香稻，积极引进太阳能杀虫灯使粮食农药残留量少，走低碳、环保型农业之路。对农户流转租赁费用，采取实物抵托的方法，即每亩每年按稻谷320斤折算，国家直补资金也由农民收益。初步预算，这些农户每年每亩可获得450余元的收入[6]。公司尊重农户意见，对示范区内不愿流转的种田大户，采取“统一耕种、统一品种、统一管理、统一收购”的模式交由农户自己种植。该公司还成立了湖北春晖农科院、农机专业合作社、香稻种植合作社和病虫防治合作社，网络
社员300余名，添置各类大小农机具120台（套），极大地促进了生产效率的提高和农民利益的提高。
5．自助型农业推广组织
自助型农业推广组织是本着自愿互利，“民办、民营、民受益”的原则而形成的组织机构，全体成员都将参与组织的决策和管理。自助型农业推广组织有广泛的发展前景，但由于农民所处的环境、地位、素质、资金、信息、决策能力、市场预测等条件的限制，目前还处于发展阶段。
5.1自助型农业推广组织的特点
自助型农业推广组织以其自身作为推广机构，推广内容依据组织业务发展和组织成员的生产与生活需要而决定；其工作目标是提高合作团体的经济收入和生活福利；推广对象是参与合作团体的成员及其家庭人员；其技术特征以操作性技术为主，目前大多规模较小。
5.2自助型农业推广组织的作用
首先，提高了农民的组织化程度，保证了农民的基本利益[7]。自助型农业推广组织是农民自己的组织，他们通过这类组织连接在一起，使个体农户走出了孤立封闭的生产经营圈子，提高了农民的组织化程度，解决了农户分散经营与市场的衔接问题，使农民及时把握市场信息，保障自身利益。其次，满足农民多样化的需求，促进新技术、新品种的推广。随着市场经济的发展，农民对服务内容和需求日益多样化，自主型农业推广组织引进适合农民的新技术、新品种，开展技术培训，提供信息咨询，加快农业新技术、新品种的推广，很好的满足了农民的需求。
5.3实证分析
孝感市麻河镇优质莲藕生产协会从2001年成立到现在，已网络技术推广骨干农村科技带头人55人，种植能手200人，科技示范户137户，龙头企业4家，运销企业18家和3500多户藕农会员，涵盖了生产、加工、销售、科普培训、技术推广等与莲藕相关的各领域，形成了“协会+基地+龙头企业+科技示范户+农户”的组织框架。极大地促进了农民增收、企业增效，有力地推动了麻河莲藕产业跨越式发展。近几年，莲藕产业年均总产值过亿元，占农业生产总值的90%以上，莲藕已成为麻河具有独特经济地位的支柱性产业[3]。
综上所述，不同的农业推广组织有不同的特点和作用，它们相互作用，相互补充。在很长的一段时间内，我国都将以政府型的农业推广组织为主，其他非政府型农业推广组织为辅的多元化农业推广体系。在社会主义市场经济体制下，农业推广组织的多元化可以更好的满足不同农业产业、业态发展的需求。因此，农业推广组织多元化发展及模式创新仍将是未来农业推广工作研究的重点。
参考文献：
[1]高启杰.农业推广理论与实践[M].北京:中国农业大学出版社,2008:109-112
[2]陈红,眭睦,眭克仁.我国农业推广体系的现状与发展对策[J].安徽农业科学,2008,（11）：4750-4752
[3]中国农产品加工网.湖北孝感市农机推广工作亮点纷呈[EB/OL]., 2008年1月14日
[4]荆楚网.孝感学院探索服务三农新模式
[EB/OL].http://news.sina.com.cn/c/2009-06-08/091615753586s.shtml, 2009年06月08日
[5]安陆市农业局.湖北省安陆市基层农技推广体系改革与建设示范县项目实施进展顺利
[EB/OL].http:///news_view.asp?id=17556，2010年6月8日
[7]赵洪勋.农业推广多元化研究——以河南省濮阳市案例实证分析[D].北京：中国农业大学,2006
第三篇：任务型教学法在大学英语写作教学中的实证研究
任务型教学法在大学英语写作教学中的实证研究
【摘要】：写作,作为一种语言输出技能,在语言交流中起着不可替代的作用。一方面,在实际的生活中,我们用写作来进行交流,维持社会关系。另一方面,在课堂教学中,用写作来巩固最近所学的知识。同时《大,学英语课程教学要求》(2007)明确了大学英语的教学目的,即“培养学生的语言运用能力,尤其是在读写方面”。所以如何提高写作教学的效率,中外学者都做了大量的研究。然而在我国,英语写作的教学效果并不尽如人意。多年来,尽管不少教师付出了大量的精力去提高学生的写作能力,但写作仍是教学中的薄弱环节。传统的英语写作教学法--成果教学法,强调最终作品的准确程度,这种教学方法的指导下,学生们积累了写好作文必备的准确的语言知识。但是,英语写作教学的效果并不是很明显。写作仍然是英语教学的难点。大多数学生都认为写作是一份艰巨的任务,因此需要一种有效的写作教学方法。《大学英语课程教学要求》(2007)指出了改变大学英语教学目的和教学模式的必要性--从单纯的传授语言知识向即传授语言知识,同时也注重语言的实际应用能力的教学目的的转变;从以老师为中心的教学模式到以学生为中心的教学模式的转变。这也标志着大学英语教育迈进了以学生为中心的阶段。任务型教学法是由印度的语言学家Prabhu在1982年提出的,强调在“做中学”以及“以学生为中心的任务”的教学理念。这种新型的教学方法在二语教学中得到了广泛的应用。而且也已经在其他的英语技能中取得了显著的成效,像英语听说,翻译等等。所以,本文试
图把任务型教学法应用到英语写作教学中来提高学生的综合写作能力。因此,为了检测任务型教学法在大学英语写作教学中的有效性以及可行性,实验在山西财经大学华商学院的两个平行班中展开。其中一个班作为实验班,以任务型教学法进行写作教学。另一个班为对照班,采用传统结果教学法组织教学。三种实验工具:英语写作能力测试,问卷调查和访谈用来测试实验的结果。实验持续了一个学期,从2010年9月到2010年11月。实验后,对实验对象所写作文的评分、访谈及问卷调查的数据及结果进行了对比分析。研究结果表明:1.任务型教学法能够有效地提高学生的写作水平,尤其是在语言运用方面。2.任务型教学法能够提高学生的学习兴趣,态度以及帮助学生建立写作的自信心。3.绝大多数学生赞成任务型教学法,尤其是各种任务活动,小组活动以及老师的评价。学生们参与到各种教学活动中,使学习的过程变得更加容易。此外,各种活动以小组的形式进行,在同龄人面前,学生们敢于用英语表达自己的观点,并且互相学习。而且,小组活动激发了学生们的集体主义感和合作学习。在老师批改阶段,老师注重评价的方式,尽量给予积极并且有建设性的意见。这种方式对学生来说是一种推动力,促进了学生的写作综合素质。尽管实验的结果表明任务型教学法对大学英语写作有着积极的意义,但仍然有许多不可避免的缺陷,像研究时间多短,还有小范围的实验对象。尽管这样,还是希望可以给未来相关的研究提供有价值的信息。【关键词】：任务型教学法任务成果教学法大学英语写作小组活动 【学位授予单位】：山西财经大学
【学位级别】：硕士 【学位授予年份】：2011 【分类号】：H319 【目录
】
：
Abstract6-8
摘要8-16ChapterOneIntroduction16-201.1.Backgroundofthepresentstudy16-171.2.Purposeofthepresentstudy171.3.Contentofthestudy17-181.4.Layoutofthethesis18-20ChapterTwoLiteratureReview20-362.1.ResearchesonEnglishwritingteachingathomeandabroad20-232.1.1.Productapproach20-212.1.2.Processapproach21-222.1.3.Genreapproach22-232.2.Researchesontask-basedlanguageteaching23-292.2.1.Theoriesconcerningabouttaskandtask-basedlanguageteaching23-262.2.1.1.Definitionsofatask23-242.2.1.2.Componentsofatask24-252.2.1.3.Task-basedlanguageteaching25-262.2.2.Previousresearchesontask-basedlanguageteachingathomeandabroad26-292.2.2.1.Task-basedlanguageteachingabroad26-282.2.2.2.Task-basedlanguageteachinginChina28-292.3.Researchesontheapplicationoftask-basedlanguageteachingtotheteachingofEnglishwriting29-362.3.1.Thenecessitiesofapplyingtask-basedlanguageteachingtotheteachingofEnglishwriting292.3.2.Linguisticrationalesofapplyingtask-basedlanguageteachingtotheteachingofEnglishwriting29-362.3.2.1.Socio-constructivisttheory30-312.3.2.2.Input,outputandinteractivehypothesis31-332.3.2.3.Theaffectivefilterhypothesis33-36ChapterThreeResearchDesignandMethodology36-403.1.Studyhypothesis363.2.Studysubjects36-373.3.Teachingmaterial373.4.Studyinstruments373.5
.Researchdesign37-40ChapterFourProcessofImplementingtheExperimentinExperimentalClassandControlClass40-484.1.TeachingaimsoftheEnglishwritinginexperimentalclassandcontrolclass404.2.Processofimplementingthetask-basedlanguageteachinginexperimentalclass40-454.2.1.Onesamplelessonusingtask-basedlanguageteachinginexperimentalclass42-454.3.Implementingprocessoftheproductapproachincontrolclass45-484.3.1.Onesamplelessonusingtraditionalproductapproachincontrolclass46-48ChapterFiveDataAnalysisandDiscussion48-615.1.ResultsanalysisofthetwoEnglishwritingproficiencytests48-525.1.1.Comparativeanalysisontheresultsofpre-testinexperimentalclassandcontrolclass48-495.1.2.Comparativeanalysisontheresultsofpost-testinexperimentalclassandcontrolclass49-505.1.3.Comparativeanalysisontheresultsofpre-testandpost-testinexperimentalclass50-525.1.4.Comparativeanalysisontheresultsofpre-testandpost-testincontrolclass525.2.Resultsanalysisofthequestionnairesurvey52-575.2.1.Comparativeanalysisontheresultsofpre-questionnaireofexperimentalclassandcontrolclass53-555.2.2.Comparativeanalysisontheresultsofpre-questionnaireandpost-questionnaireofexperimentalclass55-575.3.Analysisofthedatacollectedfromtheinterview57-615.3.1.Groupwork57-585.3.2.Taskactivities585.3.3.Teacher’srole58-61ChapterSixConclusion61-656.1.Majorfindingsofthepresentresearch61-626.2.Limitations626.3.Suggestionsforfurtherstudy62-65References65-69AppendixI69-70AppendixII70-71AppendixIII71-72AppendixIV72-78AppendixV78-80AppendixVI80-84AppendixVII84-86AppendixVII
