The research of college English teaching英漢對(duì)照

1、the research of college english teaching abstract：english is becoming more and more important in the modern society.how to learn english well become many people and even many college students problems.english teachers play an important role in students english learning.and each teachers teaching app

2、roach is different. this article mainly introduces the survey of university english teaching.key words：college english ,teaching method. introduction 隨著中國加入wto,國際間的交往合作日益頻繁,英語作為世界性語言在國際交往中的地位和作用日趨明顯。面對(duì)當(dāng)前知識(shí)經(jīng)濟(jì)的挑戰(zhàn)和人才的激烈競(jìng)爭(zhēng),大學(xué)英語在高校課程體系中已是舉足輕重的一門基礎(chǔ)課程。如何培養(yǎng)綜合素質(zhì)高,外語交際能力強(qiáng)的復(fù)合型人才,以此來適應(yīng)當(dāng)前頻繁的國際交往和日新月異的科技發(fā)展的需要,這已是

3、大學(xué)英語課程改革的熱點(diǎn),也是難點(diǎn),值得我們認(rèn)真探索和研究。with the chinese joined wto, frequent international exchanges and cooperation, english as a world language in international intercourse in the position and role has become increasingly evident. in the face of fierce competition in the challenge of knowledge economy and t

4、alents, university english in university curriculum system is a basic course of play a decisive role. how to cultivate the high comprehensive quality, compound talents foreign language communicative ability, in order to meet the need of frequent international exchanges and the development of science

5、 and technology change rapidly, this is the focus of university, the reform of english curriculum is also the difficulty, is worth us to explore and research. analysis of the current situation of university english teaching (1)多年來教師和學(xué)生就如何“教”和“學(xué)”都存在認(rèn)識(shí)上的誤區(qū),重知識(shí)傳授與學(xué)習(xí),輕能力培養(yǎng)與訓(xùn)練,結(jié)果是教師講得多,學(xué)生練得少,即便老師講得再精彩,學(xué)生

6、充其量只是裝知識(shí)的“容器”,被動(dòng)地聽,被動(dòng)地記筆記,學(xué)生的主觀能動(dòng)性和思維創(chuàng)造性得不到充分地發(fā)揮,其結(jié)果是教師憤然,學(xué)生茫然。 (1) years of teachers and students on how to teaching and learning have the misunderstanding, knowledge and learning, training and training in light ability, the teacher speaks, students and practicing less, even if the teacher spoke ag

7、ain brilliant, students just filled with knowledge container listen, passive, passive notes, students subjective initiative and creative thinking is not full, the result is the teacher angrily, students at.(2)隨著高校的擴(kuò)招,生源質(zhì)量每況愈下,大多數(shù)學(xué)生英語基礎(chǔ)差,學(xué)習(xí)能力也差。導(dǎo)致了學(xué)風(fēng)方面的種種問題。 (2) with the expansion of university enrol

8、lment, the quality of the students go from bad to worse, most students are poor in english, learning ability is poor. cause all sorts of problems the style of study of.(3)學(xué)習(xí)與運(yùn)用脫節(jié),導(dǎo)致了教學(xué)雙方的消極互動(dòng),使學(xué)生經(jīng)歷了學(xué)習(xí)失敗的消極體驗(yàn),挫傷了學(xué)生的自信心,使教學(xué)難以獲得滿意成效。 (3) the learning and application of disjointed, leads to negative int

9、eraction both teaching, to enable students to experience the learning failure of negative experience, dampened the confidence of the students, the teaching is difficult to obtain satisfactory results.(4)教學(xué)手段傳統(tǒng)單一,缺少語言學(xué)習(xí)的氛圍,激發(fā)不起學(xué)生語言學(xué)習(xí)的興趣。 (4) the traditional teaching way is single, lack of language le

10、arning environment, stimulate students interest in learning the language can not afford.(5)教學(xué)缺乏研究,“重教學(xué),輕教研”的傾向在教師中普遍存在。他們只注重埋頭上課,不重視教學(xué)理論、教學(xué)規(guī)律和教學(xué)方法的總結(jié)和研究。 (5) the lack of teaching, teaching, teaching and research tendency of light universal existence in the teachers. they only pay attention in class,

11、 do not attach importance to the teaching theory, teaching theory and the teaching methods and research.上述因素直接影響和制約著大學(xué)英語教學(xué)的質(zhì)量和效果。 these factors directly affect and restrict the quality and effectiveness of university english teaching.thoughts and countermeasures of university english teaching 3.1 引導(dǎo)

