序言：寫(xiě)作是分享個(gè)人見(jiàn)解和探索未知領(lǐng)域的橋梁，我們?yōu)槟x了8篇的教學(xué)技能論文樣本，期待這些樣本能夠?yàn)槟峁┴S富的參考和啟發(fā)，請(qǐng)盡情閱讀。

第1篇

(一)備課:分項(xiàng)過(guò)關(guān)。

備課即在進(jìn)行正式的課堂教學(xué)前對(duì)課堂教學(xué)進(jìn)行整體設(shè)計(jì)，內(nèi)容包括課標(biāo)研讀、文本解讀、學(xué)情了解、目標(biāo)設(shè)定、重點(diǎn)確立、難點(diǎn)挖掘、過(guò)程設(shè)計(jì)、方法選擇、課時(shí)安排、課件準(zhǔn)備、板書(shū)設(shè)計(jì)等，最終落實(shí)到教案編寫(xiě)。課堂如同戰(zhàn)場(chǎng)，教案如同作戰(zhàn)計(jì)劃，其重要性毋庸置疑，對(duì)課堂教學(xué)質(zhì)量起著重要作用，其中既體現(xiàn)出師范生對(duì)教育教學(xué)理論的掌握情況，也體現(xiàn)出他們的專業(yè)綜合能力，難度較大，可以采取分項(xiàng)過(guò)關(guān)的方式?？梢韵冗^(guò)文本解讀關(guān)，然后練習(xí)目標(biāo)設(shè)計(jì)，初步掌握目標(biāo)確定的方法，能夠運(yùn)用比較規(guī)范的語(yǔ)言表述教學(xué)目標(biāo)。如:“學(xué)生(行為主體)在課堂討論中(行為情境)，至少能夠比較(行為動(dòng)詞)兩種(行為標(biāo)準(zhǔn))課文所用修辭手法(行為對(duì)象)的異同?！敝筮M(jìn)行教學(xué)過(guò)程設(shè)計(jì)的訓(xùn)練，在對(duì)程翔的“起領(lǐng)—教讀—自讀—總結(jié)”四步單元教學(xué)過(guò)程模式、鐘德贛的“中學(xué)語(yǔ)文反芻式單元教學(xué)法”以及潘鳳湘的“八步教讀法”、魏書(shū)生的“六步法”、錢夢(mèng)龍的“導(dǎo)讀法”、余映潮的“板塊式”等單篇課文教學(xué)過(guò)程設(shè)計(jì)及依據(jù)了解的基礎(chǔ)上模仿總體教學(xué)過(guò)程設(shè)計(jì)，再根據(jù)課堂教學(xué)過(guò)程所需技能分項(xiàng)訓(xùn)練，如導(dǎo)入、提問(wèn)、講解、結(jié)課、板書(shū)等。這樣一步一步逐項(xiàng)訓(xùn)練，最后對(duì)整個(gè)教學(xué)設(shè)計(jì)進(jìn)行修正，相對(duì)會(huì)減輕備課的難度，而且比較扎實(shí)。

(二)說(shuō)課:開(kāi)口論辯。

說(shuō)課是既要說(shuō)出課上什么、如何上，又要說(shuō)出為何要這樣上，既考察教師的實(shí)踐能力，又考察其理論素養(yǎng)，是進(jìn)行教學(xué)研究、培訓(xùn)師資的重要活動(dòng)形式，可放在課前，也可放在課后。課前說(shuō)課，主要說(shuō)為何這樣設(shè)計(jì)，可起到對(duì)課堂教學(xué)矯正的作用，增強(qiáng)上課的理性;課后說(shuō)課，主要說(shuō)為何這樣設(shè)計(jì)及課堂教學(xué)實(shí)效，可起到檢驗(yàn)教學(xué)設(shè)計(jì)的作用，反思意味濃厚。說(shuō)課能力提升的關(guān)鍵在三個(gè)方面:一是提升理論素養(yǎng)，撰寫(xiě)好說(shuō)課稿。說(shuō)課稿一般要涉及五個(gè)方面:說(shuō)教材、說(shuō)學(xué)情、說(shuō)教學(xué)目標(biāo)及重難點(diǎn)、說(shuō)教法學(xué)法、說(shuō)教學(xué)過(guò)程，其核心應(yīng)是說(shuō)出教師本人對(duì)教材的獨(dú)特理解及教學(xué)設(shè)計(jì)的思想、思路，力求達(dá)到既具備科學(xué)性，又具備理論性、可操作性。二是多開(kāi)口練習(xí)。稿子過(guò)關(guān)后讀熟，直至脫稿，把握好說(shuō)課的時(shí)間，提高說(shuō)課的邏輯性與藝術(shù)性，力求語(yǔ)言表達(dá)條理清楚，層次分明，字正腔圓，悅耳動(dòng)聽(tīng)。三是在論辯中提升說(shuō)課水平。一般訓(xùn)練把說(shuō)課僅僅作為了一種形式，師范生說(shuō)課完畢后輔導(dǎo)教師點(diǎn)評(píng)一下說(shuō)課就結(jié)束，忽視了說(shuō)課的根本目的是為了與同行及專家交流。所以說(shuō)課訓(xùn)練除了讓師范生準(zhǔn)備好說(shuō)課稿，自己多開(kāi)口練習(xí)外，應(yīng)有重要的一環(huán)，即提問(wèn)與答辯。教師與其他師范生在說(shuō)課結(jié)束后可模仿專家與同行，針對(duì)教材內(nèi)容、目標(biāo)設(shè)置、教學(xué)思路、方法選擇、重難點(diǎn)突破等提問(wèn)，使說(shuō)課者在與專家及同行的對(duì)話交流中進(jìn)一步明晰自己的教學(xué)設(shè)計(jì)，提升說(shuō)課水平。

(三)講課:自講合作。

自講即按照教案設(shè)計(jì)，自己在空教室或其他地方反復(fù)演練，進(jìn)一步熟悉教學(xué)內(nèi)容、教學(xué)流程、教學(xué)方法等，發(fā)現(xiàn)疏漏，及時(shí)修改。這一步是非常重要的，它有利于培養(yǎng)師范生的自主學(xué)習(xí)意識(shí)，也為下一步保障小組合作學(xué)習(xí)的質(zhì)量打下基礎(chǔ)。試講中的合作學(xué)習(xí)主要體現(xiàn)為小組活動(dòng)及班內(nèi)交流，在個(gè)人講熟之后把全班師范生編為小組，在小組內(nèi)試講，進(jìn)一步發(fā)現(xiàn)問(wèn)題，使教案更加科學(xué)，教學(xué)更加有效。還可結(jié)合年輕人精力旺盛、爭(zhēng)勝好強(qiáng)的特點(diǎn)，在組內(nèi)展開(kāi)比賽，以賽促講。小組試講之后，組內(nèi)選拔代表進(jìn)行班內(nèi)交流。講課要求抓住重點(diǎn)，突出重點(diǎn)，讓學(xué)生掌握重點(diǎn)，透徹理解重點(diǎn)，能夠結(jié)合運(yùn)用，轉(zhuǎn)化為能力最好。因?yàn)閹煼渡脑囍v沒(méi)有真實(shí)的教學(xué)對(duì)象，缺乏真實(shí)的體驗(yàn)，講課易出現(xiàn)兩個(gè)問(wèn)題:其一是忽視學(xué)生的學(xué)，以個(gè)人講解為主。講課中要培養(yǎng)師范生一種教學(xué)生學(xué)，引導(dǎo)學(xué)生喜愛(ài)、理解、欣賞、運(yùn)用祖國(guó)語(yǔ)言文字的意識(shí)，而不是當(dāng)知識(shí)的“掮客”。其二是貪多，一節(jié)課要解決的問(wèn)題很多，結(jié)果每個(gè)問(wèn)題都是走馬觀花，要引導(dǎo)師范生學(xué)會(huì)一節(jié)課著重解決一兩個(gè)問(wèn)題。這些都要在師范生自講與合作學(xué)習(xí)的反復(fù)練習(xí)中加以解決。

(四)評(píng)課:先寫(xiě)后評(píng)。

評(píng)課實(shí)際屬于教學(xué)研究范疇，評(píng)課訓(xùn)練不僅使師范生具備評(píng)課能力，更重要的是起到如何導(dǎo)引教學(xué)的作用。從以往師范生的評(píng)課來(lái)看，存在的最大問(wèn)題是過(guò)多關(guān)注外在的東西，如教師的儀容儀表、語(yǔ)言表達(dá)等，對(duì)教學(xué)內(nèi)容是否適切、教學(xué)方法是否靈活、課堂結(jié)構(gòu)安排是否合理、學(xué)生接受是否難易等涉及較少。還有的要么全評(píng)優(yōu)點(diǎn)，看不到問(wèn)題;要么全評(píng)缺點(diǎn)，一概否定，抹殺授課者的創(chuàng)造，嚴(yán)重打擊授課者的自信。作為師范生的能力弱項(xiàng)，不妨先練習(xí)寫(xiě)較詳細(xì)的評(píng)課稿，慢慢明確評(píng)課的原則、內(nèi)容、方法后，再寫(xiě)較簡(jiǎn)略的評(píng)課稿，直至最后列出要點(diǎn)評(píng)課甚至打好腹稿脫稿評(píng)課。評(píng)課稿主要包括評(píng)課的內(nèi)容與思路。評(píng)課內(nèi)容包括教學(xué)目標(biāo)、教學(xué)內(nèi)容、教學(xué)方法、教學(xué)程序、板書(shū)設(shè)計(jì)、教學(xué)效果、教師素質(zhì)等方面。評(píng)課思路可以有兩個(gè):一是按照上述內(nèi)容逐項(xiàng)點(diǎn)評(píng);二是抓住一項(xiàng)或幾項(xiàng)內(nèi)容點(diǎn)評(píng)，先說(shuō)優(yōu)點(diǎn)，再提出問(wèn)題，最后提出建議。評(píng)課稿必須有理有據(jù)，不能只有論點(diǎn)。評(píng)課可培養(yǎng)師范生的反思意識(shí)，自我反思有利于師范生專業(yè)發(fā)展，因此在他評(píng)前應(yīng)該先自評(píng)，進(jìn)行自我剖析。

