摘要
“3+2”专本联合培养学生大学教育分为两个阶段:高职阶段和本科阶段。对他们而言,大学英语课程因为依据对口本科高校的人才培养要求而开设,相比高职段的其他课程,难度较大;学生英语基础差,学习主动性不强,这些不足在一定程度上又加大了教学的难度。基于“输出(驱动)—输入(促成)—输出(效果检验)”教学模式而提出的输出驱动大学英语教学,立足于激发学生的学习兴趣和学习主动性,通过对教学内容的编排和整合,要求学生在完成“说、写、译”等表达性任务的基础上适时补充不足,进而又通过学生完成相应任务来检验学习的效果。教学实践表明,输出驱动大学英语教学能有效弥补学生存在的不足,提高教学成效。
As for"3+2"college students,their undergraduate education is divided into two sections:one is finished in a vocational college and the other in its corresponding university.Compared with other courses in the vocational college,College English is set based on the talent cultivating requirements of its corresponding university and for"3+2"college students,it's very hard to learn.Such students are weak in English and don't have a strong learning initiative,which,to some extent,increases the difficulty of teaching.The output-driven college English teaching,proposed based on the teaching mode of output(driving)-input(enabling)-output(testing),focuses on stimulating students'learning interest and learning initiative.Through the re-arrangement and integration of the teaching contents,students are required to finish the expressive tasks such as speaking,writing and translating with the help of input knowledge and in the meantime,the learning efficiency is tested by the completion of certain learning tasks.The teaching practice shows that output-driven college English teaching can effectively make up for students'deficiency in learning and improve the teaching efficiency.
出处
《科教文汇》
2020年第4期169-171,共3页
Journal of Science and Education
基金
2016年湖北省高等学校省级教学研究项目“‘3+2’本科与高职联合培养背景下大学英语课程输出驱动教学的创新研究(2016504)”研究成果
关键词
“3+2”专本联合培养
大学英语课堂教学
输出驱动
the joint cultivation mode of"3+2"higher vocational and undergraduate education
college English classroom teaching
output-driven theory