I86-87AppendixIX87-88Acknowledgements88-89攻读硕士期间发表的论文89-90
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第四篇：慕课背景下大学英语混合教学的实证研究
慕课背景下大学英语混合教学的实证研究
[摘要]近年来，多种教学方法一直在大学英语教学中应用和实践，但是究竟哪种教学模式最符合中国国情，在具有社会主义特色的大学英语教学模式下，一直是学者和教师们探讨的一个问题。基于慕课的混合式教学模式在大学英语教学中的应用，可以为大学英语教学改革提供一定的经验借鉴。
[关键词]慕课（MOOC）混合式教学 翻转课堂 改革
[中图分类号]G642 [文献标识码]A [文章编号]1009-5349（2016）10-0202-02
进入21世纪，计算机和网络技术开始飞速发展，推动了教育与信息技术的紧密融合，也对传统的教育、教学提出前所未有的挑战。信息技术现代化使大学英语教学步入了一个新的阶段，高校的大学英语教学在教学理念、教学模式、教学方法等诸多方面都受到了前所未有的冲击。混合式教学模式融合了传统教学和网络化教学的灵活性等多方面的优势，将这种教学模式应用到大学英语教学中能够提高教学质量，提升学生学习的主观能动性，有助于大学英语教学整体水平的提高。
一、混合式教学模式
混合式学习（blended-learning）的概念是根据网络学习（E-learning）的概念应蕴而生的。在此基础上，混合式教学的概念被更多的国内外学者所关注。混合式教学模式是传统教学模式和网络教学模式的有机融合，它打破了传统教师“一言堂”的教学藩篱，将网络平台引入到教学过程中，使教学更加多样化。混合式教学模式是由行为理论、认知理论、建构理论等多种教学理论为指导，运用多种教学媒介、教学工具、教学设备和教学资源，以学生为课堂教学的主体，教师为课堂教学的指导，将课堂教学与网络教学紧密结合，在和谐的教学环境中实施教学行为，最终实现教学目标的一种教学模式。
混合式教学模式的概念源于国外的一些培训机构，他们所说的混合意为网络的线上和线下的学习和教学的混合，主要目的是改进教学。而北京师范大学的何克抗教授是国内第一位正式提出混合式教学这一概念的学者，他认为混合式教学能够综合传统教学和网络教学的优势，既能体现教师在课堂教学中的指导、监控的主导地位，又能让学生在学习过程中展现出主动性、积极性和创造性。混合式教学模式主要体现在以下几个方面：（1）教学环境混合：传统课堂面对面教学与网络教学相结合；（2）教学方式混合：传统课堂课前课后自主学习和课堂合作学习与网络课堂自主学习相结合；（3）学习方式混合：师生交互、学生与学生交互、线上交互相结合；（4）教学资源混合：教科书、黑板、视频、音频、多媒体课件、文本资料相结合；（5）教学评价混合：教师评价、学生评价、自我评价、过程评价、结果评价相结合。混合式教学模式能够突出“以学生为中心”的教学优势，激发学生的学习兴趣，使学生在教师的帮助下由被动学习转为主动学习，最终成功实现教学目标和学习目标的双赢局面。
二、基于慕课的翻转课堂混合式教学模式的构建
随着慕课（Massive Open Online Course，简称MOOC）这一新兴的教学模式被国外的很多知名大学应用到教学并取得一定的成功后，国内教育界也逐渐接受这种教学模式。慕课规模大、开放、自由的突出优势使学生牢牢地掌握了学习的主动权。但是，纵观我国高校大学英语教学的现状，慕课还不能完全替代传统课堂，必须与翻转课堂相结合形成混合式的教学模式，才能使英语教学达到最佳效果。
基于慕课的翻转课堂混合式教学模式的构建：（见图1）
（一）网络教学的构建
网络教学平台的建设和许多高校、高等教育机构建的优秀教学资源库为混合式大学英语教学提供了资源支持，将教师的“教”与学生的“学”都延伸到课堂外。教师可以根据不同的教学目标、不同的课程内容在网络资源库选择不同的模块，也可以按照教学进度选择性的设计各种问题、自测预习方案、分组讨论等，为学生营造自主学习的环境。
（二）课前在线预习
在线学习能够发挥学生学习的自主性。在这一环节，学生成为教学的主体，每次课前，教师在网络平台发布学习任务，学生根据教师所布置的学习内容进行课前预习，带着问题就观看网络资源，或通过小测验来学习掌握一些知识点。
（三）课上面授讨论（翻转课堂）
翻转课堂是由回顾慕课中集中存在的问题进行反馈和解疑开始的。教师在课堂上主要讲授课程的重难点部分，使学生快速地掌握课程的知识点，并通过小组讨论、演讲、辩论等课堂活动调动学生的学习积极性，鼓励学生发挥创造性思维去探讨问题，正确引导学生，促进学生英语语言的“习得”，这种教学方式也充分发挥了教师的课堂主导作用。在下课前，教师和学生都要对课堂的翻转效果进行评价，以便了解学习效果、改进课堂教学。
（四）课下在线学习
课下在线学习是大学英语混合教学模式的重要组成部分，在课下在线学习环节，教师可以根据课堂教学内容提供辅助学生学习的扩展资源。通过学习扩展资源，学生可以获取新的知识点，开阔视野。在碰到难题时，也可以通过在线方式向教师提出，教师可以和学生在线交流。学生还可以和同学进行在线的交流和学习。除此之外，在线作业、在线考试等评价方式也保证了学生在线学习的实施效果。
（五）混合式教学评价
这一评价体系包括教师自评、学生自评、阶段性评价、综合性评价等。在混合式教学模式下，这一评价体系对高等教育教学评价体系能够起到一定的推动作用。
另外，混合教学模式的构建还必须具备一定的条件：1.教师要具备一定的专业知识和现代化信息技术，能制作一定的微课视频；2.学校要有网络教学平台，学生可以通过这一平台获取学习资源，进行交流学习。
三、大学英语混合式教学模式的实证研究
本研究基于慕课的大学英语翻转课堂混合教学模式在实际教学中的应用及实施效果。
（一）研究目的 此次研究的主要目的是验证基于慕课的大学英语翻转课堂混合教学模式在实际教学中能否调动学生在学习的主动性、创造性，能否提升教学效果。除此之外，还要验证这种教学模式能否体现出学生的学习主体地位和教师的主导作用。
（二）研究对象
实验对象为2014级大学英语1（A）班（会计、税务专业）53人和2014级大学英语7班（普通班）（会计专业）68人。
（三）研究过程
此次研究以一堂课（45分钟）为例，两个班级分别采用混合教学模式进行教学，课后发放调查问卷调查教学效果与学习效果。教学过程如下表所示：
（四）研究结果分析
对比传统的大学英语课堂教学，参与混合式教学模式实践的教师和学生对这一新的教学模式有了更深层的了解。通过对调查问卷的数据分析，得出以下结论：实践的参与者普遍认为这种教学模式不仅能激发学生的学习兴趣，提高学生的自主学习能力，还充分体现了教师教学的主导地位，教学效果显著提高。
1.混合教学模式的满意度调查
评价等级为三种：A.满意，B.一般，C.不满意。以参与研究的两个班121名学生为调查对象，调查结果如图2所示：
从调查结果看，有72%的学生对这种新型教学模式表示满意，有21%的学生认为这种教学模式一般，只有7%的学生不接受这种教学模式。从总体上看，学生还是能够接受这种混合式教学模式的。
2.学习效果的满意度调查
评价等级从有显著提高到没有提高分为A、B、C、D四个等级，调查结果如图3所示。
从调查结果看，有53%的学生认为通过这种教学模式自己的学习有了显著的提高，只有4%的学生认为自己的学习没有什么提高。
本次研究还发现大学英语混合式教学模式还存在一定的弊端，例如，由于英语能力的不同，学生接受混合教学模式的能力也参差不齐；教师不能够及时对学生在线提出的问题及时做出解答，影响学生的学习进度；课堂教学内容和网络学习内容有时不互补等等。
（五）对策和建议
首先，在混合教学模式下，教学过程要能够保持整体性。教学设计和教授过程要遵循教学目标的要求，保证知识传授的持续性。其次，教师要把握好学生课堂学习和网络学习之间的关系。课堂教学主要围绕教材展开，网络学习是课外知识的拓展。课堂教学和在线学习要互补，显现“教”与“学”的效果最大化。除此之外，教师和学生都应注重在教与学的过程中进行反思，发现不足，及时改进。
四、结束语
把以慕课为基础的混合式教学模式应用到实际的大学英语教学中，实践证明这种教学具有充分的可行性。基于慕课的混合式教学模式综合了传统教学、网络教学、计算机教学的优势，在大学英语新课程标准的要求下，更适应大学英语教学的需求。混合式教学模式不仅能够更好地调动学生学习英语的主观能动性，还可以激发学生的学习热情，提高学生英语综合能力，对培养社会所需求应用型人才无疑是更优的选择。诚然，在实践教学中基于慕课的混合式教学在某些地方还不完善，还有待改进和进一步研究和探索。因此，高校大学英语教学模式的改革需要全社会的力量的支持，在实践和探索中要勇于提出问题、分析问题、解决问题，力求达到教与学的最优化。
【参考文献】
[1]郭冠平，张小宁.生态视域下的混合式学习模型构建[J].现代教育技术，2013（05）.[2]郭英剑.谈中国“慕课”的发展与问题[J].外研之声，2014（02）.[3]付雷.论大学英语翻转课堂教学模式的构建[J].内蒙古财经大学学报，2014（12）.[4]魏东新.大学英语教师应对翻转课堂的策略[J].教育探索，2014（12）.责任编辑：张丽
第五篇：听说教学在英语初学阶段作用实证研究
A Research on the Effect of Listening and Speaking in the Primary Stage of English Study Abstract: Listening and speaking is a very important part of English teaching, the ability of listening and speaking influence the students’ results a lot.In this article we choose the method of priority of listening and speaking as a direction.And we did a research to take a look at the daily study at school.Then we did an experiment.The result of the experiment showed that it is a correct way to give the priority to listening and speaking in English teaching.The writer also gives some suggestion of the English teaching.Key words: priority of listening and speaking;the primary learner of English;teaching experiment