二、專業(yè)核心能力提升策略

培養(yǎng)學(xué)生聽(tīng)說(shuō)讀寫(xiě)能力是語(yǔ)文教學(xué)的基本任務(wù)，語(yǔ)文教學(xué)能力的高低，除了與師范生掌握的教育教學(xué)理論、學(xué)科教學(xué)理論高度相關(guān)外，其自身具備的聽(tīng)說(shuō)讀寫(xiě)能力也是非常重要的影響因素。聽(tīng)說(shuō)讀寫(xiě)能力本身也是漢語(yǔ)言文學(xué)專業(yè)師范生區(qū)別于其他專業(yè)師范生的重要標(biāo)志，是進(jìn)行教學(xué)的基礎(chǔ)、底氣、看家本領(lǐng)，可稱為專業(yè)核心能力。聽(tīng)說(shuō)讀寫(xiě)能力的訓(xùn)練始于小學(xué)一年級(jí)，直至大學(xué)四年級(jí)，本文著重探討在語(yǔ)文課程與教學(xué)論專業(yè)課學(xué)習(xí)中如何有意識(shí)地培養(yǎng)師范生聽(tīng)說(shuō)讀寫(xiě)的能力。

(一)聽(tīng):課例講座。

教師要對(duì)學(xué)生的答問(wèn)做出反應(yīng)，具備良好聽(tīng)力是教師必備的素質(zhì)之一，對(duì)語(yǔ)文教師來(lái)說(shuō)更是如此，因?yàn)閷?duì)話教學(xué)是語(yǔ)文教學(xué)的重要原則，而對(duì)話的基礎(chǔ)是理解與尊重，其表現(xiàn)則是傾聽(tīng)能力?，F(xiàn)在的大學(xué)生，個(gè)性都比較強(qiáng)，善于自我表現(xiàn)，對(duì)別人缺乏應(yīng)有的尊重與理解，可借助師范生課堂試講、見(jiàn)習(xí)、聽(tīng)講座等機(jī)會(huì)，對(duì)其進(jìn)行聽(tīng)的能力的培養(yǎng)。一是善于傾聽(tīng)，在別人講課解說(shuō)時(shí)盡量不交頭接耳、嘀嘀咕咕地說(shuō)，有問(wèn)題記下來(lái)，可在小組互動(dòng)、師生互動(dòng)環(huán)節(jié)進(jìn)行表達(dá)。二是聽(tīng)課、聽(tīng)講座要專心聽(tīng)，記錄要點(diǎn)。三是邊聽(tīng)邊思，記錄自己的感想、問(wèn)題。通過(guò)一段時(shí)間的訓(xùn)練，師范生聽(tīng)的能力會(huì)有所提高。

(二)說(shuō):備課講課。

說(shuō)課就是說(shuō)備課，是面對(duì)同行專家介紹說(shuō)明自己的教學(xué)設(shè)計(jì)及其設(shè)計(jì)依據(jù)的教學(xué)研究活動(dòng)，是培訓(xùn)師范生的重要方式，也是訓(xùn)練漢語(yǔ)言文學(xué)專業(yè)師范生說(shuō)的能力的良機(jī)。說(shuō)課前要求其撰寫(xiě)好說(shuō)課稿，自己課下反復(fù)練習(xí)，直至脫稿，然后小組內(nèi)說(shuō)課，借助微格訓(xùn)練，調(diào)出錄像反復(fù)查看比對(duì)，查漏補(bǔ)缺，提升說(shuō)課的邏輯性、藝術(shù)性，從而提升說(shuō)的能力。講課中的講授技能訓(xùn)練、課堂引導(dǎo)及課例觀看后的反思評(píng)課，也是提升說(shuō)話能力的機(jī)會(huì)，可組織師范生辯論研討，一方面增加了開(kāi)口說(shuō)話的機(jī)會(huì)，另一方面加深了對(duì)教學(xué)的理解。比如針對(duì)案例發(fā)表自己觀點(diǎn)的即席講演，考察了師范生多方面的知識(shí)儲(chǔ)備，特別是訓(xùn)練了師范生敏捷的思維能力、快速的語(yǔ)言表達(dá)能力和靈活的應(yīng)變能力。

(三)讀:教育名著。

讀書(shū)，應(yīng)該是語(yǔ)文教師的一種生活狀態(tài)，語(yǔ)文課程與教學(xué)論中閱讀能力培養(yǎng)的主要憑借是教材及語(yǔ)文教育名著。漢語(yǔ)言文學(xué)專業(yè)師范生文學(xué)名著讀的較多，語(yǔ)文教育名著閱讀量較少，對(duì)語(yǔ)文教材的閱讀也比較忽視，不明白語(yǔ)文教材閱讀與一般閱讀不同，一是不管喜歡與否都應(yīng)細(xì)讀，二是閱讀中不僅有教師與文本的對(duì)話，還有教師與作者、教師與編者、教師與學(xué)生的對(duì)話，從而把語(yǔ)文教材閱讀簡(jiǎn)單化。針對(duì)上述情況，可在課程開(kāi)設(shè)之初，向?qū)W生開(kāi)列語(yǔ)文教育名著書(shū)單，推薦語(yǔ)文教育名著，如《葉圣陶語(yǔ)文教育論集》、《導(dǎo)讀的藝術(shù)》、《中國(guó)著名特級(jí)教師教育思想錄•中學(xué)語(yǔ)文卷》等，以及語(yǔ)文教育報(bào)刊雜志《中學(xué)語(yǔ)文教學(xué)》、《語(yǔ)文建設(shè)》、《中學(xué)語(yǔ)文教學(xué)參考》、《中國(guó)教育報(bào)》、《語(yǔ)文報(bào)》等，要求做好筆記，在合適的時(shí)機(jī)以讀書(shū)報(bào)告會(huì)的形式進(jìn)行交流。語(yǔ)文教材的閱讀可以結(jié)合課堂教學(xué)，形式多樣，如朗讀、誦讀、細(xì)讀、讀書(shū)報(bào)告會(huì)等。

(四)寫(xiě):教學(xué)論文。

研究，也是教師的生存狀態(tài)，是未來(lái)語(yǔ)文教師不可或缺的能力要素。教師需要對(duì)教育教學(xué)進(jìn)行創(chuàng)新，如果認(rèn)為其只是技能的疊加，則教學(xué)活動(dòng)就會(huì)很快陷入滿足，繼而無(wú)趣，行而不遠(yuǎn)，體驗(yàn)不到職業(yè)的幸福感、愉悅感。目前，語(yǔ)文教育科研的訓(xùn)練欠缺，畢業(yè)后能夠?qū)懗鼋萄姓撐恼吡攘?。只有認(rèn)真從事教學(xué)研究的教師，才能夠更深刻地理解教育教學(xué)的規(guī)律，更好地運(yùn)用技能傳授知識(shí)。要學(xué)會(huì)在調(diào)查中了解，在實(shí)踐中反思，在研討中提升教學(xué)科研能力。要結(jié)合教材分析、教案設(shè)計(jì)、說(shuō)課稿撰寫(xiě)、評(píng)課稿撰寫(xiě)、讀書(shū)筆記、調(diào)查等常規(guī)訓(xùn)練活動(dòng)，引導(dǎo)學(xué)生發(fā)現(xiàn)問(wèn)題、思考問(wèn)題、解決問(wèn)題，進(jìn)而把探討的結(jié)果用文字表達(dá)出來(lái)，并在寫(xiě)作中創(chuàng)新。寫(xiě)作是思維的利器，是教師專業(yè)化的必由之路，教師只有寫(xiě)，才會(huì)寫(xiě)，如果能夠把其中優(yōu)秀的文章修改發(fā)表，對(duì)師范生會(huì)產(chǎn)生更大的激勵(lì)作用:一方面在寫(xiě)作中提高了寫(xiě)作能力，保留了精神作品;另一方面也體驗(yàn)到了問(wèn)題解決的喜悅，增加了對(duì)原有問(wèn)題的認(rèn)知與解決能力。

三、結(jié)語(yǔ)

第2篇

（一）明確教學(xué)目標(biāo)

2010年之前，中等幼兒師范學(xué)校的專業(yè)名稱不是學(xué)前教育專業(yè)，而是幼兒教育專業(yè),這一改變意味著教育部門對(duì)于幼兒教育的重視及其思維變化。幼兒文學(xué)作為專業(yè)課程，其目的在于培養(yǎng)幼兒文學(xué)的教育人才，其應(yīng)該具備扎實(shí)的文化知識(shí)和文化底蘊(yùn),以便向幼兒傳遞文化思想，具備深厚的幼兒文學(xué)素養(yǎng),以便向幼兒傳達(dá)文學(xué)知識(shí)，具備執(zhí)著的探究精神,以便更加清晰有效的教育幼兒。為了達(dá)到這樣的目標(biāo)，幼兒文學(xué)教學(xué)應(yīng)努力陶冶學(xué)生的情操,提升學(xué)生的文學(xué)感悟能力，使學(xué)生能夠充分掌握幼兒文學(xué)的基本原理,掌握幼兒文學(xué)的發(fā)展?fàn)顩r,學(xué)會(huì)從現(xiàn)實(shí)的文學(xué)作品和教學(xué)中發(fā)現(xiàn)新的研究的課題。

（二）認(rèn)識(shí)學(xué)生的主體地位與其他學(xué)科及課程的教學(xué)模式相同

幼兒文學(xué)的課堂里,教師仍是以教為主，忽略了學(xué)生的學(xué)習(xí)主體地位，一味地以滿堂的言語(yǔ)進(jìn)行授課，然而這與現(xiàn)代教育理論是相悖的,教師是教的主體，而學(xué)生是學(xué)的中心，教師教的目的在于學(xué)生的學(xué)，因此必須轉(zhuǎn)變思維，認(rèn)識(shí)并理解學(xué)生主體地位的重要性，提高學(xué)生的學(xué)習(xí)興趣，發(fā)揮其主觀能動(dòng)性。教師應(yīng)該將重心放在學(xué)生的學(xué)習(xí)欲望與興趣的激發(fā)、學(xué)生學(xué)習(xí)能力與創(chuàng)造能力的提高上面來(lái),協(xié)助學(xué)生進(jìn)行自主化學(xué)習(xí)模式。此外,教師在充分認(rèn)識(shí)到學(xué)生主體地位的同時(shí)，也要認(rèn)識(shí)到學(xué)生學(xué)習(xí)的目的，形成教師以學(xué)生為中心，而學(xué)生以未來(lái)實(shí)用性為指導(dǎo)的學(xué)習(xí)模式，教導(dǎo)學(xué)生認(rèn)識(shí)到幼兒文學(xué)教育的最終目的在于組織以幼兒為主體的文學(xué)活動(dòng),并進(jìn)行適當(dāng)?shù)慕虒W(xué)與學(xué)習(xí)。

