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为探究CET改革对大学英语课堂教学的历时反拨效应,本研究通过课堂观察、摄像、文本转录、话语分析、实时笔记,辅之深度访谈等方法,对某样本学校三名大学英语教师2003年和2009年的课堂教学进行了对比。研究结果表明:CET改革前后大学英语课堂教学的主体教学模式基本未变,但教学计划、教学内容、教学方法等呈现出显著变化。虽然CET改革似乎是引起这些变化的主要因素之一,但数据显示,产生异同的机制是教学要求、课程设置、CET考试结果使用、教师个体、学生水平等诸多因素与CET改革共同作用的结果。本研究不仅为CET进一步的改革和大学英语教学质量的提高提出了一些参考性意见和建议,而且在一定程度上丰富和发展了反拨效应研究的理论和方法。
In order to explore the diachronic effect of CET reform on college English classroom teaching, this study investigated three college English teachers in a sample school through the methods of classroom observation, video recording, text transcription, discourse analysis, real-time notes and supplementary interviews. Compared with 2009 classroom teaching. The results show that the main teaching mode of college English classroom teaching before and after the CET reform has remained basically unchanged, but the teaching plans, teaching contents and teaching methods have shown significant changes. Although CET reform appears to be one of the main drivers of these changes, the data show that similarities and differences arise from the combination of CET reform and many other factors such as teaching requirements, curricula, CET test results, individual teacher status, and student achievement. This study not only provides some reference opinions and suggestions for the further reform of CET and the improvement of college English teaching quality, but also enriches and develops the theory and method of backwash effect to a certain extent.