本文關(guān)鍵詞：我國(guó)英語(yǔ)課堂教學(xué)范式革新的理?yè)?jù)，由筆耕文化傳播整理發(fā)布。

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所有學(xué)科

外國(guó)語(yǔ)言文字

教育理論與教育管理

中國(guó)語(yǔ)言文字

計(jì)算機(jī)軟件及計(jì)算機(jī)應(yīng)用

中等教育

成人教育與特殊教育

心理學(xué)

互聯(lián)網(wǎng)技術(shù)

高等教育

    It is the purpose of this paper to develop a learner-centered approach a more effective and appropriate approach to ESP curriculum management with the analysis of the learner’s needs and exploration of some theoretical concepts ranging from language descriptions to language learning theories.

    文章首先分析了學(xué)習(xí)者的需求，并較深入地研究了語(yǔ)言及語(yǔ)言學(xué)習(xí)中的一些理論問(wèn)題，旨在探索以學(xué)習(xí)者為中心這種更加切實(shí)可行且行之有效的專門(mén)用途英語(yǔ)課程設(shè)計(jì)的套路。

短句來(lái)源

    The learner's needs may conflict with the teacher's(needs conflict), which has been noticed by some experts of ESP.

    而學(xué)生的需求與教師的需求很可能產(chǎn)生沖突（即需求矛盾），這一問(wèn)題已經(jīng)開(kāi)始引起該領(lǐng)域?qū)＜业淖⒁狻?

短句來(lái)源

    ESP is seen as approach not as a product: understood properly, it is an approach to language learning which is based on the learner's needs.

    ESP教學(xué)建立在學(xué)習(xí)者的需要分析(needs analysis)之上。

短句來(lái)源

    The failings of the dominant English class teaching paradigms in China are obvious. They cannot meet the multiplicity of the learner's needs of English study , and their underlying theories cannot fit in with the context of Chinese students of English, either.

    指出,原有的英語(yǔ)課堂教學(xué)范式無(wú)法滿足快速發(fā)展的英語(yǔ)學(xué)習(xí)需要,甚至使教學(xué)出現(xiàn)了偏差和誤區(qū),且國(guó)內(nèi)英語(yǔ)課堂教學(xué)范式及理論多是“舶來(lái)品”,并非源于我國(guó)文化環(huán)境下的英語(yǔ)學(xué)習(xí)實(shí)踐,因此它們不能完全適用于以漢語(yǔ)為母語(yǔ)、在外語(yǔ)環(huán)境下學(xué)習(xí)英語(yǔ)的中國(guó)學(xué)生的實(shí)際情況。

短句來(lái)源

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  learner s needs

We therefore suggest that developers first focus on the learner's needs and accordingly select functionalities and technology that meet those needs.

The structure of a distance learning course refers to the amount of flexibility and responsiveness to an individual learner's needs.

The learner's needs and preferences information was set within the system and variable at any time the system was being used.

The author can keep the user model small, the system works more efficient and the learner's needs are met better.

These will be mapped onto the syllabus and structured to suit the individual learner's needs.

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This paper deals with justifications for innovating English class teaching paradigms in the English teaching field of China. The failings of the dominant English class teaching paradigms in China are obvious. They cannot meet the multiplicity of the learner's needs of English study , and their underlying theories cannot fit in with the context of Chinese students of English, either. Therefore, it is necessary to learn to shift from the predominant English class teaching paradigms which have...

This paper deals with justifications for innovating English class teaching paradigms in the English teaching field of China. The failings of the dominant English class teaching paradigms in China are obvious. They cannot meet the multiplicity of the learner's needs of English study , and their underlying theories cannot fit in with the context of Chinese students of English, either. Therefore, it is necessary to learn to shift from the predominant English class teaching paradigms which have been unjustifiably taken for granted in China over the past decades.