（三）突出語(yǔ)言訓(xùn)練

強(qiáng)化口語(yǔ)技能口語(yǔ)專業(yè)水平對(duì)于幼兒文學(xué)的學(xué)習(xí)也是十分重要與關(guān)鍵的，因?yàn)橛變何膶W(xué)需要在對(duì)文學(xué)作品進(jìn)行鑒賞的同時(shí),還要進(jìn)行聽(tīng)說(shuō)表演與誦讀、故事的表演，而學(xué)生的口語(yǔ)專業(yè)技能在此就發(fā)揮了強(qiáng)大的作用,口語(yǔ)能力越好,其幼兒文學(xué)這門課程的學(xué)習(xí)效果也就會(huì)越好。因此,為適應(yīng)幼兒園實(shí)踐的這個(gè)需要,在對(duì)學(xué)生進(jìn)行幼兒文學(xué)這門課程的教學(xué)時(shí)，必須加強(qiáng)學(xué)生對(duì)于語(yǔ)言能力的訓(xùn)練,強(qiáng)化學(xué)生的口語(yǔ)技能水平。在幼兒文學(xué)教學(xué)的兒歌單元,可以讓學(xué)生分別進(jìn)行兒歌的表演,讓其自主自由地進(jìn)行編組，選取曲目，并進(jìn)行一定的串聯(lián)和主題編排,進(jìn)行有準(zhǔn)備的表演,既能提高他們對(duì)于兒歌的樂(lè)趣領(lǐng)會(huì),也能提高他們的學(xué)習(xí)興趣，又能加強(qiáng)口語(yǔ)技能的鍛煉與學(xué)習(xí)。

（四）模糊學(xué)科界線

滲透幼教內(nèi)容幼兒文學(xué)和語(yǔ)言教學(xué)法在幼師專業(yè)的教學(xué)當(dāng)中是兩個(gè)不同的課程，兩者之間完全獨(dú)立設(shè)置，毫無(wú)交叉。因此，我們需要將幼兒文學(xué)與語(yǔ)言教學(xué)法之間的限制打破，模糊他們的科學(xué)界線,使幼兒文學(xué)與語(yǔ)言教學(xué)法更加緊密配合,提升教學(xué)效果。例如，在幼兒文學(xué)教學(xué)里,兒歌和幼兒詩(shī)分別是兩種不同的文體,在教材設(shè)置上面也是分開(kāi)為不同的章節(jié)，并進(jìn)行詳細(xì)介紹、學(xué)習(xí)和創(chuàng)作，而在語(yǔ)言教學(xué)法里,兒歌和幼兒詩(shī)則統(tǒng)稱為幼兒詩(shī)歌，是一體化的。因此,我們可以看到并得出這樣一個(gè)結(jié)論，幼兒文學(xué)教學(xué)的重點(diǎn)在于學(xué)習(xí)并了解文體特點(diǎn),訓(xùn)練寫(xiě)作技能,強(qiáng)化作品鑒賞能力，而語(yǔ)言教學(xué)法的教學(xué)重點(diǎn)則是培養(yǎng)學(xué)生利用幼兒文學(xué)作品進(jìn)行教學(xué)活動(dòng)的能力，掌握整個(gè)組織活動(dòng)的流程，從作品選材到過(guò)程設(shè)計(jì)再到案例分析，因此二者是天生的合作者，老師應(yīng)充分發(fā)揮這種合作的作用。

二、結(jié)語(yǔ)

第3篇

中職會(huì)計(jì)教學(xué)存在的多種問(wèn)題，使中職會(huì)計(jì)教學(xué)得不到很好的發(fā)展，而會(huì)計(jì)技能大賽為會(huì)計(jì)教學(xué)的改革指明了方向。職業(yè)學(xué)校的老師要以技能大賽為風(fēng)向標(biāo)，切實(shí)加強(qiáng)會(huì)計(jì)教學(xué)改革，真正做到以賽促學(xué)，以賽促教，以賽促改，推進(jìn)中職會(huì)計(jì)教學(xué)改革。

1.1以技能大賽為導(dǎo)向，創(chuàng)建靈活的教學(xué)模式技能大賽的內(nèi)容和主題主要體現(xiàn)了社會(huì)會(huì)計(jì)崗位對(duì)會(huì)計(jì)專業(yè)學(xué)生職業(yè)能力的要求。中職學(xué)校應(yīng)該根據(jù)技能大賽的主題和內(nèi)容，改革以往死板的教學(xué)模式。教師在教學(xué)過(guò)程中應(yīng)以工作過(guò)程為導(dǎo)向，以真實(shí)的工作任務(wù)為載體，創(chuàng)設(shè)學(xué)習(xí)情境，分解工作任務(wù)，建立多個(gè)學(xué)習(xí)小組，充分利用多樣化教學(xué)資源，采用多種教學(xué)方法，使課堂教學(xué)具有較高的可理解性和可操作性，這樣既能激發(fā)學(xué)生的學(xué)習(xí)興趣，喚醒學(xué)生的參與意識(shí)，又能達(dá)到理論和實(shí)踐相結(jié)合的目的。這就對(duì)教師提出了更高的要求，不僅要有豐富的理論知識(shí)，又要有豐富的實(shí)踐經(jīng)驗(yàn)以及熟練的專業(yè)操作技能，有利于教師整體素質(zhì)的提高。

1.2建立激勵(lì)機(jī)制，提高教師整體水平經(jīng)濟(jì)越發(fā)展，會(huì)計(jì)越重要。會(huì)計(jì)屬于應(yīng)用型學(xué)科，必須要學(xué)以致用。這就要求要以職業(yè)能力培養(yǎng)為主線的教學(xué)改革，必須加強(qiáng)“雙師型”教師的水平，而不能使“雙師型”教師流于形式。會(huì)計(jì)也是一門發(fā)展很快的學(xué)科，稅法制度、會(huì)計(jì)法規(guī)都會(huì)不斷在變化，經(jīng)濟(jì)業(yè)務(wù)處理也會(huì)有些變化，這就要求老師要經(jīng)常學(xué)習(xí)，不斷更新自己的會(huì)計(jì)知識(shí)。同時(shí)，要想在學(xué)校保留“雙師型”教師，必須要引入競(jìng)爭(zhēng)機(jī)制。這些教師除了日常教學(xué)，還要有大量的實(shí)踐投入到知識(shí)更新中，有些還擔(dān)負(fù)技能大賽的任務(wù)，壓力之大，難以想象。這就要求學(xué)校要給這些教師較高的肯定和待遇，以平衡其消耗投入。除此之外，學(xué)校可以經(jīng)常請(qǐng)一些會(huì)計(jì)專業(yè)機(jī)構(gòu)的高級(jí)會(huì)計(jì)人員到學(xué)校開(kāi)講座，不僅可以讓學(xué)生了解到最前沿的會(huì)計(jì)訊息，也可以使校內(nèi)教師和高級(jí)會(huì)計(jì)人員進(jìn)行交流學(xué)習(xí)，提高自己的專業(yè)水平。

1.3完善實(shí)訓(xùn)設(shè)施建設(shè)，加強(qiáng)實(shí)踐教學(xué)要想進(jìn)行好的會(huì)計(jì)實(shí)踐教學(xué)，除了才軟件上提高，還要完善實(shí)訓(xùn)設(shè)施的建設(shè)。會(huì)計(jì)技能大賽是在仿真財(cái)務(wù)、會(huì)計(jì)、稅務(wù)、銀行、供應(yīng)商等環(huán)境中進(jìn)行的，，那么學(xué)校的實(shí)踐教學(xué)建設(shè)可以以技能大賽為進(jìn)行建設(shè)。學(xué)校可以和技能大賽的設(shè)備、軟件供應(yīng)商合作，創(chuàng)建接近大賽和企業(yè)實(shí)際的實(shí)訓(xùn)實(shí)驗(yàn)室。按照會(huì)計(jì)的不同流程創(chuàng)立不同功能的實(shí)驗(yàn)室，采用企業(yè)真實(shí)案例，讓學(xué)生真賬真做，讓學(xué)生在仿真的會(huì)計(jì)環(huán)境中熟悉會(huì)計(jì)的不同崗位的職責(zé)和工作內(nèi)容，使學(xué)生的理論知識(shí)通過(guò)實(shí)踐得到強(qiáng)化。同時(shí)，在會(huì)計(jì)課程設(shè)置上采用日常實(shí)訓(xùn)和專項(xiàng)實(shí)訓(xùn)相結(jié)合的方法。技能大賽對(duì)操作能力有較高的要求，因此訓(xùn)練方式相當(dāng)重要。電算化軟件在日常上課時(shí)可按照模塊分步練習(xí)，點(diǎn)鈔需要在平時(shí)強(qiáng)化不同方法的訓(xùn)練，數(shù)字錄入需要強(qiáng)化指法的練習(xí)?；痉椒ㄕ莆蘸螅托枰獜?qiáng)化練習(xí)，不僅要求準(zhǔn)確度，更要求熟練度。

2結(jié)語(yǔ)

第4篇

從教育學(xué)專業(yè)的角度來(lái)看，教學(xué)有效性的本質(zhì)是一種價(jià)值屬性。具體來(lái)說(shuō)，教學(xué)有效性蘊(yùn)含三層含義：一是教學(xué)效果。它關(guān)注學(xué)生對(duì)知識(shí)的掌握情況和學(xué)習(xí)行為的好壞；二是教學(xué)效率。它是指通過(guò)某種方法和手段，大大縮短學(xué)習(xí)者的學(xué)習(xí)時(shí)間，從而增加單位時(shí)間內(nèi)目標(biāo)的達(dá)成數(shù)量；三是教學(xué)效益。它是指教學(xué)目標(biāo)與特定的教育需求是否貼合以及對(duì)貼合程度的評(píng)價(jià)。在生物教學(xué)中恰當(dāng)?shù)剡\(yùn)用強(qiáng)化技能，既能發(fā)揮教師的主導(dǎo)作用，又能調(diào)動(dòng)學(xué)生學(xué)習(xí)的積極性。具體而言，它主要有以下幾個(gè)功能：第一，吸引學(xué)生的注意力，使學(xué)生能把注意力長(zhǎng)期集中到教學(xué)活動(dòng)中，減少和防止教學(xué)外因素刺激形成的干擾，延長(zhǎng)學(xué)生注意力的持續(xù)時(shí)間，使教師更好地把握課堂教學(xué)。第二，激發(fā)學(xué)生的學(xué)習(xí)動(dòng)機(jī)，影響學(xué)生的學(xué)習(xí)態(tài)度，使學(xué)生明確學(xué)習(xí)目的。強(qiáng)化技能可以適當(dāng)?shù)貫閷W(xué)生提供行為反饋信息，讓學(xué)生重新評(píng)估自己，在反省中進(jìn)一步鞏固和發(fā)展好的學(xué)習(xí)行為。同樣，對(duì)于缺點(diǎn)和不足的恰當(dāng)評(píng)價(jià)反饋，能使學(xué)生明確差距，減少不良行為發(fā)生的概率。第三，加強(qiáng)學(xué)生情感情緒體驗(yàn)，促進(jìn)教與學(xué)之間情感情緒的雙向交流。在教學(xué)過(guò)程中，不同的強(qiáng)化技能會(huì)引起學(xué)生不同的情感情緒體驗(yàn)。一般而言，肯定性評(píng)價(jià)能引起學(xué)生愉悅的情緒體驗(yàn)，否定性評(píng)價(jià)能引起學(xué)生不愉快、緊張的情緒體驗(yàn)。教師人格的影響滲透，能在具體的強(qiáng)化中傳遞給學(xué)生，他們真摯的愛(ài)、頑強(qiáng)的意志、良好的期待、嚴(yán)謹(jǐn)?shù)闹螌W(xué)方式都為學(xué)生樹(shù)立了典范，增加了強(qiáng)化的影響力和可信度，促進(jìn)學(xué)生積極主動(dòng)地參與活動(dòng)，從而有效提高教學(xué)效率。第四，鞏固學(xué)生的正確行為，有助于學(xué)生形成自我強(qiáng)化，從心理上獲得滿足感，也有助于學(xué)生了解行為評(píng)價(jià)體系，并把它內(nèi)化成自己的評(píng)價(jià)體系，這是自我教育的一個(gè)重要組成部分。只有這樣，學(xué)生才能進(jìn)行自我激勵(lì)，不斷自省反思，形成真正的內(nèi)部動(dòng)力。

