摘要
本研究采用定量与定性相结合的方法探索大学外语课堂环境的特点,并对大学英语分级分课型教学模式进行评估与反思。研究结果表明,学习者对分课型课程体系中的读写译与视听说课堂环境总体比较满意,学习者在外语课堂中的参与程度、互助程度、与教师的互动程度、个人发展和提升取向等方面呈现出明显的个体差异。研究指出分课型教学模式的实施可以优化外语课堂环境,有助于实践以学习者为中心的外语教学理念,突出教师在课堂教学中的引导性和辅助性角色,但给读写译课堂的教学模态运用、学习者体验等方面带来了挑战。
Using a mixed-method approach, this study investigates the characteristics of the college English classroom environment, to which a new EFL teaching model is applied. Meanwhile, it evaluates the new teaching model that divides the traditional Comprehensive College English course into two modules of Listening-Speaking and Reading- Writing. The study reveals that EFL learners are generally satisfied with their classroom environment. It shows that there are great individual differences in the nature and intensity of personal relationships, the extent to which learners participate and help each other, as well as personal development and enhancement within the classroom environment. Finally the study comes to the conclusion that the new teaching model helps improve the classroom environment through applying the student-centered teaching approach and strengthening the teacher＇s facilitating role, but it poses a great challenge to teaching of the Reading-Writing course.
出处
《外语界》
CSSCI
北大核心
2012年第1期27-34,共8页
Foreign Language World
基金
山东省教育科学“十一五”规划重点课题“中国外语学习者的学习文化特点研究”(编号2010GZ079)
2010年度山东大学自主创新基金项目“中国外语学习者特点研究”的部分成果
关键词
课堂环境
心理感知
视听说课
读写译课
classroom environment
psychological perception
Listening-Speaking
Reading-Writing
