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1、ACKNOWLEDGEMENTS‘Firstandforemost,1wouldliketoextendmymostsinceregratitudetomysupervisor,AssociateProfessorZhengZhilian,whohasgivenmealotofencouragementandguidedmethroughthevariousstagesofcompletingthisthesis1wishtoexpressmythankstoZhaoYueintheCollegeofForeignLanguages,ZhejiangNormalU
2、niversity.1wouldlikealsogivemygratitudetotheteachersandstudentsintheforeignlanguagecollegeinTaizhouUniversityfortheirenthusiastichelpduringtheinterviewsandquestionnaireinvestigationsamongthem.Withouttheirpatientanddetmledexplanationabouttheirteachingandlearning,thecompletionofthisthes
3、iswouldbeimpossible.Ⅲ2㈣5㈣瓢咖3帥哪哪m●1●Ⅲ4洲Z刪YABSTRACTInthepastdecade,enrollmentexpansionhashappenedinalmostalltheChineseuniversitiesandcolleges.Some3yearlocaltechnicalcollegeshavefinishedtheirupgradingtObecome4yearfulltimeuniversitiesSOastoenrollmorehighschoolgraduates.Theseinstitutionala
4、djustmentcausedthenumberofuniversitystudentstoincreasedramatically.Somestudyindicatesthattheplannedexpansionofenrollmentofuniversitystudents,ontheonehand,offeredmoreopportunitiesforhighschoolgraduatestoenteruniversity;Ontheotherhand,thesuddenexpansionofscalesofuniversityleveleducation
5、begantocausetheuniversitiestofacetheissuetoguaranteethequalityofteaching.Forthisreason,anacademicresearchtrendoccurredintheeducationalcircleonhowtointegratetheavailableeducationalresourcesandchangetheoldteachingmodelSOastoimproveeducationalquality.SomelearnedscholarsinChina,suchasYeLa
6、n(2009)andZhongQiquan(鐘啟泉,2005and2007),havemadetheoreticalcontributionsonclassroomteachingmodelshiftandeducationalinnovation.Theirtheoreticaldiscussionshaveadvocatedthechangefromtheold“fulllecturestyleteaching’’or“knowledge—transfusingcenteredteaching’’tothenew“constructiveteachingmet
7、hod”.Inspiredbytheparadigmshifttheoryrelatingtoclassroomteaching,practicessuchasteachersclassroomactivitydesign,theteacher-studentclassroominteractionandstudentsparticipationinhands—onactivitieshavebecomerecognizednewbenchmarksforevaluationofteachingquality.Asurveyonacademicliterature
8、revea