【摘要】："新大綱"的實(shí)施以及"新國(guó)標(biāo)"的研制使得許多研究將重點(diǎn)轉(zhuǎn)向英語(yǔ)專業(yè)課程設(shè)置。許多學(xué)者專家研究了英語(yǔ)專業(yè)課程設(shè)置、學(xué)生學(xué)習(xí)情況以及未來(lái)發(fā)展方向。然而,很少有研究對(duì)兩個(gè)具體的課程設(shè)置進(jìn)行對(duì)比,并且許多涉及英語(yǔ)專業(yè)課程設(shè)置未來(lái)發(fā)展方向的研究文章多是綜述性文章。本研究是對(duì)兩個(gè)班級(jí)的課程設(shè)置進(jìn)行對(duì)比研究,從對(duì)比的視角研究不同課程設(shè)置方案的優(yōu)劣,重點(diǎn)探討兩種課程方案的內(nèi)容、實(shí)施情況和培養(yǎng)效果。本研究共有129名參與者,包括來(lái)自使用不同課程設(shè)置的120名學(xué)生和同時(shí)教授這些學(xué)生的9名任課老師。本研究采用定性與定量相結(jié)合的方法,通過(guò)問(wèn)卷、半結(jié)構(gòu)化訪談以及課堂觀察來(lái)收集研究數(shù)據(jù)。本研究的結(jié)果表明兩個(gè)課程設(shè)置在課程類型、學(xué)分設(shè)置和學(xué)時(shí)上有所不同。課程A包含許多語(yǔ)言技能訓(xùn)練的課程,而采用課程B的學(xué)生有較多的內(nèi)容依托式課程,老師也會(huì)給他們留許多課后閱讀材料。兩個(gè)課程設(shè)置都配備了優(yōu)秀的教師資源,采用類似的評(píng)估方式。采用兩個(gè)課程設(shè)置的同學(xué)都具有良好的綜合素質(zhì),但采用課程B的同學(xué)在知識(shí)水平和語(yǔ)言技能方面掌握較好。兩套課程方案也有各自的優(yōu)缺點(diǎn)。學(xué)生和老師普遍認(rèn)為課程B更適合培養(yǎng)學(xué)術(shù)性人才,而課程A利于幫助學(xué)生鞏固語(yǔ)言技能的基礎(chǔ)�；谥饕l(fā)現(xiàn),本研究得出結(jié)論,具有較多內(nèi)容依托式課程的方案能夠更有效地培養(yǎng)學(xué)生的綜合素質(zhì)和學(xué)術(shù)能力。英語(yǔ)專業(yè)的課程設(shè)置應(yīng)該適當(dāng)進(jìn)行調(diào)整來(lái)滿足學(xué)生們的學(xué)術(shù)需求并提高他們的能力。本文最后還對(duì)未來(lái)的課程設(shè)置以及改革提出了一些建議。
[Abstract]:The implementation of the new syllabus and the development of the new national standard have led many studies to focus on the English major curriculum. Many scholars and experts have studied the English major curriculum, students' learning and future development. However, few studies have compared the two specific courses, and many research articles on the future development direction of English major curriculum are mostly summary articles. There were 129 participants in this study, including 120 students using different courses and 9 teachers who taught them at the same time. In this study, qualitative and quantitative methods were used to collect the data through questionnaires, semi-structured interviews and classroom observations. The results show that the two courses are different in curriculum types, credits and hours. Course A contains many language skills training courses, while course B students have more content based courses, and teachers leave them with a lot of reading material after class. Both courses are equipped with excellent teacher resources and are evaluated in a similar way. The students who adopt the two courses have good comprehensive quality, but the students who adopt course B have better knowledge level and language skills. The two courses also have their own advantages and disadvantages. Students and teachers generally agree that curriculum B is more suitable for the development of academic talents, while curriculum A helps students to consolidate the foundation of language skills. Based on the main findings, this study concludes that the program with more content based curriculum can train students' comprehensive quality and academic ability more effectively. The curriculum for English majors should be adapted to meet students' academic needs and improve their abilities. Finally, some suggestions are put forward for the future curriculum and reform.
【學(xué)位授予單位】：山東大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H319.3

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