听说能力在英语初学阶段的作用实证研究
摘要: 听说教学是英语教学的一个重要组成部分，听说能力的好坏直接影响学生的学习成绩。本文以学术界流行的听说教学法为指导。对学生的日常学习进行研究，并用听说教学法进行了实验。结果证明听说教学法的确是一种行之有效的教学法，并依照听说教学法对学校的日常教学提出了一些建议。
关键词: 听说教学法；英语初学者；教学实验
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CONTENTS
1.Introduction..........................................................................................................................................1 2.The definition and characteristic of the primary English learner...................................................1 2.1 The characteristic of the primary English learner............................................................................1 2.2 The definition of the primary learner and the priority of listening and speaking.............................2 3.Teaching experiment and process.......................................................................................................3 3.1 The design and purpose of the experiment.......................................................................................3 3.2 Objects of the survey and research...................................................................................................4 3.3 The process of the experiment.........................................................................................................4 3.4 The result of the survey and experiment..........................................................................................7 4.Data analysis of the result and suggestion to improve our daily teaching....................................10 4.1 The analysis of the result in the research and experiment..............................................................10 4.1.1 The analysis of the survey.......................................................................................................10 4.1.2 The analysis of the result after the experiment........................................................................12 4.1.2.1 Scientific nature of study and autologous factors of the primary learners.......................12 4.2 The suggestion to improve daily teaching in the future.................................................................13 5.Conclusion..........................................................................................................................................15 Bibliography...........................................................................................................错误！未定义书签。
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1.Introduction In an era of globalization, China is undergoing rapid and profound social, economic, political and cultural transformation, thus, English becomes an indispensable tool and vehicle to facilitate China’s access to modern scientific and technological advances and to promote commerce and understanding with other countries where English is a major language.The importance of English teaching and learning has been widely acknowledged, however, the effects are not satisfactory enough.Generally speaking, a Chinese college graduate has learned English for eight years at least.But many graduates find that they cannot use English to communicate with the foreigners in the real life.In fact, many factors influence the achievement of the language learning.The most important one is because of the influence of the traditional education model over a long period of time, in the actual study and teaching, we adopt the model of laying stress on writing translating and grammar from the traditional one self-consciously or not.We only ask the students to read or write with the overlook of the training of listening and speaking.So finally we miss the oriental purpose of teaching.The training effect of the elementary study period could make a deep influence of the later study.During the period of study, the four steps of English study include listening speaking reading and writing.And listening is the prime one of them.Today, the ability of writing cannot decide one’s whole ability of English.The more important thing is that how many information of English you can get by listening.How fluent you could be when you are speaking of English.In this research, the writer begins with all the factors that influence the effect of the beginners.Then explains why listening and speaking plays such an important role in this period.2.The definition and characteristic of the primary English learner
2.1 The characteristic of the primary English learner The primary English learner has many remarkable characteristics.中国最大的论文知识平台www.xiexiebang.com