二、靈活運(yùn)用強(qiáng)化技能，提高課堂教學(xué)有效性

強(qiáng)化是課堂教學(xué)中一個(gè)重要的研究變量，教師的一個(gè)目光、一個(gè)微笑，一個(gè)手勢(shì)、一句話，都會(huì)增強(qiáng)或減弱學(xué)生的學(xué)習(xí)動(dòng)機(jī)，也可以成為強(qiáng)化學(xué)習(xí)的動(dòng)力。在生物課堂教學(xué)中，筆者總結(jié)出強(qiáng)化的五種類型。

1.語(yǔ)言強(qiáng)化

語(yǔ)言強(qiáng)化是指教師用的語(yǔ)言評(píng)論，如表?yè)P(yáng)、鼓勵(lì)、批評(píng)指正等方式，對(duì)學(xué)生的反應(yīng)或行為做出判斷，或表明態(tài)度，或引導(dǎo)學(xué)生互相表?yè)P(yáng)、鼓勵(lì)和批評(píng)指正，使學(xué)生向所期望的方向發(fā)展傾向更加明顯。語(yǔ)言強(qiáng)化分為口頭語(yǔ)言強(qiáng)化和書(shū)面語(yǔ)言強(qiáng)化?？陬^語(yǔ)言強(qiáng)化經(jīng)常用于課堂教學(xué)，是對(duì)適時(shí)、正確的學(xué)生學(xué)習(xí)行為和結(jié)果進(jìn)行口頭表?yè)P(yáng)、肯定、鼓勵(lì)或批評(píng)指正。如“回答得很好”“想想還有沒(méi)有需要改進(jìn)的”等，它既可以是肯定性評(píng)價(jià)，也可以是否定性評(píng)價(jià)；書(shū)面語(yǔ)言強(qiáng)化，是指教師在學(xué)生的作業(yè)練習(xí)或試卷上寫(xiě)下的留言性評(píng)價(jià)，能對(duì)學(xué)生的學(xué)習(xí)行為產(chǎn)生強(qiáng)化作用，使學(xué)生感受到教師對(duì)自己的注意和關(guān)照。

2.標(biāo)志強(qiáng)化

標(biāo)志強(qiáng)化就是符號(hào)強(qiáng)化。在教學(xué)過(guò)程中，教師會(huì)使用一些醒目的特殊符號(hào)，如用彩色粉筆作波浪線標(biāo)注、寫(xiě)副板書(shū)，或使用三角形、五角星等符號(hào)來(lái)突出教學(xué)內(nèi)容，強(qiáng)化教學(xué)活動(dòng)。

3.動(dòng)作強(qiáng)化

動(dòng)作強(qiáng)化也稱體態(tài)語(yǔ)言強(qiáng)化，是指教師運(yùn)用身體動(dòng)作、表情和姿勢(shì)等，對(duì)學(xué)生表示教師的態(tài)度和情感的教學(xué)行為，手勢(shì)、目視、點(diǎn)頭或搖頭等都是常用的動(dòng)作強(qiáng)化。教師在生物課堂教學(xué)中運(yùn)用一些體態(tài)語(yǔ)言，有助于學(xué)生理解所學(xué)的知識(shí)，對(duì)某些事物或結(jié)構(gòu)形成空間立體感。如在解剖玉米種子時(shí)，學(xué)生不太理解縱切和橫切的概念。這時(shí)，教師除了借助掛圖或課件等教具之外，還可以借用一個(gè)模型，模擬玉米被切下去時(shí)的動(dòng)作，來(lái)區(qū)分縱切和橫切，這樣就能給學(xué)生一個(gè)動(dòng)作強(qiáng)化。

4.活動(dòng)強(qiáng)化

學(xué)生感興趣的學(xué)習(xí)活動(dòng)本身就是一種強(qiáng)化因子，情境教學(xué)法就屬于這一類型。如在教學(xué)軟體動(dòng)物時(shí)，教師可由“鷸蚌相爭(zhēng)，漁翁得利”這一典故導(dǎo)入，配上動(dòng)漫的形式，就能極大地吸引學(xué)生的注意力，調(diào)動(dòng)學(xué)生的學(xué)習(xí)熱情。然后，教師再因勢(shì)利導(dǎo)，提出“河蚌靠什么結(jié)構(gòu)能緊緊夾住鳥(niǎo)的嘴”“蚌殼長(zhǎng)時(shí)間關(guān)閉，會(huì)不會(huì)憋死”等問(wèn)題，學(xué)生在興趣的引導(dǎo)下，會(huì)積極地思考，展開(kāi)熱烈討論。整個(gè)教學(xué)過(guò)程既生動(dòng)活潑，又富有情趣，令學(xué)生樂(lè)在其中。

5.變化方式

強(qiáng)化變化方式強(qiáng)化是教師通過(guò)變換信息、反復(fù)刺激的方式，強(qiáng)化學(xué)生對(duì)某個(gè)問(wèn)題的反應(yīng)，以實(shí)現(xiàn)預(yù)期的教學(xué)目的。如在教學(xué)《輸送血液的泵——心臟》時(shí)，除了指導(dǎo)學(xué)生讀圖之外，教師還可以引導(dǎo)學(xué)生觀察心臟的結(jié)構(gòu)圖，讓學(xué)生拆卸組裝心臟的模型，最后再觀看有關(guān)心臟3D結(jié)構(gòu)的視頻，以多維方式循序漸進(jìn)地強(qiáng)化學(xué)生對(duì)新知識(shí)點(diǎn)的理解。

三、實(shí)施強(qiáng)化技能應(yīng)把握的原則

在生物教學(xué)中，教師要幫助學(xué)生形成正確的行為，激發(fā)學(xué)生的學(xué)習(xí)熱情。不適當(dāng)?shù)貜?qiáng)化，會(huì)對(duì)課堂教學(xué)產(chǎn)生負(fù)面影響。因此，教師在教學(xué)中運(yùn)用強(qiáng)化技能，還應(yīng)該把握好一些原則。

1.一致性原則

運(yùn)用強(qiáng)化的目的，在于把學(xué)生的注意力吸引到學(xué)習(xí)中來(lái)，提高學(xué)生參與教學(xué)活動(dòng)的積極性。在教學(xué)中，教師對(duì)學(xué)生的強(qiáng)化內(nèi)容、性質(zhì)、標(biāo)準(zhǔn)要保持一致，避免前后矛盾。如針對(duì)同一內(nèi)容、同一行為，教師不能今天批評(píng)，明天表?yè)P(yáng)，這會(huì)讓學(xué)生感到無(wú)所適從。

2.客觀性原則

它是指在教學(xué)中，強(qiáng)化必須科學(xué)、合理、客觀、公正，不憑教師的主觀意愿和偏見(jiàn)來(lái)評(píng)價(jià)學(xué)生，這樣才能使學(xué)生心悅誠(chéng)服。情感真摯、熱教愛(ài)生是執(zhí)行客觀性原則的要素，教師熱情、誠(chéng)懇的態(tài)度會(huì)對(duì)學(xué)生施以積極有效的影響。此外，學(xué)生是運(yùn)動(dòng)發(fā)展中的人，要與時(shí)俱進(jìn)地以發(fā)展的觀點(diǎn)來(lái)指導(dǎo)強(qiáng)化，著眼于學(xué)生的動(dòng)態(tài)發(fā)展，進(jìn)行針對(duì)性的強(qiáng)化。

3.及時(shí)性原則

及時(shí)的強(qiáng)化有利于行為與強(qiáng)化之間建立直接的聯(lián)系，克服無(wú)關(guān)因素的干擾。如果強(qiáng)化與該行為的間隔時(shí)間過(guò)長(zhǎng)，則強(qiáng)化的指向不明確，會(huì)引起學(xué)生行為的混亂。這就要求教師做好全面、細(xì)致的工作，能及時(shí)、準(zhǔn)確地判斷出學(xué)生的反應(yīng)。

4.效能性原則

第5篇

基于SWOT的研究生自我教育能力分析

SWOT分析方法又叫態(tài)勢(shì)分析法，是上世紀(jì)80年代由美國(guó)管理學(xué)教授提出的一種能夠較客觀而準(zhǔn)確地分析和研究一個(gè)單位現(xiàn)實(shí)情況的方法。S(strengths)代表優(yōu)勢(shì)，W(weaknesses)是劣勢(shì)，O(opportunities)指機(jī)會(huì)，T(threats)表示威脅。其中S和W主要指影響被分析單位發(fā)展的內(nèi)部因素，O、T主要是對(duì)被分析單位有影響的外部條件。下面將通過(guò)對(duì)研究生主體自身內(nèi)部條件、面臨的外部環(huán)境進(jìn)行有機(jī)結(jié)合來(lái)清晰地確定研究生自我教育的能力，了解研究生在進(jìn)行自我教育方面有哪些優(yōu)勢(shì)、劣勢(shì)和所面臨的機(jī)會(huì)和阻礙。

(一)S(strengths)

