Correlative Study on English Syllabuses between High School and University

论文摘要

英语教学过程应该是一个有机的整体。教学中既要考虑到它的全面性和整体性,也要考虑到其阶段性及衔接性,是各个阶段自然过渡,合理连接。高中英语教学和大学英语教学是英语教学活动的两个不同阶段,是相辅相成,互相依存,不可分割的统一体。中学英语教学是大学英语教学的前提,条件和必要准备；大学英语教学又是中学英语教学的延伸和发展。任何割裂,孤立考虑他们关系的做法都是极端错误的,不可取的。由于高中英语和大学英语在教学目的、教学内容、教学手段、教学评价等方面存在巨大差异,因此无论大学教师还是大学新生普遍感到高中英语与大学英语在教与学的两方面都存在着困难和问题。本文旨在通过一个全新的角度,从教学的根本——教学大纲出发,审视教学的源头,查清衔接问题的根源所在,力求寻找一个解决问题的角度和突破口,为一线教师和英语教育工作者提供适当的参考,为教育行政部门的决策提供信息,从而为今后实现小学、中学到大学的英语教学一条龙体系提供动力。文章首先指出目前中学和大学教学的现状,指出存在的差异以及主要问题。进而提出研究衔接问题的意义,在参考了国内外研究现状的同时把视线对准大纲,着手从本源研究现象。本文介绍了中学和大学前后教学大纲的变化,以此为背景重点对比目前《普通高中英语课程标准》和《大学英语课程教学要求》各级别之间的教学细则,它对两份文件相对应的能力要求进行详细阐述。并分析了他们之间的衔接程度,同时,深入教学一线对两个阶段主管英语教学的几位负责人进行了专访,吸取了各方的经验总结。这些都有助于教学工作者对大纲本身变迁和发展的认识,同时更为清楚和明确地了解现阶段高中和大学教学纲要的衔接和一些建议,让教师们更深层次明晰教学任务。力求从大纲本身的源头出发,给英语教学的衔接工作提供借鉴。本文在结尾部分对教学理念、教学方法、教学内容和教学评估4个部分提供了14点参考建议,帮助中学英语教师改进教学方法,深化教学改革,尤其是推进新课程建设,也为大学教师在实施教学的过程中提供参考依据。

论文目录

• Acknowlesgements
• 摘要
• Abstract
• Abbreviations
• Chapter 1 Introduction
• 1.1 Background of the study
• 1.2 Significance of the study
• 1.3 Overall structure of the thesis
• Chapter 2 Literature Review
• 2.1 Introduction
• 2.2 Definition
• 2.2.1 The definitions of syllabus in foreign countries
• 2.2.2 The definitions of syllabus in China
• 2.2.3 The definitions of English syllabus in China
• 2.2.4 The definitions of the scope of basic English syllabus
• 2.2.5 The definitions of the scope of higher English syllabus
• 2.3 Studies on English syllabus
• 2.3.1 Studies on English syllabus abroad
• 2.3.2 Studies on English syllabus in China
• 2.4 The functions of English syllabus
• 2.5 The compiling principles for English syllabus
• 2.6 Historical Review of English Teaching Syllabus After the Founding of PRC
• 2.6.1 English teaching syllabus of high school（1949-2008）
• 2.6.1.1 Development of full-time high school English syllabus during the first phrase（1978-1990）
• 2.6.1.2 HSES during the second phase（1993-2000）
• 2.6.1.3 SHSES in the third phase（2000 up to now）
• 2.6.2 English teaching of higher education
• 2.6.2.1 CES （Draft） 1980—A Starting Point in syllabus design
• 2.6.2.2 CETS （for natural sciences） 1985 & CETS （for liberal sciences） 1986—The first two separate syllabus
• 2.6.2.3 CETS （revised edition） 1999—A revised integral curriculum
• 2.6.2.4 CECR 2004—A Curriculum of Comprehensive Reforms
• 2.7 The specific embodiment of ideal "streamline" English teaching system in the basic and higher syllabus
• Chapter 3 Research Methodology
• 3.1 Introduction
• 3.2 Research questions
• 3.3 Participants
• 3.4 Instruments
• 3.5 Data collection
• 3.5.1 Comparative analysis
• 3.5.2 Interview
• 3.6 Data ananlysis
• Chapter 4 Findings and Discussion
• 4.1 Introduction
• 4.2 Findings of comparative analysis of SHSES and CECR
• 4.2.1 Cohesive parts of SHSES and CECR
• 4.2.1.1 The same orientation of general teaching objectives and views of language learning
• 4.2.1.2 The cohesion of high school curriculum objectives and college teaching requirement
• 4.2.1.2.1 Comparison of Band 7 in SHSES and Basic Requirements in CECR
• 4.2.1.2.2 Comparison of Band 8 in SHSES and Intermediate Requirements in CECR
• 4.2.1.2.3 Comparison of Band 9 in SHSES and Advanced Requirement in CECR
• 4.2.2 The incohesive parts of SHSES and CECR
• 4.2.2.1 The incohesion of requirements for translation ability
• 4.2.2.2 The incohesion of teaching approach and teaching model
• 4.2.2.3 The incohesion of the requirements for affective attitudes objective
• 4.3 Findings of interview data
• 4.3.1 Teacher A's interview
• 4.3.2 Teacher B's interview
• 4.3.3 Teacher C's interview
• 4.3.4 Teacher D's interview
• 4.3.5 Teacher E's interview
• 4.3.6 Teacher F's interview
• 4.3.7 The factors affecting the connection between SHSES and CECR
• 4.4 Suggestions on the streamline English language teaching in high school and university
• 4.5 Teaching idea
• 4.5.1 Integrated textbook and optimized course design on the basis of the connection between CET and HSET
• 4.5.2 Training of students'habit of English thinking
• 4.5.3 Students'autonomous learning ability
• 4.5.4 Research on the differences between high school English and college English
• 4.6 Teaching methods
• 4.6.1 The guidance of learning methods to students in English teaching
• 4.6.2 The adequate attention to applied teaching
• 4.6.3 The transformation of the cut-in point of teaching
• 4.6.4 Systematic teaching
• 4.7 Teaching content
• 4.7.1 Vocabulary teaching
• 4.7.2 Grammar Teaching
• 4.7.3 Fully utilizing the overlap between HSET and CET
• 4.7.4 Emphasis on listening and speaking ability
• 4.8 Teaching evaluation
• Chapter 5 Conclusion
• 5.1 Summary of the findings
• 5.2 Pedagogical implications
• 5.3 Limitations of the research
• 5.4 Further research
• References
• Appendix 1《高中英语课程标准》与《大学英语课程教学要求》衔接性访谈提纲（大学教师版）
• Appendix 2《高中英语课程标准》与《大学英语课程教学要求》衔接性访谈提纲（高中教师版）
• Appendix 3《高中英语课程标准》与《大学英语课程教学要求》衔接性访谈录音稿（大学教师A）
• Appendix 4《高中英语课程标准》与《大学英语课程教学要求》衔接性访谈录音稿（大学教师B）
• Appendix 5《高中英语课程标准》与《大学英语课程教学要求》衔接性访谈录音稿（大学教师C）
• Appendix 6《高中英语课程标准》与《大学英语课程教学要求》衔接性访谈录音稿（高中教师D）
• Appendix 7《高中英语课程标准》与《大学英语课程教学要求》衔接性访谈录音稿（高中教师E）
• Appendix 8《高中英语课程标准》与《大学英语课程教学要求》衔接性访谈录音稿（高中教师F）
• 个人简历