【摘要】：課程設(shè)置涉及計(jì)劃、執(zhí)行、評估教學(xué)活動(dòng)等階段,是教育規(guī)劃的一項(xiàng)重要指標(biāo)。為確保課程設(shè)置的有效性,不同視角的需求分析是首要條件和必備前提。但目前而言,基于需求分析視角對英語專業(yè)課程設(shè)置進(jìn)行探索的研究較少。據(jù)此,本研究從多維視角對英語專業(yè)課程設(shè)置的需求狀況展開了調(diào)查與分析,以獲取多方對現(xiàn)階段課程設(shè)置及實(shí)施過程的看法,并為優(yōu)化課程建設(shè)建言獻(xiàn)策。本研究共選取包括英語專業(yè)在校生、畢業(yè)生、教師及不同用人單位的人力資源經(jīng)理在內(nèi)的四類研究對象。針對課程目標(biāo)、課程類別、課程內(nèi)容、課時(shí)安排、課程考核方式等課程設(shè)置中所涉及的要素,研究對象發(fā)表了自身看法。本研究通過問卷調(diào)查、半結(jié)構(gòu)化訪談等途徑獲取研究數(shù)據(jù)。定量分析過程涉及對頻數(shù)、百分比、均值及標(biāo)準(zhǔn)差的處理,均來自調(diào)查問卷收集的數(shù)據(jù),并在總體課程設(shè)置狀況和其要素之間進(jìn)行了相關(guān)分析;而定性分析過程主要是對訪談及問卷開放性問題所回答的關(guān)鍵詞進(jìn)行分類并分析,進(jìn)一步支撐相應(yīng)的定量分析結(jié)果。研究發(fā)現(xiàn),他們對于英語專業(yè)教育的主要需求是扎實(shí)的語言技能和廣博的英語專業(yè)知識及通識知識。他們對閱讀技能、文學(xué)知識水平最為滿意,但對口語技能、商務(wù)英語及百科知識水平最不滿意。同時(shí),他們都認(rèn)為現(xiàn)階段英語專業(yè)課程設(shè)置較為合理,但英語口語課、商務(wù)英語課在課程實(shí)施過程中仍存在問題。輸出型語言技能課程、專業(yè)知識課程、通識教育核心及選修課程以及實(shí)踐類課程的比重較少,但通識教育必修類課程中關(guān)于馬克思理論、軍事理論、歷史等方面的課程比例過高。此外,在考核體系中,過程性考核所占比例較低。基于對上述研究成果的討論,本研究得出如下結(jié)論:現(xiàn)階段英語專業(yè)課程設(shè)置基本能滿足學(xué)習(xí)者及社會的需求,但涉及口語技能、商務(wù)英語知識及專業(yè)實(shí)踐等方面的課程仍存在不足。因此,今后需要進(jìn)一步改善課程設(shè)置,如增加輸出型語言技能課、專業(yè)知識課、通識教育核心和選修課以及實(shí)踐課的比例,降低部分通識必須課比例,加大過程性考核比重等,以培養(yǎng)具備通識知識的復(fù)合型人才。最后,本文指出了研究的不足之處并對今后研究提出了建議。
[Abstract]:Curriculum design, which involves planning, execution and evaluation of teaching activities, is an important indicator of educational planning. In order to ensure the effectiveness of curriculum, the requirement analysis from different perspectives is the first and necessary prerequisite. But at present, there are few researches on the curriculum of English majors from the perspective of needs analysis. On this basis, the present study investigates and analyzes the needs of English major curriculum from a multidimensional perspective, in order to obtain views on the current curriculum and its implementation process, and to provide suggestions for the optimization of curriculum construction. This study selected four kinds of subjects, including English majors, graduates, teachers and human resource managers of different employers. According to the elements involved in curriculum setting, such as curriculum objective, curriculum category, curriculum content, class time arrangement, and course assessment method, the research object has expressed its own views. The research data are obtained by questionnaire, semi-structured interview and so on. The process of quantitative analysis involves the processing of frequency, percentage, mean value and standard deviation from the data collected by the questionnaire, and the correlation analysis between the overall curriculum and its elements is carried out. The qualitative analysis process mainly classifies and analyzes the keywords answered by interview and questionnaire open questions, and further supports the corresponding quantitative analysis results. The study found that their major needs for English education are solid language skills and extensive English expertise and general knowledge. They were most satisfied with their reading skills, their literary knowledge, but their oral skills, business English and encyclopedic knowledge. At the same time, they all think that the curriculum of English major is reasonable at present, but there are still some problems in the course of English speaking and business English. The proportion of export language skill courses, professional knowledge courses, general education core and elective courses and practical courses are relatively small, but in the compulsory courses of general education, the Marxist theory, military theory, History and other aspects of the high proportion of courses. In addition, in the examination system, the proportion of process assessment is low. Based on the discussion of the above research results, the present study draws the following conclusions: at present, the curriculum for English majors can basically meet the needs of learners and society, but involves oral English skills. There are still deficiencies in business English knowledge and professional practice. Therefore, it is necessary to further improve the curriculum in the future, such as increasing the proportion of output language skills, specialized knowledge, general education core and elective courses and practical courses, reducing the proportion of some necessary general knowledge courses, increasing the proportion of process assessment, etc. In order to cultivate a general knowledge of the complex talent. Finally, this paper points out the shortcomings of the study and puts forward some suggestions for future research.
【學(xué)位授予單位】：山東大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H319.3

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