论文部分内容阅读
abstract：The paper aims to generalize the underlying teaching methods tailed to the self-taught higher education in China. The interview cast a specific experiment on the sophomores in one of the university. Considering the existing disadvantages and shortcomings on hand, the writer reveals the unveilings on depth.
key words: teaching methods; self-taught; experiment; existing disadvantages
I. Research questions
This questionnaire-oriented interview study aims to explore the guiding position in terms of teaching methods in the self-taught higher education. Meanwhile, it turns out to be a sharp contrast among the interview answers of teachers, for self-education is the concentration of teachers with different education background and occupation settings. More importantly, the study is noticeable in teaching goals, classroom implementation, as well as the atmosphere involved.
II. Method
2.1 Sampling
The interview exploited random sampling, the Self-Education Department with Major Economics and Trade in Dalian University of Foreign Languages is chosen as the research target. The interviewees include director of the department, teachers in the course of reading, comprehensive English and oral English, as well as some counsellors.
2.2 Interview Questions and Interview Methods
The interview in this study is half-open: with an outline as the interview guide. The specific interview questions are:
1. How do teachers balance exam-oriented goal and ability-oriented goal in the self-education?
2. What methods do teachers employ to create a cheerful and effective atmosphere?
3. How do teachers handle the multi-tier students with different education settings productively?
The first question is about the teaching goal, the second and the fourth ones are for the classroom implementation, while the third one concerns more about the atmosphere creation.
The interviewees include the director of the department, teachers with different courses and counselors.
III. Conclusions and Limitations
The problem in the English self-education is the extremely exam-driven goal-setting. Take reading course for instance, after consulting the recent exam paper, some lessons repeatedly involved will be ignored or discussed not as specifically as other ones, although worth-taking. While for English study, it is supposed to be a gradual process of accumulating, but most lessons are claimed to be fast-running, even little awareness of the acceptance of the students. Some teacher argues that although lessons go as their minimum pace in accordance with the requirements, the voice of the students’ response is still too fast, which troubles them days around. This interview investigated the teachers’ guiding position in the Self-Education Department in Dalian University of Foreign Languages, with the following conclusions:
To start with, all the teachers have their concentration on the exam, so their goal-setting is still exam-driven instead of ability-driven. The scheduling design of the course is extremely compact, concerning little about the students’ absorption of the knowledge, sometimes even far beyond of their cognitive capability.
And then, the resources are way too outdated, so the textbook’s feasibility and reliability seems weak and backward. Some of the teachers try their strength to introduce some latest materials to the class to draw their attention and interest, while others display some vivid visual and auditory material to make the body of the content impressive. But still, because of the different education background of the students, the implementation of these technique skills can not work effectively.
The study has some limitations: the sample size is small, the study can not be respective enough and there is not sufficient time for the interviewees, and the study needs to be improved. The issue of teachers’ guiding position in the English self-education is still a tough and complex one in the education field.
References:
[1]中国高等教育大众化发展道路的研究,谢作栩,福州:福建教育出版社 Year 2001, Volumn, Issue, Page
[2]自学考试生源下降的原因分析及其对策,王轶,湖北招生考试 Year 2003, Volumn, Issue 10, Page
[3]高等教育自学考试十年 任福昌,北京:经济科学出版社,Year 1990,Volumn , Issue,Page
key words: teaching methods; self-taught; experiment; existing disadvantages
I. Research questions
This questionnaire-oriented interview study aims to explore the guiding position in terms of teaching methods in the self-taught higher education. Meanwhile, it turns out to be a sharp contrast among the interview answers of teachers, for self-education is the concentration of teachers with different education background and occupation settings. More importantly, the study is noticeable in teaching goals, classroom implementation, as well as the atmosphere involved.
II. Method
2.1 Sampling
The interview exploited random sampling, the Self-Education Department with Major Economics and Trade in Dalian University of Foreign Languages is chosen as the research target. The interviewees include director of the department, teachers in the course of reading, comprehensive English and oral English, as well as some counsellors.
2.2 Interview Questions and Interview Methods
The interview in this study is half-open: with an outline as the interview guide. The specific interview questions are:
1. How do teachers balance exam-oriented goal and ability-oriented goal in the self-education?
2. What methods do teachers employ to create a cheerful and effective atmosphere?
3. How do teachers handle the multi-tier students with different education settings productively?
The first question is about the teaching goal, the second and the fourth ones are for the classroom implementation, while the third one concerns more about the atmosphere creation.
The interviewees include the director of the department, teachers with different courses and counselors.
III. Conclusions and Limitations
The problem in the English self-education is the extremely exam-driven goal-setting. Take reading course for instance, after consulting the recent exam paper, some lessons repeatedly involved will be ignored or discussed not as specifically as other ones, although worth-taking. While for English study, it is supposed to be a gradual process of accumulating, but most lessons are claimed to be fast-running, even little awareness of the acceptance of the students. Some teacher argues that although lessons go as their minimum pace in accordance with the requirements, the voice of the students’ response is still too fast, which troubles them days around. This interview investigated the teachers’ guiding position in the Self-Education Department in Dalian University of Foreign Languages, with the following conclusions:
To start with, all the teachers have their concentration on the exam, so their goal-setting is still exam-driven instead of ability-driven. The scheduling design of the course is extremely compact, concerning little about the students’ absorption of the knowledge, sometimes even far beyond of their cognitive capability.
And then, the resources are way too outdated, so the textbook’s feasibility and reliability seems weak and backward. Some of the teachers try their strength to introduce some latest materials to the class to draw their attention and interest, while others display some vivid visual and auditory material to make the body of the content impressive. But still, because of the different education background of the students, the implementation of these technique skills can not work effectively.
The study has some limitations: the sample size is small, the study can not be respective enough and there is not sufficient time for the interviewees, and the study needs to be improved. The issue of teachers’ guiding position in the English self-education is still a tough and complex one in the education field.
References:
[1]中国高等教育大众化发展道路的研究,谢作栩,福州:福建教育出版社 Year 2001, Volumn, Issue, Page
[2]自学考试生源下降的原因分析及其对策,王轶,湖北招生考试 Year 2003, Volumn, Issue 10, Page
[3]高等教育自学考试十年 任福昌,北京:经济科学出版社,Year 1990,Volumn , Issue,Page