12、學(xué)生從重“語言知識(shí)”向重“語言運(yùn)用”轉(zhuǎn)變 ()()()guide the students from knowledge to language語言是社會(huì)交際需要和實(shí)踐的產(chǎn)物,因此只有在交際中、在使用中它才有活力,才有生命。掌握語言是通過實(shí)踐逐步培養(yǎng)習(xí)慣的過程。人們?cè)谑褂谜Z言的過程中才能真正掌握這一語言,也就是說運(yùn)用是語言學(xué)習(xí)的歸宿,同時(shí)又是語言學(xué)習(xí)成功的保證。語言知識(shí)是語言運(yùn)用的基礎(chǔ),但知識(shí)并不等于能力,知道并不意味著會(huì)用。我們不能想當(dāng)然地認(rèn)為學(xué)了幾年英語,掌握了一些語法規(guī)則和數(shù)千個(gè)英語單詞,就已學(xué)會(huì)使用這種語言。我們?cè)诮虒W(xué)過程中強(qiáng)調(diào)精講多練,一個(gè)動(dòng)詞、一個(gè)短語、一種句型要通過學(xué)練結(jié)合、考練

13、結(jié)合、練用結(jié)合,才能真正掌握和運(yùn)用,通過以語言知識(shí)的訓(xùn)練為手段,培養(yǎng)和提高運(yùn)用語言的能力。教學(xué)的實(shí)踐反復(fù)證明,要提高大學(xué)英語的教學(xué)效率,就必須正確處理好“用法”與“運(yùn)用”的關(guān)系,要認(rèn)識(shí)到“用法”作為“運(yùn)用”的必要組成部分,并不一定能保證“運(yùn)用”,而“運(yùn)用”則可以促使“用法”的掌握。同時(shí),要引導(dǎo)學(xué)生正確領(lǐng)會(huì)和擺正“知”和“行”、“懂”和“會(huì)”、“課堂行為”和“社會(huì)行為”的關(guān)系,實(shí)現(xiàn)從學(xué)“用法”到“在運(yùn)用中”學(xué)的轉(zhuǎn)變。3.2 引導(dǎo)學(xué)生從“被動(dòng)學(xué)”向“主動(dòng)學(xué)”轉(zhuǎn)變language is a product of social needs and practical, so only in commu

14、nication, in use, it is dynamic, with life. the mastery of the language is the process used by practice training. people can really master the language in the process of using language, that is to say it is the destination of language learning, and language learning is a guarantee of success. langua

15、ge knowledge is the foundation of language use, but knowledge is not equal to the ability, that does not mean that will use. most probably it did not actually happen that we cant learn english for several years, have some grammar rules and thousands of english words, you have learned to use this kin

16、d of language. we emphasize the jingjiang more training in the teaching process, a verb, a phrase, a sentence to combine learning with practicing, practicing, practicing examination combined with, can truly grasp and use, through the knowledge of the language training methods, training and improve t

17、he ability of using language. the teaching practice proved repeatedly, in order to improve the teaching efficiency of university english, we must correctly deal with the relationship between usage and use, to realize usage as the use of necessary part, does not necessarily guarantee use, use is to u

18、se master. at the same time, to guide students to correctly understand and correct knowledge and action, understand and will, classroom behavior and social behavior, from use to the change in the use of science. 3.2 guide the students from passive learning to active learningfor students, school educ

19、ation is a special period of transition is very important, good for their four years of university life has created a good start, a good grasp of the timing is key to finish high school to university life transition. to help freshmen enrollment education, good university the first lesson is crucial,

20、 university english teachers should focus on the transformation of students concept, adjust learning strategies, do the following aspects of work:(1)組織學(xué)生認(rèn)真學(xué)習(xí)大學(xué)英語教學(xué)大綱,幫助他們明確學(xué)習(xí)目標(biāo)和學(xué)習(xí)任務(wù),要求每人針對(duì)自身的情況,制定自身的學(xué)習(xí)目標(biāo)和學(xué)習(xí)計(jì)劃; (1) organize students to seriously study the university english teaching program, to help

21、them clear learning goals and tasks, ask each person according to their own situation, make their own learning goals and plans;(2)要通過摸底分級(jí)考試,摸清新生的“家底”,獲取新生英語基礎(chǔ)水平的第一手資料,做到心中有數(shù),以便因材施教、因班施教、因人施教; (2) through the diagnostic examination, find out the new family property, to obtain the basic level of engli