研究生具有較高的自我意識(shí)。所謂自我意識(shí)，就是一個(gè)人關(guān)于自身的認(rèn)識(shí)，是作為主格我的自我對(duì)作為客格我的自我的存在活動(dòng)及其過(guò)程的有意識(shí)的反應(yīng)，也就是對(duì)個(gè)體自身及其與外部世界關(guān)系的一種認(rèn)識(shí)。自我意識(shí)的高低是與個(gè)體的生理、心理成熟度密切相關(guān)的。個(gè)體的自我意識(shí)從產(chǎn)生到發(fā)展到相對(duì)穩(wěn)定需要相當(dāng)長(zhǎng)的一段時(shí)間。從總體上看，研究生多是接受過(guò)本、?？齐A段教育的成年人，與本科生相較，其知識(shí)結(jié)構(gòu)更加完整，知識(shí)層面也更為廣泛，同時(shí)多數(shù)研究生還具有一定的社會(huì)經(jīng)驗(yàn)或工作經(jīng)歷，這就使其生理、心理成熟程度都要高于本科生，其獨(dú)立性也強(qiáng)與本科生。對(duì)自我的認(rèn)識(shí)也比本科生全面與深刻。因而研究生自我意識(shí)也就高于本科生。自我意識(shí)的高低直接關(guān)系著自我教育的可行性及效果。自我意識(shí)高的個(gè)體要求強(qiáng)調(diào)自我，懷有對(duì)自己獨(dú)特的看法和態(tài)度，能夠?qū)ψ约旱男袨檫M(jìn)行沉思和反省，繼而做出一定的行為，以解決在活動(dòng)中出現(xiàn)的問(wèn)題。所以，較高的自我意識(shí)是研究生進(jìn)行自我教育的一大優(yōu)勢(shì)。

(二)W(weaknesses)

考研的盲目性削弱了研究生進(jìn)行自我教育意識(shí)。自我教育意識(shí)是指?jìng)€(gè)體要有自己對(duì)自己進(jìn)行教育的認(rèn)識(shí)，與自我意識(shí)相比，自我教育意識(shí)更為重要。自我意識(shí)是關(guān)于“我”的認(rèn)識(shí)，而自我教育意識(shí)則是對(duì)“我要怎樣”的認(rèn)識(shí)。但目前研究生對(duì)于我要怎樣的意識(shí)并不十分明確，原因在于研究生在選擇讀研的動(dòng)機(jī)不單純。一方面，是為了緩解就業(yè)壓力。2010年，全國(guó)本科生畢業(yè)人數(shù)達(dá)到630多萬(wàn)，而市場(chǎng)為本科生提供的就業(yè)崗位遠(yuǎn)遠(yuǎn)低于畢業(yè)生人數(shù)，為了緩解就業(yè)壓力，多數(shù)本科生選擇了考研。另一方面，是提高就業(yè)競(jìng)爭(zhēng)力。研究生大多是抱著通過(guò)讀研獲取學(xué)位增加就業(yè)的砝碼以利將來(lái)的就業(yè)這一想法報(bào)考研究生專業(yè)的。因?yàn)樵诂F(xiàn)實(shí)中，研究生相對(duì)本科生還是有一定的優(yōu)勢(shì)的。他們的目的只是為了獲得一張碩士畢業(yè)文憑。然而研究生教育的培養(yǎng)目標(biāo)是研究生在本門學(xué)科上掌握?qǐng)?jiān)實(shí)寬廣的基礎(chǔ)理論和系統(tǒng)深入的專門知識(shí)，具有獨(dú)立從事科學(xué)研究工作的能力，在科學(xué)或?qū)ｉT技術(shù)上做出創(chuàng)造性成果的高級(jí)專門人才。研究生更注重的是培養(yǎng)學(xué)生研究問(wèn)題和分析問(wèn)題的能力，特別是從事該學(xué)科科研教學(xué)的能力。而盲目考研導(dǎo)致研究生的目的不在本專業(yè)的學(xué)習(xí)、研究上。研究生的學(xué)習(xí)在于自主性，如果學(xué)生對(duì)學(xué)習(xí)不感興趣也就談不上自我在科研、學(xué)術(shù)上有所投入。這也是出現(xiàn)研究生學(xué)術(shù)水平、論文質(zhì)量不高、論文造假等現(xiàn)象的主觀原因。主體沒(méi)有明確的目的也就不會(huì)有自我發(fā)展和自我完善，也就大大降低了研究生自我學(xué)習(xí)、自我管理、自我約束的自覺(jué)性和主動(dòng)性。

(三)O(opportunities)

提高研究生自我教育意識(shí)和能力的外在機(jī)會(huì)體現(xiàn)在兩個(gè)方面:一是導(dǎo)師制，二是實(shí)踐機(jī)會(huì)較研究生多。導(dǎo)師制是研究生教育與本科生教育最大的不同，也是研究生進(jìn)行自我教育的最有利的外在因素?！皩W(xué)為人師，行為世范”，研究生導(dǎo)師多是在該專業(yè)領(lǐng)域有很深造詣的教授或?qū)W者，理論功底深厚，思想品德高尚，在專業(yè)知識(shí)領(lǐng)域給研究生以指導(dǎo)，在行為思想上給研究生做出表率。教育部頒發(fā)的《教育部關(guān)于加強(qiáng)和改進(jìn)研究德育工作的若干意見(jiàn)》(以下簡(jiǎn)稱《意見(jiàn)》)亦指出:研究生導(dǎo)師對(duì)研究生為學(xué)為人都產(chǎn)生著重要影響。

導(dǎo)師在研究生自我教育意識(shí)和能力中所起的作用就是能激發(fā)研究生的自覺(jué)性，促進(jìn)研究生的自我反思。導(dǎo)師是研究生階段接觸最多的，導(dǎo)師與研究生的關(guān)系不僅是師生關(guān)系，還可以是朋友、親人的關(guān)系。導(dǎo)師與研究生這一關(guān)系的特殊性可以從多方面影響研究生進(jìn)行自我教育。一方面，研究生導(dǎo)師以個(gè)人魅力為研究生做出表率，使研究生以導(dǎo)師為學(xué)習(xí)對(duì)象以形成我要成為怎樣的人的意識(shí)。另一方面，導(dǎo)師對(duì)研究生進(jìn)行教育。導(dǎo)師對(duì)研究生的學(xué)習(xí)提出要求，研究生為達(dá)到導(dǎo)師的要求而進(jìn)行自我學(xué)習(xí)與自我管理，這是通過(guò)外在強(qiáng)制力來(lái)達(dá)到激發(fā)研究生學(xué)習(xí)的自覺(jué)性。

能力總是在實(shí)踐活動(dòng)中得以表現(xiàn)和發(fā)展，并直接影響著活動(dòng)的順利完成。助學(xué)助管助教是高校為提高研究生提供鍛煉能力的主要平臺(tái)。各種研究生會(huì)、社團(tuán)亦是鍛煉研究生自我教育能力的機(jī)會(huì)。研究生在親自體驗(yàn)的基礎(chǔ)上對(duì)自己的行為進(jìn)行反思、評(píng)價(jià)，然后進(jìn)行自我調(diào)節(jié)，在不斷的認(rèn)識(shí)———實(shí)踐交替過(guò)程中形成自我教育的能力。另外，由于研究生課程較少，研究生有更多的課余時(shí)間接觸社會(huì)。

(四)T(threats)

1．實(shí)踐活動(dòng)單一、缺乏針對(duì)性。目前高校對(duì)研究生的實(shí)踐活動(dòng)主要是助學(xué)助管助教，沒(méi)有制定適合研究生專業(yè)性質(zhì)和未來(lái)就業(yè)發(fā)展方向的實(shí)踐鍛煉形式。這就導(dǎo)致研究生自我教育意識(shí)的不明確。

2．我國(guó)一直以來(lái)都缺乏自我教育的傳統(tǒng)。長(zhǎng)期以來(lái)的應(yīng)試教育方式削弱了研究生自我教育意識(shí)。現(xiàn)在的研究生從小學(xué)到大學(xué)接受的一直是應(yīng)試教育，導(dǎo)致了研究生養(yǎng)成了被動(dòng)的學(xué)習(xí)方式和學(xué)習(xí)理念，完全依賴于外在的規(guī)范、要求、路徑，一旦改變教育方式，很多研究生是不適應(yīng)的。

3．群體間教育氛圍影響研究生自我教育。良好的學(xué)習(xí)氛圍是能夠影響自我教育意識(shí)和能力的。自我教育不僅是自己對(duì)自己的教育，也是通過(guò)他人教育對(duì)主體的激勵(lì)來(lái)刺激主體的自我學(xué)習(xí)的，這種他人教育不僅包括老師也包括研究生群體之間的相互學(xué)習(xí)與影響。研究生的獨(dú)立性較強(qiáng)，其學(xué)習(xí)與生活多少獨(dú)立進(jìn)行的，同時(shí)，由于課程相對(duì)較少，研究生之間的聯(lián)系也減少，多是獨(dú)立進(jìn)行學(xué)習(xí)，這就會(huì)造成研究生群體之間的相互影響與學(xué)習(xí)的機(jī)會(huì)減少，學(xué)術(shù)氛圍也淡薄。

結(jié)論

1．完善導(dǎo)師制，強(qiáng)化研究生自我教育意識(shí)。研究生自我教育意識(shí)本就較高，只是一些外在因素影響了其自我教育意識(shí)，因此這就需要完善導(dǎo)師制，讓導(dǎo)師多與研究生接觸，以導(dǎo)師的言談、行為方式提高自我教育意識(shí)。完善導(dǎo)師制從以下幾個(gè)方面出發(fā):首先，加強(qiáng)導(dǎo)師與研究生之間的接觸與聯(lián)系;其次，減少導(dǎo)師帶學(xué)生的數(shù)量;再次，導(dǎo)師適時(shí)適量的給研究生布置學(xué)術(shù)任務(wù)并檢查指導(dǎo)。

第6篇

本文首先分析了經(jīng)濟(jì)學(xué)專業(yè)開(kāi)設(shè)學(xué)年論文教學(xué)的必要性，然后分析學(xué)年論文教學(xué)存在的主要問(wèn)題及其原因，最后提出提升學(xué)年論文質(zhì)量的對(duì)策與建議，以達(dá)到提升學(xué)生的寫(xiě)作能力和培養(yǎng)學(xué)生實(shí)踐創(chuàng)新能力的目的。

［關(guān)鍵詞］

學(xué)年論文；創(chuàng)新能力；經(jīng)濟(jì)學(xué)專業(yè)

0引言

培養(yǎng)學(xué)生的創(chuàng)新實(shí)踐能力和全面提升學(xué)生的綜合素質(zhì)，是高等教育的主要目標(biāo)。創(chuàng)新實(shí)踐能力在大學(xué)生能力體系培養(yǎng)中居于核心地位。經(jīng)濟(jì)學(xué)是一項(xiàng)專業(yè)性和技能性都很強(qiáng)的工作，現(xiàn)代社會(huì)對(duì)經(jīng)濟(jì)學(xué)人才的需求層次越來(lái)越高，創(chuàng)新實(shí)踐能力已成為經(jīng)濟(jì)學(xué)本科生的核心競(jìng)爭(zhēng)力。學(xué)生的創(chuàng)新實(shí)踐能力需要通過(guò)諸多環(huán)節(jié)的培養(yǎng)來(lái)實(shí)現(xiàn)，本文重點(diǎn)探討在學(xué)生創(chuàng)新實(shí)踐能力培養(yǎng)中起著重要作用，卻被大多數(shù)高校所忽視的學(xué)年論文這一教學(xué)環(huán)節(jié)。