They do not have far-reaching plans of English study.Most of them are passive when study English.Some of them are the beginner of English study.Others are not the beginners.But they still don’t know how to learn English simply and conveniently.They begin to know a little about the steps of English study but they are not very sure of that.They know most of the basic knowledge of grammar and could write or speak something in English after the study in the primary period.But they could not use the knowledge very smoothly.In a word, they are out of the door of being a real English master.2.2 The definition of the primary learner and the priority of listening and speaking The primary learners are the beginners of English study who lack for skill and ability of English study.The priority of listening and speaking means that we should regard listening and speaking as the breakthrough point in the English teaching process.Through the training of listening and speaking, the students’ whole ability will be strengthened.Nearly one hundred years ago, the USA force asked its army to learn listening and speaking only when they had mission outside of the country.Because listening and speaking are the main parts of communication.The American scholar Willian Moulton did a research of how important listening, speaking, reading and writing are in adults’ daily life.The result shows that the rate of using listening is 45% followed by speaking with the rate of 30%.The rate of reading is 16%.The final 9% is writing only.He connects his experience of working with the importance of listening and speaking and points out that listening and speaking is the key of communication.If a person could use these two skills proficiently, he could not be a good reader.Because a person could not read an article coherently without the ability of listening and speaking, and the only thing he can do is to read the article word by word.Then the meaning of the article will be missed.Languages begin with listening;we all learn to speak by listening.There is no output without input.We can also see that the primary form of language is spoken words, and written words are only secondary.Listening
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and speaking are the first;reading and writing is the second in learning any languages.This is the role of human language.So, it’s very important to develop the students’ ability of listening and speaking in English teaching.In China there are also some specialists who have done some research in this area.In Dai Liangzheng’s article he said that listening and speaking are the main tools of language to communicate with each other when members are doing teamwork.And writing and reading are the secondary parts in team works.Because in every day’s work, listening and speaking occupy most of the time.Another side must be pointed out is that if someone’s abilities of listening and speaking are weak;he may read the whole passage word by word.So it is hard for him to understand a sentence very clearly, and it will waste a lot of time.So there are justification for us to see that we should give the priority to listening and speaking in English teaching.(Dai Liangzheng, 2005).The specialists involved have showed us the importance of listening and speaking, and gave their supports to give the priority to listening and speaking.But we still need to study by our own.3.Teaching experiment and process
3.1 The design and purpose of the experiment
The teaching experiment is seperated into two parts: 1.The experiement of giving the priority to listening and speaking is the main part of the research.Through the experiment, we could get the information we need to support our view.2.The Questionnaire and survey or face to face talk with teachers and students.This part is used as the circumstantial evidence to support the view of this paper from other regards.The first part is designed to find out whether the new teaching method of giving the priority to listening and speaking is available or not.And the second part is
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designed to see the changes of the different factors in teaching and study.With the comparison of the situations before and after the teaching experiment, we could find out whether the students accept the new method or will it be useful to the students.3.2 Objects of the survey and research The major objects are the senior middle school students from Jin Hua JiangNan middle school.And the others are the junior middle school students from Jin Hua No15 middle school and other schools.Most of them learned English in the old way, just to take most of their times in reading and writing practices.So that their results of the same English exam are not so good, comparing with the students who take more time of listening and speaking.This time we change their focal points into taking listening and speaking as the main points in their English study for a long period such as a month.Then we also make questionnaires in the research.And there will be an exam to verify the efficiency of the new method.3.3 The process of the experiment The experiment started in 2007 March 6th and lasted to 2007 April13th.It was separated into 3 stages.1.The first week was designed to do some surveys or face-to-face talks and questionnaires to know the situation the students had at that time.And because of the amount of the students in one class, we have to separate the students into some groups.中国最大的论文知识平台www.xiexiebang.com
The place the students gotin the anterior exam***468number of English study groups10
