英語語言文學(xué)論文：分課型教學(xué) 大學(xué)英語教學(xué) 實效性

英語語言文學(xué)論文：分課型教學(xué)在大學(xué)英語教學(xué)中的實效性研究【中文摘要】隨著世界一體化的發(fā)展和人類文化、經(jīng)濟(jì)的不斷融合,英語在世界各種語言中的地位越來越高,因此英語實用能力也就成為了外語教學(xué)中強(qiáng)調(diào)的一個核心技能。而如何提高大學(xué)生的英語交際能力和實際應(yīng)用技能的問題開始備受關(guān)注,作為應(yīng)用環(huán)節(jié)中堅力量的大學(xué)英語教學(xué)工作更是如此。許多教學(xué)工作者都在不斷探索,期望找到高效且全面的大學(xué)英語教學(xué)模式。各大高校根據(jù)各自的實際情況,努力探求適合自身學(xué)科體制和學(xué)生素質(zhì)的英語教學(xué)新課型,推出并且實施了以網(wǎng)絡(luò)環(huán)境為支撐的各種大學(xué)英語教學(xué)模式：分級教學(xué)模式,分級分課型教學(xué)模式,大學(xué)英語“3+X”模式,滾動更新式英語分級教學(xué)模式,大學(xué)英語的必修、選修和自選課程模式以及其它相關(guān)課堂模式?，F(xiàn)行的多種英語課型教學(xué)在高校英語教學(xué)改革中十分活躍,但教學(xué)工作者始終不能確定何種分課型教學(xué)的類型有利于本校的具體情況,及現(xiàn)行的教學(xué)課型模式是否為最佳模式。本研究從建構(gòu)主義,輸入輸出理論及多元智力理論的角度闡釋了分課型教學(xué)的理論依據(jù),總結(jié)了目前國內(nèi)對大學(xué)英語課型改革的研究及推行的成果,對咸寧學(xué)院大學(xué)英語分課型教學(xué)的執(zhí)行模式、具體特點、功能及利弊進(jìn)行分析。咸寧學(xué)院從2009年開始實施分課型英語教學(xué),作者選取有代表性.【英文摘要】With the integration of the society and the blending of culture and economy, English grows more and more important in world languages. The practical ability of English becomes a core ability emphasized by foreign language teaching. How to improve communication and practical ability of English for college students have been on agenda. With great pressure from the society, educators are on the way to their ceaseless exploration of English teaching innovation, expecting to find an overall and effective college.【關(guān)鍵詞】分課型教學(xué) 大學(xué)英語教學(xué) 實效性【英文關(guān)鍵詞】module-specific curriculum model College English teaching effectiveness【目錄】分課型教學(xué)在大學(xué)英語教學(xué)中的實效性研究Acknowledgements5-6摘要6-8Abstract8-91. Introduction12-171.1 Background of the study12-131.2 Objectives and significance13-151.2.1 Objectives13-141.2.2 Significance14-151.3 Organization of the thesis15-172. Literature Review17-272.1 A general introduction of relevant theories17-252.1.1 Constructivism17-202.1.2 Input hypothesis and output hypothesis20-232.1.3 Multiple intelligences theory23-252.2 Studies on the module-specific curriculum model in China25-273. Application of Module-Specific Curriculum Model27-343.1 The application of module-specific curriculum model in English class27-283.2 Investigation for practical use of module-specific curriculum model28-343.2.1 Research questions293.2.2 Subjects29-303.2.3 Instruments30-313.2.4 Data collection procedures31-344. Results and Discussion34-534.1 Results34-434.1.1 Results and analyses of class observation34-364.1.2 Results and analyses of questionnaires36-414.1.3 Results and analyses of interviews41-434.2 Features, functions, advantages and disadvantages of the module-specific curriculum model43-484.2.1 Features of the module-specific curriculum model43-444.2.2 Functions of the module-specific curriculum model44-454.2.3 Advantages and disadvantages of the module-specific curriculum model45-484.3 Teachers attitude toward the module-specific curriculum model48-504.4 Attitude toward the module-specific curriculum model50-514.5 Changes of students practical English ability51-535. Conclusion53-585.1 Major findings53-545.2 Implications from research results54-565.2.1 Challenges54-555.2.2 Future improvement55-565.3 Limitations565.4 Suggestions56-58Bibliography58-62Appendices62-76