1經(jīng)濟(jì)學(xué)專業(yè)開(kāi)設(shè)學(xué)年論文教學(xué)的必要性

目前大多數(shù)高等院校的經(jīng)濟(jì)學(xué)專業(yè)并未開(kāi)設(shè)學(xué)年論文這一教學(xué)環(huán)節(jié)，但是，學(xué)年論文教學(xué)環(huán)節(jié)不僅有利于培養(yǎng)學(xué)生的創(chuàng)新實(shí)踐能力，而且有助于提高畢業(yè)論文的質(zhì)量。

1．1學(xué)年論文是提升學(xué)生創(chuàng)新實(shí)踐能力的重要方式

創(chuàng)新是引領(lǐng)發(fā)展的第一動(dòng)力，是現(xiàn)代社會(huì)的本質(zhì)特征。大學(xué)生創(chuàng)新能力可分為學(xué)習(xí)能力、研究能力和實(shí)踐能力三個(gè)方面。其中，學(xué)習(xí)能力是指能自主地獲取所需的信息和知識(shí)，并能進(jìn)行獨(dú)立思考的能力，這是培養(yǎng)其他創(chuàng)新能力的基礎(chǔ)；研究能力是指能自主確定研究題目、制定研究計(jì)劃和撰寫(xiě)研究論文的能力，是創(chuàng)新能力培養(yǎng)的關(guān)鍵；實(shí)踐能力是指運(yùn)用相關(guān)知識(shí)解決實(shí)際問(wèn)題的能力，是創(chuàng)新能力培養(yǎng)的目的。學(xué)生創(chuàng)新能力的培養(yǎng)要從整體上系統(tǒng)地進(jìn)行，學(xué)年論文作為關(guān)鍵的教學(xué)環(huán)節(jié)，起到承前啟后的作用。在學(xué)年論文環(huán)節(jié)，學(xué)生根據(jù)對(duì)現(xiàn)實(shí)經(jīng)濟(jì)問(wèn)題的觀察，確定研究題目，界定研究?jī)?nèi)容，運(yùn)用科學(xué)的研究方法，解決現(xiàn)實(shí)中的經(jīng)濟(jì)問(wèn)題，這無(wú)疑會(huì)對(duì)學(xué)生創(chuàng)新實(shí)踐能力培養(yǎng)起到積極的促進(jìn)作用。

1．2學(xué)年論文是提高學(xué)生畢業(yè)論文質(zhì)量的有效途徑

經(jīng)濟(jì)學(xué)專業(yè)學(xué)術(shù)論文要求學(xué)生綜合運(yùn)用相關(guān)的理論知識(shí)和方法，深入研究現(xiàn)實(shí)中的經(jīng)濟(jì)問(wèn)題，這是經(jīng)濟(jì)學(xué)專業(yè)教學(xué)工作的重要環(huán)節(jié)，也是對(duì)教學(xué)質(zhì)量的檢驗(yàn)。目前經(jīng)濟(jì)學(xué)專業(yè)學(xué)生論文普遍存在選題空泛、內(nèi)容空洞、缺乏創(chuàng)新、抄襲嚴(yán)重等問(wèn)題，既沒(méi)有與社會(huì)實(shí)際需要相結(jié)合，也不能很好體現(xiàn)經(jīng)濟(jì)學(xué)專業(yè)特點(diǎn)。究其原因，可以概括為以下幾個(gè)方面：高校擴(kuò)招、就業(yè)壓力等方面的社會(huì)原因，導(dǎo)致畢業(yè)生素質(zhì)下降且精力投入不足；高校的認(rèn)知不到位和管理制度設(shè)計(jì)不合理等方面的原因，造成管理松懈；教學(xué)模式和課程體系等方面的原因，造成忽視學(xué)生寫(xiě)作能力的培養(yǎng)。經(jīng)濟(jì)學(xué)專業(yè)論文寫(xiě)作能力的培養(yǎng)是一個(gè)循序漸進(jìn)的過(guò)程，僅靠短期突擊訓(xùn)練效果很難見(jiàn)效，應(yīng)靠長(zhǎng)期的積累來(lái)提高。學(xué)年論文在學(xué)生已掌握一定專業(yè)知識(shí)的基礎(chǔ)上，結(jié)合實(shí)際經(jīng)濟(jì)問(wèn)題展開(kāi)研究，同時(shí)加強(qiáng)學(xué)生寫(xiě)作能力訓(xùn)練，學(xué)生不僅可以培養(yǎng)自己的研究興趣，還可以為畢業(yè)論文寫(xiě)作奠定良好基礎(chǔ)。

2經(jīng)濟(jì)學(xué)專業(yè)學(xué)年論文教學(xué)中存在的主要問(wèn)題

2．1認(rèn)識(shí)模糊

學(xué)年論文是本科生實(shí)踐教學(xué)的重要環(huán)節(jié)，要求學(xué)生在不占用正常教學(xué)時(shí)間的情況下完成，一般在第二學(xué)年和第三學(xué)年末進(jìn)行。由于高校擴(kuò)招帶來(lái)的就業(yè)壓力，很多高校對(duì)學(xué)年論文的作用認(rèn)識(shí)不夠，沒(méi)有將學(xué)年論文列入本科生培養(yǎng)計(jì)劃。同時(shí)，學(xué)生對(duì)學(xué)年論文也很不重視，低年級(jí)學(xué)生習(xí)慣通過(guò)考試來(lái)取得學(xué)分，對(duì)撰寫(xiě)學(xué)年論文感覺(jué)不適應(yīng)；而高年級(jí)學(xué)生面臨考研和找工作的壓力，更是無(wú)暇顧及自己的學(xué)年論文。

2．2缺乏有效的管理機(jī)制

對(duì)本科學(xué)年論文教學(xué)進(jìn)行管理是一項(xiàng)復(fù)雜的系統(tǒng)工程，它涉及出題選題、過(guò)程輔導(dǎo)和成績(jī)?cè)u(píng)價(jià)等環(huán)節(jié)。當(dāng)前，我國(guó)只有少數(shù)高校推行學(xué)年論文制度，學(xué)年論文管理還存在諸多問(wèn)題，缺乏有效的管理機(jī)制來(lái)確保學(xué)年論文的質(zhì)量。同時(shí)，指導(dǎo)老師的積極性和責(zé)任心不強(qiáng)，未對(duì)學(xué)生進(jìn)行必要的指導(dǎo)和監(jiān)督；學(xué)校雖有學(xué)年論文的教學(xué)環(huán)節(jié)和要求，但未建立學(xué)年論文教學(xué)的激勵(lì)與評(píng)價(jià)機(jī)制，使學(xué)年論文這一教學(xué)環(huán)節(jié)未落到實(shí)處，形同虛設(shè)。

2．3高校的教學(xué)科研資源不足

隨著高校招生規(guī)模的不斷擴(kuò)大，教師數(shù)量相對(duì)嚴(yán)重不足，平均每名教師要指導(dǎo)30名以上學(xué)生的學(xué)年論文，還要指導(dǎo)學(xué)生的畢業(yè)論文，同時(shí)還有其他的教學(xué)科研任務(wù)，教師不堪重負(fù)。老師在指導(dǎo)學(xué)生學(xué)年論文時(shí)，投入的時(shí)間與精力都有限，直接影響了學(xué)年論文的質(zhì)量。很多高校的學(xué)術(shù)資源嚴(yán)重不足，數(shù)據(jù)庫(kù)無(wú)法滿足學(xué)生撰寫(xiě)論文的需求，尤其是國(guó)外數(shù)據(jù)庫(kù)缺乏；圖書(shū)資源數(shù)量有限，學(xué)生能檢索到的文獻(xiàn)資料非常有限，這直接影響到學(xué)生學(xué)年論文質(zhì)量的提高。

3經(jīng)濟(jì)學(xué)專業(yè)學(xué)年論文教學(xué)存在問(wèn)題的原因分析

3．1社會(huì)環(huán)境因素

就業(yè)率和考研率成為當(dāng)前衡量我國(guó)高校辦學(xué)質(zhì)量的重要尺度。在高校不斷擴(kuò)招的背景下，大學(xué)生就業(yè)難成為突出的社會(huì)問(wèn)題。大部分用人單位在招聘本科生時(shí)，對(duì)論文及其質(zhì)量無(wú)人問(wèn)津，論文成績(jī)不會(huì)影響自己的就業(yè)，所以，學(xué)生對(duì)論文很不重視，只要能通過(guò)就行。對(duì)于那些致力于考研的學(xué)生，因研究生招生對(duì)本科論文也不夠關(guān)注，大部分時(shí)間和精力都用于理論課的學(xué)習(xí)，以應(yīng)對(duì)研究生入學(xué)考試的初試和復(fù)試，甚至有些學(xué)生將學(xué)年論文的寫(xiě)作當(dāng)成負(fù)擔(dān)，敷衍了事。

3．2高校本身的因素

高校自身的認(rèn)識(shí)不到位，許多高校對(duì)學(xué)年論文的重要性認(rèn)識(shí)不足，并沒(méi)有把學(xué)年論文列入重要的議事日程，學(xué)年論文工作僅僅是走走過(guò)場(chǎng)而已。學(xué)年論文管理制度設(shè)計(jì)不合理，存在許多尚需完善之處，制度中空話套話太多，缺乏行之有效的管理實(shí)施辦法和明確的標(biāo)準(zhǔn)，使學(xué)年論文管理制度在實(shí)施過(guò)程中形同虛設(shè)。制度貫徹執(zhí)行力度也不夠，未將相關(guān)規(guī)定落到實(shí)處，多流于形式。高校目前面臨著很大的招生與就業(yè)壓力，如果對(duì)學(xué)年論文要求太高，會(huì)導(dǎo)致許多同學(xué)難以正常畢業(yè)，將影響到學(xué)校聲譽(yù)與學(xué)生就業(yè)，因此，在實(shí)際執(zhí)行中，常出現(xiàn)對(duì)學(xué)生學(xué)年論文放低要求。