1819363754In this table, every tandem is a group.The numbers in the table stand for the places the students got in the past exam(the exam must be the middle term exam or the final exam in one term).In the first line we ranged the numbers according their places from left to right.And the next line we ranged the numbers from right to left.The third line is the opposite order to the second.So the other lines could be ranged according to the first three lines.In this way, we could make sure all of the groups could be the same in strength.After the grouping, we also set up the incentive system.We could take the first line as an example.All of the students stand for the best one in their group.But in the competition, every line is a competitive part.If one student gets the first in the next exam, he will get 9 points for his group.Others will get 8 7 6 5 4 3 2 1points ordinal.And every line is the same too.Then we could calculate all points of the groups and give rewards to the first three groups.In this way all of the students become active in study.And in the group they could help each other and make progress together.At the same time we tried our best to make the students to fit in with the new method.In this week, the students’ task was to know the new method of the priority to listening and speaking clearly before the new lesson began.And we also made them be awareness of the importance of listening and speaking.2.The formal study began at the second week.This period lasted three weeks.In
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these three weeks the students were asked to study in the new way.The experiment began from the broadcast in the morning.We took English songs to wake up the students in the morning instead of the music.At breakfast time, the broadcst would send some news in English from CCTV 9 or other medium.In this way, the students’ input of Englisn information could be rised conveniently.When the students read in the morning we asked them to read out loudly, with this method, they could build up their confidence in pronunciation.The students did not read the vocabulary in class time any more.They are asked to read all of the vocabulary and passages by their own in the free time.At the beginning of the lesson, we asked one of the students to talk about something interesting or show them a short passage in English.And the 5 minutes’ report should be follow by at least 3 questions.At the beginning some of the students were very anxious about the duty report, so they would give the answers to their friends.But they would find it is all in vain, because the responder would be picked up by the teacher but not students.It forces the students to prepare the whole report very seriously.And the replier also has to try their best to listen.After a period, all of the students’ ability of oral expression and listening were improved.And all of them become more confident than before.After the duty report, sometimes we watched some videos about the articles we learned.And there also will be some questions waiting.We also showed the students something extracurricular, which is related to their lesson.And we also asked them to add something to replenish the material.All of the additional materials have already been prepared in their free time by groups.And every group would select a representative to show the class their addition in oral speaking as a competition.Some of the time we would use 5 minutes to do a dictation in class about the articles learned before.But the content is not the same as the article before.All of the articles were very simple to understand.And they just needed to repeat them orally by their own words.After training, most of them could understand the passages generally.At the same time, they could know the article much better than before.And some of
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the students may be forced to read the articles they learned before.If they thought that they did not mast them well in the past.After class, they were asked to listen to some English tapes or watch some English movies appointed.After watch, they needed to write something about their idea of the movies in English.In the whole process, we also built a system of encouragement and competitiom.Groups took the competition, which were separated before.At the same time, we reckoned that the confidence of students was very important.And teachers insisted on the principle that if there were some advances made by students, you should encourage them as soon as possible.3.The final week was used to verify the efficiency of the new method;the students took an exam of listening, speaking, reading and writing together.And depending on the results they got to compare with the students in other schools.Then we could analyse the result to confirm our opinion.3.4 The result of the survey and experiment
Here some tables show the results of the survey and experiment.The next three tables show us the result of the surveys before the experiment Table 1:
Table 2:
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Table 3:
Table 4:
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Table 5:
