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在大学英语的教学过程中,很多高校都在实施分级教学,即,采取分级教学的模式。随着高等教育从精英教育转向大众教育,越来越多的学生有机会进入大学学习。受地区差异、城乡差异等因素的影响,新生的英语水平参差不齐。2007年教育部公布的《大学英语课程教学要求》指出:大学阶段的英语教学要求分为三个层次,即一般要求、较高要求和更高要求。鉴于全国高等学校的教学资源、学生的入学水平以及所面临的社会需求等不尽相同,各高等学校应参照本《大学英语课程教学要求》,根据本校的实际情况,制定科学、系统、个性化的大学英语教学大纲,指导本校的大学英语教学。为此,各高校陆续进行教学改革,纷纷采用分级教学的模式。这无疑有很多的优点,最显而易见的是它较好地体现了因材施教的教学理念。而笔者认为为了更好地取得教学效果,有时需要因“班”施教。
In college English teaching process, many colleges and universities are implementing graded teaching, that is, to take a hierarchical teaching model. As higher education shifts from elite education to mass education, more and more students have the opportunity to enter university. Affected by such factors as regional differences and urban-rural differences, the freshmen’s English level is uneven. In 2007, the Ministry of Education announced “College English Curriculum Teaching Requirements” that: the college English teaching requirements are divided into three levels, namely, general requirements, higher requirements and higher requirements. In view of the teaching resources of colleges and universities in China, the entry level of students and the social needs they face, the institutions of higher learning should make reference to the teaching requirements of the College English Curriculum and make scientific, systematic and individualized College English syllabus to guide our college English teaching. To this end, colleges and universities have carried out teaching reform one after another, have adopted a hierarchical teaching model. This undoubtedly has many advantages, the most obvious is that it better reflects the teaching philosophy of individualized teaching. And I think in order to better achieve the teaching effect, sometimes because of “class ” teaching.