3．3教師方面的因素

由于高校的擴(kuò)招和新專業(yè)不斷開(kāi)設(shè)，造成高校師資力量嚴(yán)重不足，師資結(jié)構(gòu)很不合理，教師既要承擔(dān)大量的教學(xué)和科研工作，又要面臨職稱評(píng)定等多重壓力，這將影響到學(xué)生學(xué)年論文的質(zhì)量。由于高校制度和社會(huì)環(huán)境等方面因素，出現(xiàn)重課堂教學(xué)，輕學(xué)年論文的導(dǎo)向，導(dǎo)致教師在指導(dǎo)學(xué)年論文時(shí)責(zé)任心不強(qiáng)，投入的時(shí)間和精力非常有限，這也直接影響了學(xué)年論文的質(zhì)量。同時(shí)，有些教師自身知識(shí)結(jié)構(gòu)相對(duì)陳舊且更新緩慢，專業(yè)技術(shù)能力與實(shí)踐能力不強(qiáng)，不能給予學(xué)生以實(shí)質(zhì)性指導(dǎo)，這都影響著學(xué)年論文質(zhì)量的提高。

3．4學(xué)生方面的因素

大多數(shù)用人單位在招聘本科生時(shí)只關(guān)心學(xué)習(xí)成績(jī)和獲得的各種證書(shū)，使得學(xué)生認(rèn)為學(xué)年論文沒(méi)有什么實(shí)際用處，只要能順利通過(guò)即可。同時(shí)，學(xué)年論文質(zhì)量與學(xué)生的專業(yè)理論知識(shí)及自身綜合素質(zhì)密切相關(guān)，許多高校學(xué)生的知識(shí)水平與能力不足，且很少進(jìn)行學(xué)術(shù)論文寫(xiě)作相關(guān)的訓(xùn)練，缺乏文獻(xiàn)檢索能力和創(chuàng)新精神，不能將理論與實(shí)際很好地結(jié)合起來(lái)，影響了學(xué)年論文的質(zhì)量。

4提升經(jīng)濟(jì)學(xué)專業(yè)學(xué)年論文質(zhì)量的對(duì)策措施

4．1提高認(rèn)識(shí)，加大宣傳

學(xué)年論文有利于培養(yǎng)學(xué)生實(shí)踐創(chuàng)新能力和解決實(shí)際問(wèn)題的能力，是經(jīng)濟(jì)學(xué)專業(yè)教學(xué)實(shí)踐上的重要環(huán)節(jié)，從目前的實(shí)際來(lái)看，很多老師和學(xué)生對(duì)學(xué)年論文的重要性認(rèn)識(shí)不夠，應(yīng)加大宣傳，提高師生對(duì)學(xué)年論文的認(rèn)識(shí)。通過(guò)撰寫(xiě)學(xué)年論文，使學(xué)生熟練掌握學(xué)術(shù)論文的基本規(guī)范，深化對(duì)所學(xué)專業(yè)知識(shí)的理解，能為將來(lái)撰寫(xiě)畢業(yè)論準(zhǔn)備。

4．2科學(xué)組織，合理安排

結(jié)合經(jīng)濟(jì)學(xué)專業(yè)特點(diǎn)和社會(huì)實(shí)際需要，開(kāi)展經(jīng)濟(jì)學(xué)專業(yè)學(xué)年論文工作。首先，將學(xué)年論文工作納入學(xué)校日常教學(xué)工作，從出題選題、過(guò)程監(jiān)管與成績(jī)?cè)u(píng)定等環(huán)節(jié)來(lái)確保論文質(zhì)量；其次，要科學(xué)合理安排學(xué)年論文組織工作，妥善安排學(xué)年論文的工作流程與時(shí)間，綜合考慮人才培養(yǎng)的目標(biāo)、學(xué)生和教師的承受能力，真正發(fā)揮學(xué)年論文在實(shí)踐教學(xué)中的重要作用，提升學(xué)生的學(xué)習(xí)、思考及寫(xiě)作能力；然后，論文題目應(yīng)難易適中，既要有理論價(jià)值，又要有實(shí)踐意義，符合本專業(yè)培養(yǎng)目標(biāo)，保證學(xué)生通過(guò)努力能在規(guī)定時(shí)間內(nèi)完成寫(xiě)作任務(wù)，提高自己運(yùn)用經(jīng)濟(jì)理論解決實(shí)際問(wèn)題的能力。

4．3加強(qiáng)過(guò)程管理

嚴(yán)謹(jǐn)規(guī)范的管理制度是學(xué)年論文順利運(yùn)行的基本保證，過(guò)程管理的完善對(duì)學(xué)年論文質(zhì)量的提高至關(guān)重要。學(xué)年論文作為實(shí)踐教學(xué)的重要組成部分，需要其他教學(xué)環(huán)節(jié)相互配合以保障順利進(jìn)行。需要建立學(xué)年論文過(guò)程長(zhǎng)效管理機(jī)制，學(xué)校相關(guān)部門應(yīng)結(jié)合專業(yè)特征，統(tǒng)籌規(guī)劃，從命題選題，師資配置，論文規(guī)范，學(xué)生紀(jì)律，成績(jī)?cè)u(píng)定等方面制定具體實(shí)施辦法。同時(shí)，學(xué)年論文的過(guò)程管理直接關(guān)系到論文的質(zhì)量，應(yīng)加強(qiáng)學(xué)年論文過(guò)程的監(jiān)控，制定成績(jī)?cè)u(píng)定標(biāo)準(zhǔn)，讓學(xué)生真正得到老師的專業(yè)指導(dǎo)，提升學(xué)生的研究能力和寫(xiě)作能力。

4．4重視實(shí)踐創(chuàng)新能力培養(yǎng)

學(xué)生的學(xué)年論文是培養(yǎng)學(xué)生實(shí)踐創(chuàng)新能力的有效途徑，在實(shí)施過(guò)程中應(yīng)發(fā)揮學(xué)生的主動(dòng)性和創(chuàng)造性，以學(xué)生實(shí)踐創(chuàng)新能力的培養(yǎng)為目標(biāo)。老師在指導(dǎo)過(guò)程中應(yīng)注重學(xué)生研究?jī)?nèi)容的學(xué)術(shù)性與規(guī)范化，重視學(xué)生邏輯分析、論證推理、歸納演繹等方面能力的訓(xùn)練，引導(dǎo)學(xué)生自主學(xué)習(xí)、獨(dú)立思考，使學(xué)生的寫(xiě)作能力、實(shí)踐能力和創(chuàng)新能力得到了鍛煉和提高。

5結(jié)語(yǔ)

學(xué)年論文質(zhì)量的提高是一個(gè)復(fù)雜的系統(tǒng)工程，并非一朝一夕所能實(shí)現(xiàn)。需要學(xué)生的努力、教師的重視、學(xué)校相關(guān)制度的完善作為保障，以達(dá)到提升學(xué)生的寫(xiě)作能力和培養(yǎng)學(xué)生實(shí)踐創(chuàng)新能力的目的。

作者：莫旋 陽(yáng)玉香 單位：衡陽(yáng)師范學(xué)院經(jīng)濟(jì)與管理學(xué)院

主要參考文獻(xiàn)

［1］王偉，周景坤，章勝暉．國(guó)貿(mào)專業(yè)本科畢業(yè)論文選題與寫(xiě)作問(wèn)題的剖析［J］．對(duì)外經(jīng)貿(mào)，2013（11）：142－144．

第7篇

[論文摘 要]在第二語(yǔ)言的習(xí)得過(guò)程中,文化背景的差異將會(huì)導(dǎo)致交際困難以及交際信息的流失,因此,在外語(yǔ)教學(xué)過(guò)程中,文化教學(xué)必然要占一席之地。本文從理論角度闡述了跨文化交際的定義和目的,并提出如何培養(yǎng)學(xué)生跨文化交際的能力。此外,作者探討了文化教學(xué)的目的與意義,提出將文化教學(xué)貫穿于整個(gè)外語(yǔ)教學(xué)過(guò)程,從而使學(xué)生能夠真正具備跨文化交際的能力。

1.引言

語(yǔ)言是文化的載體,是文化密不可分的組成部分,它既受文化影響,又反作用于文化。在交際過(guò)程中,語(yǔ)言不僅受到語(yǔ)音、語(yǔ)法等規(guī)則的限制,還受到使用規(guī)則的制約,這里的使用規(guī)則即指語(yǔ)言所屬的社會(huì)文化,社會(huì)文化決定語(yǔ)言使用是否得體。在第二語(yǔ)言的學(xué)習(xí)過(guò)程中,外語(yǔ)學(xué)習(xí)者往往會(huì)將自己本國(guó)固有的文化模式嵌套入新的語(yǔ)言文化中,造成溝通的障礙,這便要求教師將文化引入到外語(yǔ)教學(xué)中,培養(yǎng)外語(yǔ)習(xí)得者跨文化交際的能力。

2.跨文化交際能力的培養(yǎng)及運(yùn)用

2.1 跨文化交際的定義、目的

跨文化交際指本族語(yǔ)者與非本族語(yǔ)者之間的交際 , 也指任何在語(yǔ)言和文化背景方面有差異的人們之間的交際。由于不同的民族所處的生態(tài)、物質(zhì)、社會(huì)及宗教等環(huán)境不同 , 因而各自的語(yǔ)言環(huán)境產(chǎn)生了不同的語(yǔ)言習(xí)慣、社會(huì)文化、風(fēng)土人情等等諸語(yǔ)境因素。不同的文化背景造成人們說(shuō)話方式的不同,進(jìn)而造成溝通的障礙。由此,這便要求我們?cè)谕庹Z(yǔ)教學(xué)過(guò)程中注重培養(yǎng)學(xué)生的跨文化交際能力。一般來(lái)說(shuō),跨文化交際研究的基本目的有以下三點(diǎn):①培養(yǎng)人們對(duì)不同的文化持積極理解的態(tài)度。語(yǔ)言習(xí)慣、社會(huì)文化、風(fēng)土人情、宗教信仰、教育背景的不同造成了文化的多樣性,在跨文化交際過(guò)程中,我們要對(duì)不同文化持理解支持的態(tài)度,通過(guò)發(fā)現(xiàn)對(duì)方的不同點(diǎn),反過(guò)來(lái)加深對(duì)我們自身文化的理解,從而做到客觀地把握各自的文化特性。也就是說(shuō)在發(fā)現(xiàn)差異的過(guò)程中,也要注意不可忽視大量的共同之處。②培養(yǎng)跨文化接觸時(shí)的適應(yīng)能力。初次與不同的文化接觸時(shí),往往會(huì)受到文化沖擊,從而產(chǎn)生某種不適應(yīng)。要使交際得以繼續(xù)下去,必須設(shè)法減緩沖擊,提高適應(yīng)能力。③培養(yǎng)跨文化交際的技能。隨著對(duì)外開(kāi)放的進(jìn)一步擴(kuò)大,走出國(guó)門或留在國(guó)內(nèi)參與跨 文化交際的人越來(lái)越多,他們都需要學(xué)習(xí)、掌握與不同文化背景的人打交道時(shí)的實(shí)際技能。

2.2跨文化交際能力的培養(yǎng)