The opinions and the change of confidence after the experiment.the number in 100 studentshave enoughconfidence inEnglish studyand get a goodresult in thefinal examask the schoolto open aexceptive lessonof listening andspeakingthink listeningand speaking isa very importantin English study828486889092
In these tables we can see clearly that the situation of the students’ study changed a lot.Before the survey, students were passive in English.Their time of studying listening and speaking are lower than the average of all the schools.And they did not
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three items of the survey1 know phonetic symbol well than the students from other schools.Most of them were afraid of English and study with no confidence.But after the experiment, the students became active in English study.The efficiency of study is much higher than before too.And their result of exam is much better than before.4.Data analysis of the result and suggestion to improve our daily teaching
The tables in chapter 3.4 show us obvious changes at the begining and after the experiment.In this chapter, we will analyse the results of the change.4.1 The analysis of the result in the research and experiment 4.1.1 The analysis of the survey
In table 1, we can see that there are just 10 per cent of the students who listen to English tapes and news more than 30 minutes a day.And most of them do not take the exercise of listening and speaking.In table 2, we can find out that the students who took the experiment did less exercise than the average.They lack for practices of listening and speaking.And they may influence their study of English.There are many factors cause this situation.(1)The education system limits our way of teaching and the way of their learning too.The students were told to read and write but not to listen and speak at the beginning of English study, because there is no listening and speaking exam when they graduated from junior school.With the purpose to gain more points in the eleven-plus, the students have to do more and more training in reading and writing and give up listening and speaking.This way of being eager for quick success and instant benefit is not scientific.If all the schools and teachers do not think a lot of their points and reputation in the final exam they could have more time to study English in a more correct way.(2)The hardware and time do not allow teachers to give the priority to listening and speaking.In the class of experiment there are more than fifty students.If the
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teacher wants to broadcast some English video in class he or she must wait because there are few classrooms with equipments that could contain the students.And many teachers have already waited for the room.So it is hard for them to teach listening and speaking in class.First there are too many students in one class and it is impossible to speak in turn because there is only 45 minutes for one lesson and teachers also have their works to do.Another penetrating problem is that practice of listening and speaking should have to take for a long period.You must use more time than reading and writing to train the students, if so, we still could get a little acquisition at the beginning.Only if we get through the most difficult time could the students walk up to the right way.But this is not the end of the study, opposite it is just the beginning of listening and speaking.In order to keep and promote your ability everyday training is needed.The good habits will benefit the learners and if they could not acquire the habit they will soon fall to the beginning and all the train will be in vain.In table 3, we can see that the students in the experiment did not think much of the phonetic symbol training and did take enough practices.But phonetic symbol is sure to be the key to your pronunciation and good pronunciation has tight reference with listening and speaking.Through phonetic symbol is so important, exactly it is the weakest part in our daily teaching.We asked the students whether they had learned phonetic symbol systemically.The answer disappointed us a lot.Most of the students could not come out all the phonetic symbols.They did not know what is vowel and what is consonant.Because that they did not take into account the importance of phonetic symbol much.Most students were asked to take the tapes as their reference substance in their primary period.Then they follow the voice of the tape recorder and speak with it.But it is not a good way to study the new words.With this method they could memorize the pronunciation of the new words.And most of them do not have scientific method to memorize the spelling except to read the words time after time or write the words on the papers repeatedly.They may keep the words in the brain for a short period but it could not last for long and in this way they waste a lot of time.So the best way to memorize the words is to study phonetic symbol seriously.To use
