通过学生和教师问卷调查、测试、访谈和教室观察、学生和老师的搜索合作学习的态度,验证老师干预在大学英语合作学习,并发现是否有效作用教师干预大学英语合作学习的因素。 Chapter 1 Introduction引言 1.1 Current Situation of English Teaching in College在大学里英语教学近况 我们都知道,大学英语是一个必需的基本课程在探讨生。根据最新的修订后的非英语系的学生大学英语课程教学要求As we all know, College English is a required basic course for undergraduatestudents. Based on the latest revised College English Curriculum Requirement fornon-English major students (2017), the final objective of college English teaching is todevelop learners to use English in a well-round way, especially in listening andspeaking, and to develop communicative competence so as to meet the needs ofChina’s social development and international exchanges.Many English teachers in universities and colleges in China always devote theirtime to study English teaching approaches and learning strategies. In their opinions, it’sthe best way to help learners improve exam results. However, many learners can read alot but express a little. Their English is called as “the dumb English”, let alonecommunicate with foreign people. The overall learners’ language competence,especially in listening and speaking, is still far from the expectation of the teachers.Most English classes in universities and colleges are still teacher-centered ormaterial-centered, just like the way to teach English in high school. The classroomstructure is competitive and individualistic all the time. In English classes, mostteachers still lecture from the beginning to the end, while students often play a verypassive role in learning English, and just sit there taking notes. Except for a few goodstudents standing up to answer the teacher’s question, there are a few activities for allthe class to join in, especially for the poor students. Because in the traditional class,some good students can answer the teacher’s question, and it means win; while otherstudents lose this “game”. It can reduce these students’ interest of learning English.Under this circumstance, teachers find it difficult to enhance all the students’motivation to learn English, let alone to improve their exam results.In a situation like this, more and more teachers pay attention to the importance ofthe reformation of the present English teaching. Compared with the traditionalteacher-centered mode, cooperative learning puts more emphasize on students’ activity,meeting students’ psychological needs and pay close attention to student-centered(Wang Tan, 2017:198).Some teachers begin to attempt to apply cooperative learning totheir teaching so as to stimulate students’ motivation and build a relaxed classroomatmosphere. However, those teachers who only apply group work to their teachinginevitably find the situation which only a few students take part in the class activities isnot improved. Some students still learn English by themselves; others find it boring touse group work in class. Some students make the loud noise during group discussion;others keep silent even if the topic of group discussion is very interesting. Somestudents don’t know how to solve the conflict; others don’t know how to praise to eachother in group work. Moreover, most teachers who apply group work to their Englishclass are not confident of controlling the time of group activities and unaware of howto assess effectively each student and group. Facing these challenges, some teachersgive up this method of teaching.There is no denying tha，英语论文，英语论文题目 |
