摘要

隨著科技的發(fā)展和世界經(jīng)濟一體化進程的加速，英語已經(jīng)成為政治、經(jīng)濟、文化交流的必要手段與工具。再加上我國對外經(jīng)濟發(fā)展迅速，全方位、寬領(lǐng)域、多層次的對外開放格局不斷向前推進，英語在全球化經(jīng)濟體系運行中的地位日益重要，在各類國際事務中發(fā)揮著越來越重要的作用。

人們對于外語學習的重視程度也日益提高，特別是中國加入世貿(mào)組織與成功申辦 2 0 0 8 奧運會之后，人們對于英語學習的熱情達到空前的高漲。因此，大學英語教學作為傳授英語知識和介紹優(yōu)秀西方文化的基礎課程，如何提高和改進教學方法，擺脫傳統(tǒng)的教學理念，筆耕文化傳播，如何體現(xiàn)大學英語的教學特色，以及如何實施素質(zhì)教育一直是大學英語教學所探索和研究的問題。因為，這不僅是時代發(fā)展的需要，更是我國與世界接軌培養(yǎng)跨世紀應用型人才的需要。
芬蘭教育被世界所矚目始于2001年末，在經(jīng)濟合作發(fā)展組織實行的國際學生評估項目中，芬蘭學生所取得的成績超越了眾多傳統(tǒng)教育強國。2013年世界經(jīng)濟論壇發(fā)布的最新人力資本指數(shù)中，芬蘭的教育在122個國家中排名第一。此結(jié)果再次將芬蘭的教育推向了國際社會的舞臺，成為全球教育矚目的焦點。
和中國一樣，英文并非芬蘭的母語。芬蘭的英文教學，也是以學校所教為基礎，而且市面上并沒有眾多的英語補習班，更看不到英語學習雜志。但是，幾乎芬蘭全國人民基本上都能說著流利的英語。究竟芬蘭采用了什么方法，讓全民說英語的比例，能達到如此的普及呢？ 芬蘭的學生是怎么學習英語的呢？芬蘭的大學英語教學中的素質(zhì)教育是如何體現(xiàn)的呢？
因此，帶著以上疑問，本文試圖通過對芬蘭大學英語教學課堂中采用的方法進行調(diào)查研究，旨在通過研究得出芬蘭高校英語教師是如何將素質(zhì)教育貫通在實際教學環(huán)節(jié)中的結(jié)論。文章采用定性與定量研究相結(jié)合的研究方法，研究數(shù)據(jù)以問卷調(diào)查和訪談為主，作者個人經(jīng)歷為輔。
研究首先針對赫爾辛基大學英語教師做了問卷調(diào)查，調(diào)查的問題主要圍繞教師在課堂上如何開展英語教學、教師們?nèi)绾卫斫馑刭|(zhì)教育，大學如何貫徹素質(zhì)教育的理念，以及學校對大學英語教師有哪些要求等問題一一展開。
然后對赫爾辛基大學選修英語課程的學生進行隨機訪談，了解他們對英語課程學習中的反應。同時特意訪談不同國籍的留學生對待芬蘭大學英語教學的看法。
再次，基于問卷分析，訪談的結(jié)果，結(jié)合作者在芬蘭學習生活的經(jīng)歷，對赫爾辛基大學英語教學中的素質(zhì)教育做出綜合評估。研究結(jié)果表明，赫爾辛基大學的英語教學對語言教學和學生學習方式進行了革新，由應試教育成功的轉(zhuǎn)變?yōu)樗刭|(zhì)教育。教學方式打破了以往過于著重語法、詞匯的記憶方式，而改以充分的讓學生進行聽說的演練，再配合讀與寫，并積極鼓勵學生在學習過程中發(fā)散思考，激發(fā)課后自主學習的動力。同時，學校持續(xù)的師資在職訓練，積極改變老師的教學模式與心態(tài)，讓教師了解到教育責任不是照本宣科上完課就好，更不能一味的凸顯優(yōu)秀學生和精英教育，而應當尊重每一位學生，盡最大努力做到消除學習落差。
基于研究結(jié)果發(fā)現(xiàn)，芬蘭的英語教學的成功在于高質(zhì)量的教師教育為其提供了專業(yè)的師資，以及優(yōu)越的教學環(huán)境和靈活的教學理念。從芬蘭的大學英語教學中得出了一些啟示，中國高校的英語教學模式應當改變傳統(tǒng)的以考試為主要檢查手段的“任務式”學習方式，采取更加靈活機動的“以人為本”和“以學生為中心”的素質(zhì)教育，同時政府應當給予教育行業(yè)更多支持性的政策，讓中國學生在更輕松的環(huán)境下學習并掌握英語。

關(guān)鍵詞：素質(zhì)教育，第二語言，教師培訓，教學模式，改革

 

Abstract

With the acceleration of the development of science and technology and the globalization of world economy, English has become a necessary means of political, economic, cultural exchange and tools. Chinese's rapid economic development, all-round, wide-ranging, multi-level opening-up pattern is advancing, the status of English in running the global economy becomes more and more important, that is playing an increasingly important role in various international affairs.