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phonetic symbol as a tool to keep the words and etymons, in the course of time they will memorize the new words faster and faster.Only after the students could keep the words easily, they can take reading and writing comfortable.We all know the old Chinese saying told us that one reaps no more than what one has sown.But what we wants to say is that it is not enough if the learners do not know which way to take a comfortable and scientific study.And teachers have the responsibility to improve our students’ listening and speaking.4.1.2 The analysis of the result after the experiment In table 4 and 5, they show us that the advance of students’ study after the change of teaching method and the change of the students’ psychology.So it is easy to find out that the change of teaching method is a correct way.Some main respects can be concluded as reasons why this improvement was made and why we suggest giving the priority to listening and speaking in daily teaching，such as scientific nature of study and autologous factors of the primary learners.4.1.2.1 Scientific nature of study and autologous factors of the primary learners The intrinsic factor of primary learners influences the education method a lot.It is easy to know that most of the primary learners are little kids.They don’t have enough patience if the teachers blindly insist on taking writing and reading.The learners will lose their patience and feel boring and anxiety.They will also lose their interests.What we did in the one-month experiment and research considered the intrinsic factor of the students as a very important part.We did our possible to diversify the form of teaching.Reading and writing also could be diversified, depending on listening and speaking.For example, when the students were doing dictation of the article they learned before.They should have to do some reading of the articles involved first.Then they had to listen careful and speak by their own.This kind of giving the priority of listening and speaking does not mean to study listening and speaking only, but to mix the four parts of study together.And improve the whole ability of English study at last.中国最大的论文知识平台www.xiexiebang.com
Teachers can ask one student to make a speech of something interesting or funny in five minutes in turn at the beginning of the lesson.The student who is on duty can do it sufficiently.So his or her reports will receive active responses from the classmates.In this way the whole class could become active than before.And their interests of study could be inspired.At the same time the teacher should seize the chance to encourage him or her.Then the student’s self-confidence will be built and he or she will become more interested in English study.Watching English movie and listening to English songs properly in the class are also useful to improve the students’ activity of English study.Once the students cultivate the habit of watching English movie and listening to English songs, there is no need for teachers to ask them to study English after class any more, because they are used to doing these things.4.2 The suggestion to improve daily teaching in the future Because the limit of the education system now some of the design could not been done.But I think it is also useful to the English teaching.And according to the analysis we could find that the most of the students are passive to the education system now.They have no interests to do such plenty of works and are eager to do more practice of listening and speaking.We suggest dividing the experiment into two main parts: inside and out of class.There is no listening and speaking exam in the exam.So we suggest adding the two into the exam(all of the exam we talk under are listening and speaking exam if not we will point it out).All of the middle schools are using the new teaching material now.It asks the students to get enough credits for graduation.The book has been separated into many modules.If one student passes the test of one module, he or she could get 2 points.Aiming at the weakness of the students’ phonetic symbols(most of the students didn’t know how to pronounce the letter G);we did a lot of training at the first week.And after the pointed training, we did a test to make sure the efficiency of the training.And we were glad to see that most of them could pronounce the words clearly than before.So we gave the encouragement to build their self-confidence.中国最大的论文知识平台www.xiexiebang.com
Because we raised the rate of listening and speaking, we could not teach the students as before.So we selected some of the part from the book, especially to the listening parts.Because our students could not understand some of them, they are too difficult or too easy.And the sequence of the module should been changed according to the situation.The teachers should add some involved extracurricular knowledge in the class.For example teachers could teach the students the lesson of travel when they have spring outing.If the school is holding the sports meeting teacher could show the students some video of Olympic Games.And teachers also could let their students give a speech in turn of the history of the Olympics or other things concerning sports and Olympic Games.When the students are doing listening practice in the class, the teacher had better give the language