本文闡述了目前我國(guó)英語(yǔ)課堂教學(xué)范式革新的理?yè)?jù)。指出,原有的英語(yǔ)課堂教學(xué)范式無(wú)法滿足快速發(fā)展的英語(yǔ)學(xué)習(xí)需要,甚至使教學(xué)出現(xiàn)了偏差和誤區(qū),且國(guó)內(nèi)英語(yǔ)課堂教學(xué)范式及理論多是“舶來(lái)品”,并非源于我國(guó)文化環(huán)境下的英語(yǔ)學(xué)習(xí)實(shí)踐,因此它們不能完全適用于以漢語(yǔ)為母語(yǔ)、在外語(yǔ)環(huán)境下學(xué)習(xí)英語(yǔ)的中國(guó)學(xué)生的實(shí)際情況。有必要樹(shù)立范式革新的意識(shí),加強(qiáng)范式革新的探索,建構(gòu)更加高效、更具活力并且能夠更好地適應(yīng)各種學(xué)生群體英語(yǔ)學(xué)習(xí)目標(biāo)的英語(yǔ)課堂教學(xué)范式。

This thesis has displayed a research on establishment of Four-Step-Strategic-Training mode for beginners,which is based on the Anderson's theory of Skill Acquisition mode and listening comprehension working process.The four steps include: to decide the strategies according to learner's need,to implement the strategic training,to appraise the strategic training and revise the strategic training.The four steps have run through the whole training process.The thesis has demonstrated an experiment...

This thesis has displayed a research on establishment of Four-Step-Strategic-Training mode for beginners,which is based on the Anderson's theory of Skill Acquisition mode and listening comprehension working process.The four steps include: to decide the strategies according to learner's need,to implement the strategic training,to appraise the strategic training and revise the strategic training.The four steps have run through the whole training process.The thesis has demonstrated an experiment of listening strategic training taken by 116 non-English-major students.The author had divided the two classes into two groups for 20 weeks listening teaching,the result showed the group which had taken strategic training was obviously better than another one.

本研究首先于Anderson的認(rèn)知技能獲得模式和聽(tīng)力理解過(guò)程工作模式的理論基礎(chǔ)上建立了一個(gè)新的基于學(xué)習(xí)者的四步策略訓(xùn)練模式,使得策略訓(xùn)練更有針對(duì)性和可操作性,即1)決定學(xué)習(xí)者的需要及選擇好要教的策略,2)實(shí)施策略訓(xùn)練,3)評(píng)估策略訓(xùn)練,4)修訂策略訓(xùn)練。這四個(gè)步驟循環(huán)貫穿于培訓(xùn)過(guò)程的始終。然后文章以一次為期二十周的聽(tīng)力策略訓(xùn)練證實(shí)了策略培訓(xùn)及以上訓(xùn)練模式的有效性。實(shí)驗(yàn)對(duì)象為本文作者所教授的兩個(gè)自然班共116名福州大學(xué)工程技術(shù)學(xué)院的非英語(yǔ)專業(yè)的學(xué)生,兩個(gè)班分別組成實(shí)驗(yàn)組和對(duì)照組接受為期20周的實(shí)驗(yàn)教學(xué),并接受前后聽(tīng)力測(cè)試。數(shù)據(jù)分析則在實(shí)驗(yàn)教學(xué)和測(cè)試成績(jī)的增加中尋找聯(lián)系。結(jié)果證明,后測(cè)中的實(shí)驗(yàn)組成績(jī)明顯優(yōu)于控制組,即上述理論框架指導(dǎo)下的聽(tīng)力策略培訓(xùn)能有效地促進(jìn)學(xué)生聽(tīng)力水平的提高,且培訓(xùn)的有效性因?qū)W生聽(tīng)力水平的不同而不同。

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  本文關(guān)鍵詞：我國(guó)英語(yǔ)課堂教學(xué)范式革新的理?yè)?jù)，由筆耕文化傳播整理發(fā)布。