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在英语专业教学中,我国50年代至70年代,都是统一地实行学年制;80年代开始,部份院校实行学分制或学年学分制。学年制的弊端是统得过死,教师无法因材施教,学生被牵着鼻子走,无法发挥学习的主动性和积极性。学分制虽比较灵活,亦能适应因材施教的需要,但从目前英语教学的情况来看,很难解决排课及教学管理上的诸多矛盾。我院英语系在教学改革中研究了学年制和学分制的利弊,组织专业教师和教学管理人员认真学习《高等学校英语专业基础阶段英语教学大纲》的教学要求(即把教学分为起点、中点和终点三个段,共四个级,每级为一学期,
In the teaching of English major, from the 1950s to the 1970s, all of them practiced the academic year system in a unified manner. In the 1980s, some institutions implemented the credit system or the academic year credit system. The shortcomings of the academic year system are too dead, teachers can not teach in accordance with their aptitude, students are led by nose, unable to play the initiative and enthusiasm for learning. Although the credit system is more flexible, but also can adapt to the needs of teaching students according to their aptitude, but from the current situation of English teaching, it is difficult to solve the scheduling and teaching management of many contradictions. In our teaching reform, English Department of our college studied the advantages and disadvantages of academic year system and credit system, organized professional teachers and teaching managers to conscientiously study the teaching requirements of “English Syllabus for College English Majors” (that is, dividing teaching into starting points, Point and the end of three paragraphs, a total of four levels, each level for a semester,