situation to them.So the students could get the habits of conjecturing the substance in the passages.And the amount of information would be reduced gradually.At the beginning teacher could let the students do some spot dictation, just like what we are asked to do in the exams of CET 4 and CET 6.The passages should have connection with the substance in the book.Teachers should better select an intergraded passage and choose some key words as the spots based on the situation of the students.The blanks must been increased gradually.After the practice teachers could ask the students to retell the passage in their words.After a month’s training most of the students could retell some short passages by their own words.And the students could find out most of the key words quickly.After class we ask the students to collect the materials for the next day’s 5 minutes’ report.They can prepare whatever they want to talk.They also asked to prepare at least 5 questions to ask their classmates, but the teacher would pick up the responders.After one month’s practice, we did a test to check out whether the new method is useful.The test is not only a test of listening and speaking, but also contains reading and writing.And also do a face-to-face talk with some of the students.But no matter how important the study method is.The writer thinks the basis is the most important part.What students need is not over training but the steps of study
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English and some basic knowledge that can make their basis steadier? So we have to do some practice of listening and speaking.At the same time we should create an upstanding academic environment for them.Everyday morning we could broadcast some English songs as the morning call.And at lunch time and suppertime the radio could broadcast some news in and weather report in English.So they could try to understand some interesting news in English but not the boring practices in the classroom when enjoy their dinner.When the students meet their English teacher they could try to greet their teachers in English.If allowed the writer suggests that we could separate the students again into more classes when they have English lesson.The number should been controlled under 30 in one class.After class they could go back to their former class to take other lessons.This kind of distribution could give all the students a chance to do some listening and speaking practice and communicate with their classmates or with their teachers.And teachers also have more time to know their students better.Do as what Confucius did: teach according to the student's ability.Another important thing is that we should create a ‘fair system’ in all the schools.All of the teachers take listening and speaking like the breakthrough point.Put an end to the worship of points.View them as the successors who take the responsibility from the former teachers or the guide who lead the students’ walk up to the right way.Then all of the teachers walk together with the same purpose.At the same time the teaching material and the form of final exam should be changed to suit for the new situation.Take listening and speaking as the main parts of them.And school should give more rights to decide the necessary parts of the material and give up the unnecessary parts.5.Conclusion From what has been discussed above we all can see that languages begin with listening;we all learn to speak by listening.There is no output without input.We also can see that the primary form of language is spoken words, and written words are only
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secondary.Listening and speaking are the first;reading and writing is the second in learning any languages.This is the role of human language.The situation today forces us to improve our English communicative ability.It is hard to communicate with the foreigners if you could not explain your means fluently or receive the information from them by listening and speaking in the daily works.So, it’s very important to develop the students’ ability of listening and speaking in English teaching.Acknowledgements I’m greatly indebted to my supervisor, Professor Meng Dong, who has offered me academic counsel, guidance and encouragement throughout my study.She dedicated close monitoring of work and made careful revision to my paper.Professor Meng is a nice person, whose concern for me extends beyond academics.Without careful guidance of my supervisor, my
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dissertation can not been completed smoothly.I appreciate for this and I would like to take this chance to express my sincere gratitude to Professor Meng Dong.And thank you again for your patience.At the same time I would also like to appreciate teacher Ma yan from Jiangnan middle school, she gave me strong support and made indelible contribution to my dissertation.It has been a great experience to study in Zhejiang University of Science and Technology, I
enjoy the beautiful campus and love the nice teachers and students there.Thank you very much!
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