22、sh to freshmen of first hand information, do know the score, to teach students in accordance with their aptitude, for class teaching, teaching methods;(3)增強(qiáng)新生自主學(xué)習(xí)的意識(shí),強(qiáng)調(diào)英語是學(xué)會(huì)的,不是教會(huì)的,改變一部分新生把英語學(xué)習(xí)全部寄托在教師身上的依賴心理,對(duì)學(xué)生強(qiáng)調(diào)要做學(xué)習(xí)的“主人”,不要做學(xué)習(xí)的“奴隸”; (3) to enhance students awareness of autonomous learning, emphasi

23、zed that english is learned, not the church, change a part of the new english learning lies in teachers psychological dependence on student learning, stressed the need to do the master, do not learn slave;(4)積極幫助學(xué)生轉(zhuǎn)變學(xué)習(xí)觀念,調(diào)整學(xué)習(xí)策略,養(yǎng)成“課前預(yù)習(xí)課上練習(xí)課后復(fù)習(xí)”的良好學(xué)習(xí)習(xí)慣。變“消極被動(dòng)地接收知識(shí)”為“積極主動(dòng)地獵取知識(shí)”。(4) to help students ch

24、ange their concepts, adjust learning strategies, to develop a preview before class - class exercises - review good study habits. passively receiving knowledge to actively hunting for knowledge.3 guide the students to change from learn to learn大學(xué)英語是一門實(shí)踐性很強(qiáng)的課程,它并非教而會(huì)之,需要大量的、反復(fù)的語言實(shí)踐活動(dòng)才能掌握,因?yàn)檎Z言的社會(huì)性和交際性本

25、質(zhì)使英語學(xué)習(xí)有別于其他課程。就語言學(xué)習(xí)而言,“教”與“學(xué)”實(shí)際上是矛盾的對(duì)立統(tǒng)一,在外語教學(xué)過程中,“教”的結(jié)果最終得由“學(xué)”來體現(xiàn),抓住了“學(xué)”,就是抓住了矛盾的主要方面,重視了“學(xué)”,就是明確了英語教學(xué)的主體?！耙詫W(xué)生為中心”的教學(xué)是以語言學(xué)習(xí)規(guī)律為基礎(chǔ)的,它把學(xué)生從被動(dòng)引向主動(dòng),從消極接收引向積極參與。語言知識(shí)盡管有助于語言能力的培養(yǎng),但語言知識(shí)只有通過大量的實(shí)踐才能轉(zhuǎn)化為交際能力。這就要求我們?cè)诮虒W(xué)中必須以學(xué)生為中心使課堂變?yōu)榻浑H活動(dòng)的場(chǎng)所。教師應(yīng)從傳統(tǒng)的主導(dǎo)地位向指導(dǎo)地位轉(zhuǎn)變,課堂教學(xué)應(yīng)從傳統(tǒng)的“單邊灌輸型”向“雙邊交互型或多邊交互型”活動(dòng)轉(zhuǎn)變。通過平等參與和學(xué)生的主角效應(yīng),充分調(diào)動(dòng)

26、學(xué)生的參與積極性;通過聽讀,提高學(xué)生的接受性技能;通過說寫,提高學(xué)生的創(chuàng)造性技能;通過討論交流,提高學(xué)生綜合運(yùn)用語言的能力。努力形成課堂教學(xué)的整體活力,建立以學(xué)生為主體的能力培養(yǎng)型的課堂教學(xué)模式。以保證學(xué)生從“學(xué)會(huì)”向“會(huì)學(xué)”轉(zhuǎn)變。3.4 教學(xué)手段從“單一”向“多媒體化”轉(zhuǎn)變university english is a very practical course, it is not to teach but, need a lot of, repeated practice to master the language, because language social and commun

27、icative nature of learning is different from other courses in english. as language learning, teaching and learning is the unity of opposites in a contradiction, in the process of foreign language teaching, ultimately teach results from learning to reflect, to seize the science, it is to grasp the ma

28、in aspects of the contradiction, pay attention to learn, is the subject of english teaching. student centered teaching is a language learning rules based, it takes students from passive to active, from negative to positive reception in. language knowledge while contributing to the cultivation of lan

29、guage ability, but language knowledge only through a lot of practice can be transformed into communicative competence. this requires us in teaching must take the student as the center to make the class into communicative activities. change the dominant position of the teachers from the traditional t

30、o the guiding position, change the classroom teaching from the traditional one-sided indoctrination type to bilateral interactive or multilateral interaction type activities. through the protagonist effect equal participation and students, arouse students enthusiasm; through listening and reading, to improve students receptive skills; throug