Chinese people are increasing emphasis on foreign language learning, especially after China joining the WTO and successful bid to host the 2008 Olympic Games, people for learning English enthusiasm unprecedented upsurge. Therefore, University English teaching as teaching English knowledge and the basic course of excellent western culture, how to enhance and improve teaching methods, to get rid of the traditional teaching concept, how to reflect the university English teaching characteristics, and how to implement quality education has been the university English teaching and research problems. Because this is not only the need of development of era, but it also the need of our training cross century talents with the world.
Finland education has attracted the attention of the world began in late 2001, in the implementation of the organization for economic cooperation and development programme for international student assessment, Finland students have achieved more than many traditional education. The new human capital index released by the world economic forum 2013, Finland's education ranks first among the 122 countries. This result makes the Finland education standing on the international stage, become the focus of attention of global education.
As China, English is not Finland’s native language. The Finland English teaching, also treated the schools education as the basis, and there are no numerous English cram schools in this country, even you cannot find English learning magazines. However, almost Finland national people can speak fluent English. Which kind of method the Finland adopted to let all the people speak English? How the quality education be implemented by the English teacher in the University of Finland.
Therefore, this thesis attempts to do research on teaching method of English teaching course of the University of Finland, aim to find out how the Finland College English teachers to use quality education in practical teaching. The thesis adopts the research method combining qualitative and quantitative studies, with the analysis of questionnaires and interviews, and the author’s personal learning experiences being supplementary. The following are the procedures of the research.
In the first instance, several questionnaires sending to the Helsinki University’s English teacher, which survey questions focus on the how the English teacher carry out the English teaching in the classroom with quality education; to find the Finland English teacher’s opinion about Quality Education; How the university to implement the concept of Quality Education, and the admission of English teacher by the Helsinki University.
Then, carrying out interviews among several students that choose English courses at the Helsinki University, aims to find their opinions about the English teaching method, and comments about the Quality Education of English teaching.
Later, a general evaluation on the validity of The Study of Quality Education in English Teaching of Helsinki University is produced based on the data results obtained by questionnaires, and interviews. The results show that, English Teaching of University of Helsinki carried out innovation on language teaching and learning is the embodiment of quality education. The traditional emphasis on grammar, vocabulary memory is instead by adequately practice of listening and speaking, then coupled with reading and writing. The English teacher keep encourage students use innovation think about the course and adopt Quality Education method to motivate student’s autonomous learning. Meanwhile, university keep teacher in-service training, aim to developed their teaching mode and teaching ideas, is one of the reasons for the implementation of the Quality Education in English teaching. 
Based on the research results, English Teaching in Finland's success lies in the teachers' education of high quality provides professional teacher for it, as well as excellent teaching environment and teaching philosophy. Chinese University English teaching mode should be changed from the traditional way by examination to check the effectiveness of learning, to more flexible "people oriented" and "student-centered" quality education. At the same time, appealed to the government formulate more supportive policy for education industry, to let Chinese students to learn English in a relaxed environment.
Key words: Quality education, second language, teacher training, teaching model, innovation 

Content
摘要 I
Abstract III
Content V
Chapter One Introduction of Finnish Education 1
1.1 Research Background 1
1.2 Research Purposes 9
1.3 Research Significance 9
1.3.1 Theoretical Significance 9
1.3.2 Pedagogical Significance 9
1.4 Organization of the Thesis 9
Chapter Two Literature Review of Quality Based Education 11
2.1 Research on Quality Based Education at Home and Abroad 11
2.2 Quality Based Education in English Teaching 13
2.2.1 Comprehension of Quality Based Education 14
2.2.2 Present Condition of English Teaching in China 16
Chapter Three Methodology of the Research 25
3.1 Design of the Research Method 25
3.2 Research Subjects 27
3.2.1 Subjects 27
3.2.2 Questionnaire 27
3.2.3 Interviews 28
3.3 Research Instruments 28
3.4 Data collection 29
Chapter Four Results and Discussions 30
4.1 Questionnaire Survey Analysis 30
4.2 Analysis of Interview 39
Chapter Five Conclusions of the Research 44
5.1 Summary of the Study 44
5.2 Limitations of the Study 46
Chapter Six Suggestions for University English Teaching in China 47
Bibliography 49
Acknowledgements 53
Appendix I Questionnaire 54
Appendix II Interview 57
個人簡介 58

研究生學位論文原創(chuàng)性聲明和版權(quán)使用授權(quán)書 59

 

Chapter One Introduction of Finnish Education

This chapter introduces the Finnish Education from the following perspectives: the background, the purpose and significance of the thesis research, and the organization of the thesis. 

1.1 Research Background
Finnish education is called "miracle education” of conquering the world.  Finnish education is the most balanced, and the student achievement gap is minimal. Finnish high school students are regarded as the best overall performance in the world, by International Economic Cooperation Development (OECD). Moreover, higher education in Finland almost is rated as the best on every World Economic Forum.  Education has become one of the hottest brands in Finland. In stark contrast, Finnish education has the least classes in the world. The review this after class is the shortest, but the holidays is the longest. Educational institutions around the world come to Finland for learning from "education first" experience.

The Finnish education system is an egalitarian Nordic system, with no tuition fees for full-time students. Attendance is compulsory for nine years starting at age seven, and free meals are served to pupils at primary and secondary levels, where the pupils go to their local school. Education after primary school is divided into vocational and academic systems. Finnish education system is composed of primary education, secondary education and higher education. At the same time, Finnish higher education system is divided into two stages -Undergraduate Education & Graduate Education. Every year, about 225,000 students come in 25 polytechnic colleges and 16 universities in Finland. More than 65% of nationals have received the high education, with the higher proportion in the young people. It is worth mentioning that Finnish Universities are all the state-national. The entire fund is provided by the Ministry of Education. At present, undergraduate tuition-free education is still free. Parts of graduate students have already started to charge tuition fees, but still set up scholarships in the same time.

 

Chapter Six Suggestions for University English Teaching in China

 

In response to the importance of the English language and the need for better knowledge of English, more and more Chinese agreed that the importance of teaching and learning English in China was greatly increased nowadays.

It is true that English plays an important role as a watchdog for moving between countries, particularly as regards transnational education. The priority of a Chinese student who wants to study in an English speaking country is often proof of knowledge of English or TOEFL or ITELS. As a result, the university in prestigious universities such as Peking University and Tsinghua University students famously known for their diligence to learn English just to pass these international examinations for admission to further their education in English-speaking countries. One of the main differences between the new and old world English EFL teacher models is that ELT has become a business' critical(Graddol, 2006). With a long tradition of teaching practices perfected to create high failure rates, energy, resources and patience is needed to ensure that ELT will be more effective mechanism for the production of elite groups of society. 
Learning English in China has become almost a national obsession. This is very rare in the world. However, most English learners cost much, but to gain a little.
The Chinese government has made a move for the general state of education away from teacher / teaching style centered on the examination, which transmits rote-teaching/learning knowledge new way of student / teacher-centered quality based education. It trains students to develop moral, intellectual, physical and aesthetic and meanwhile reduces the importance of tests (Zheng, 2008). Following this survey, the data showed that most participants supporting policy reforms and an optimistic outlook on the implementation of reforms remains( Sjoholm, 1995).
Compared with the basic education o China, there are a lot of features in Finland. Finland English education teaching time is short, but in contrast, Finnish English extracurricular activities are very rich. The teacher needs to prepare long-time activities according to the students' learning situations.In the basic English education, Finland also do more prominent. Teachers spend a lot of time on thinking and communication, and students can easily learn to class content.
A good education cannot do without a good teacher. The teacher is very strict in Finnish Colleges.  And teacher qualifications are average at master's level. However, the teachers with higher education does not necessarily successful candidate tutor.In addition, in Finland, the educational resource is very rich. Every student has the chance to enjoy the higher education.Even if the family of difficult economic situation accepts the same education resources. The end of the meeting, Li Dong summarized several factors of Finland education achievement: equality of opportunity, the teachers autonomy, students as learning center, and learning in practice are advantages.
Various types of difficulties, with support from the Ministry of Education requirements, the teachers developed collaborative learning methods and learn from the experiences of others. Teaching methods have changed in order to draw the attention of students, but tried to find commitments between innovation and tradition. No matter how the contribution made on political reforms, the research questions in this study have been answered successfully. This research provides softness another example of development with quality educational reform (Warschauer, 1995). All these educational bottlenecks affect continue to promote the development quality education, which requires us to find out the comprehensive quality level of the students, analyze the weakness of students' overall quality and the reason of its formation, adjust in line with the basic requirements of quality education the teaching ideas and concepts, strengthen the teaching reforms, alter expository teaching from the deep, establish the educational method of mufti-level and mufti-link to cultivate students' comprehensive quality, improve comprehensively students' moral quality, physical quality, psychological quality, cultural quality and craftsmanship, and truly implement the principle of quality education.

 

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