隨著全球化進(jìn)程的不斷加快,高科技的發(fā)展,交通通訊設(shè)施的不斷完善,世界各國(guó)政治、經(jīng)濟(jì)、文化交流日益頻繁,因此,文化差異所造成的矛盾便漸漸凸顯。而初等教育時(shí)期對(duì)于英語(yǔ)的學(xué)習(xí)往往只停留在簡(jiǎn)單的語(yǔ)法和詞匯方面,在高校外語(yǔ)教學(xué)中,則應(yīng)更加注重對(duì)學(xué)生交際能力的培養(yǎng),以便適應(yīng)社會(huì)發(fā)展的進(jìn)程。著名跨文化學(xué)家ruben認(rèn)為實(shí)現(xiàn)有效交際的跨文化交際能力理應(yīng)包括七個(gè)因素,它們分別是: 1)向?qū)Ψ奖硎咀鹁春蛯?duì)其持積極態(tài)度的能力;2)采取描述性、非評(píng)價(jià)性和非判斷性態(tài)度; 3)最大限度了解對(duì)方個(gè)性的能力;4)移情能力;5)應(yīng)付不同情境的靈活機(jī)動(dòng)能力; 6)輪流交談的相互交往能力; 7)能容忍新的和含糊不清的情景,并能從容不迫對(duì)其作出反應(yīng)的能力

以上七個(gè)方面完整的闡述了在跨文化交際中,外語(yǔ)習(xí)得者所應(yīng)具備的能力,也正是高校外語(yǔ)教學(xué)中,教師對(duì)于學(xué)生的培養(yǎng)方向。為使學(xué)生具有以上七種能力,教師應(yīng)從以下幾方面入手:

①教學(xué)中應(yīng)將詞與詞的文化內(nèi)涵相結(jié)合。在傳統(tǒng)的外語(yǔ)教學(xué)過(guò)程中,教師往往只向?qū)W生教授詞匯的表層意義,對(duì)于詞匯的文化意義并沒(méi)有加以深入的解釋說(shuō)明。如dragon一詞,在中國(guó)傳統(tǒng)文化中,龍是吉祥、高貴的象征,而在西方社會(huì)則是邪惡的化身,因此,在詞匯的教學(xué)中,教師應(yīng)向?qū)W生傳授詞的文化內(nèi)涵以免造成溝通的障礙。

②教學(xué)中應(yīng)注意不同文化下世界觀、價(jià)值觀的不同。在跨文化交際過(guò)程中,對(duì)于隱藏在文化深層里的世界觀、價(jià)值觀是回避不了的,人們恰恰是通過(guò)了解世界觀、價(jià)值觀的不同 ,來(lái)加深對(duì)跨文化交際的理解。在教學(xué)過(guò)程中,教師應(yīng)注重將其他文化的世界觀、價(jià)值觀有意識(shí)的傳達(dá)給學(xué)生,從而培養(yǎng)學(xué)生跨文化溝通的能力。

③教學(xué)中介紹英語(yǔ)的交際習(xí)慣和行為方式。文化制約著人們的語(yǔ)言行為,在教學(xué)過(guò)程中,教師應(yīng)注重介紹目的語(yǔ)國(guó)家的交際習(xí)慣和行為方式,讓學(xué)生了解差異并以本族人的觀點(diǎn)去理解目的語(yǔ)文化,使他們具備進(jìn)行得體而有效的跨文化交際的能力。

④教學(xué)中注重非言語(yǔ)交際的運(yùn)用。samovar(2000)等人將非言語(yǔ)交際定義為“在交際的環(huán)境中人為的和環(huán)境產(chǎn)生的對(duì)于傳播者或受傳者含有潛在信息的所有的刺激”, 因此它包括了言語(yǔ)行為之外的一切由人為的或由環(huán)境所產(chǎn)生的刺激,如:表情、手勢(shì)、身勢(shì)、觸摸、界域、服飾、副語(yǔ)言、時(shí)間、場(chǎng)景等,在跨文化交際中,非言語(yǔ)交際往往也決定著交際的成敗。

2.3跨文化交際的運(yùn)用

語(yǔ)言最根本的作用即為交際,在跨文化交際過(guò)程中,我們必須要注意到兩種不同文化的差異性。英國(guó)人見(jiàn)面喜歡以天氣、地理環(huán)境、愛(ài)好等為話題,而將年齡、婚姻、收入作為禁忌話題,這都是我們?cè)诳缥幕浑H中應(yīng)當(dāng)注意的。此外,對(duì)于俚語(yǔ)、成語(yǔ)的學(xué)習(xí)也不可小視,在交際過(guò)程中

,對(duì)于俚語(yǔ)的誤解往往會(huì)造成交際的失敗,因此,有效而得體的運(yùn)用適當(dāng)?shù)恼Z(yǔ)言才能達(dá)到不同文化間溝通與交流的目的。

3文化教學(xué)的目的、意義

3.1文化教學(xué)的目的

在外語(yǔ)教學(xué)中,文化教學(xué)扮演著很重要的角色,因?yàn)橥庹Z(yǔ)教學(xué)的最終目的是讓學(xué)生具備交際的能力,培養(yǎng)學(xué)生用外語(yǔ)進(jìn)行跨文化交際的能力。在外語(yǔ)教學(xué)中,教師應(yīng)將文化教學(xué)融入到課程體系中,使語(yǔ)言學(xué)習(xí)者能夠?qū)⒛康恼Z(yǔ)文化與本族文化進(jìn)行融會(huì)貫通,從而實(shí)現(xiàn)有效地跨文化交際。然而文化教學(xué)不能僅僅局限于課本,單純片面的傳授文化知識(shí),應(yīng)該設(shè)立模擬場(chǎng)景,讓學(xué)生真正的身臨其境,感受目的語(yǔ)文化,從而迅速提高跨文化交際交際能力。

此外,高等教育的文化教學(xué)往往只傳授于外語(yǔ)專業(yè)的學(xué)生,且外教也只教授外語(yǔ)專業(yè)學(xué)生,對(duì)于公外的學(xué)生來(lái)講,英美社會(huì)與文化的選修課資源不足,與外教交流機(jī)會(huì)少,這都造成文化教學(xué)難以在大學(xué)外語(yǔ)教學(xué)中得到普及。

對(duì)于外語(yǔ)專業(yè)學(xué)生,從其課程體系中我們可以很明顯的看到,文學(xué)方面課程所占比例要遠(yuǎn)遠(yuǎn)大于社會(huì)文化,并且,社會(huì)文化教學(xué)也只是注重歷史、地理、國(guó)家機(jī)構(gòu)、文學(xué)藝術(shù)以及影響理解文學(xué)作品的背景知識(shí),從這個(gè)層面上來(lái)看,大學(xué)外語(yǔ)專業(yè)教學(xué)的文化教學(xué)是為文學(xué)服務(wù),而不是讓學(xué)生具備應(yīng)用的能力。外語(yǔ)專業(yè)教師對(duì)于文化的理解往往也停留在初級(jí)層面,實(shí)踐與應(yīng)用機(jī)會(huì)少,致使學(xué)生在與教師溝通的過(guò)程中只是簡(jiǎn)單的學(xué)習(xí)到了語(yǔ)言的基本技能,缺乏實(shí)際跨文化溝通的能力。外籍教師的配置數(shù)量過(guò)少,達(dá)不到讓每名學(xué)生都得到鍛煉的既定教學(xué)目標(biāo),并且,外教的授課內(nèi)容通常也只注重于口語(yǔ)的鍛煉,俚語(yǔ)的傳授,文化教學(xué)少之又少,只在溝通出現(xiàn)問(wèn)題時(shí)才進(jìn)行講解,不能夠盡早預(yù)見(jiàn)問(wèn)題,迅速提高學(xué)生跨文化交際的能力。

外語(yǔ)教學(xué)的主要目的是培養(yǎng)學(xué)生進(jìn)行跨文化交際的能力,因此,在外語(yǔ)教學(xué)中將文化教學(xué)融入到語(yǔ)言教學(xué)中,使學(xué)生能夠融會(huì)貫通目的語(yǔ)文化與本族文化,從而實(shí)現(xiàn)有效的跨文化交際,是文化教學(xué)的目的所在。

3.2文化教學(xué)的意義

文化教學(xué)應(yīng)該貫穿于語(yǔ)言教學(xué)的每個(gè)階段,既然語(yǔ)言教學(xué)的最終目的是讓學(xué)生具備語(yǔ)用的能力,那么就必定要涉及文化教學(xué)。從學(xué)生學(xué)習(xí)的歷程中,我們不難以看出,在外語(yǔ)學(xué)習(xí)的初級(jí)乃至高級(jí)階段,教師都沒(méi)有將文化教學(xué)完整的納入到課程體系之內(nèi),在進(jìn)行跨文化溝通過(guò)程中,學(xué)生實(shí)際應(yīng)用能力差,往往不能準(zhǔn)確地表達(dá)出自己的想法,濫用禁忌語(yǔ),大談特談目的語(yǔ)國(guó)家的敏感話題,這都造成了對(duì)方的誤解,因此,從學(xué)生學(xué)習(xí)外語(yǔ)的初級(jí)階段,教學(xué)就應(yīng)廣泛涉及文化教學(xué),使學(xué)生從最開(kāi)始就兼?zhèn)湔Z(yǔ)言能力與交際能力。

然而,文化教學(xué)不能只是表面功夫,如果只讓學(xué)生死記硬背一些文化事實(shí),就會(huì)造成學(xué)生不知變通,因循守舊的后果。在教學(xué)過(guò)程中,盡量創(chuàng)造一些目的語(yǔ)國(guó)家的場(chǎng)景,使學(xué)生身臨其境,模擬進(jìn)行跨文化交際行為,以不變應(yīng)萬(wàn)變,從而提高其實(shí)際應(yīng)用的能力。

歸根結(jié)底,文化教學(xué)的正真內(nèi)涵是讓學(xué)生真正的掌握跨文化交際的原理和技巧,并將其正確的應(yīng)用到實(shí)踐中去,從而達(dá)到得心應(yīng)手地進(jìn)行跨文化交際的目的。

結(jié)論:本文從理論角度介紹了跨文化交際的定義、目的,并提出如何培養(yǎng)學(xué)生的跨文化交際能力,同時(shí),在全球化進(jìn)程日益加快的今天,學(xué)生跨文化交際能力的培養(yǎng)顯得尤為重要,然而,傳統(tǒng)的外語(yǔ)授課過(guò)程中往往只重用語(yǔ)言技能而忽視了語(yǔ)用與文化教學(xué),因此,作者認(rèn)為,文化教學(xué)應(yīng)貫穿于整個(gè)外國(guó)語(yǔ)言教學(xué)的體系之內(nèi),以達(dá)到培養(yǎng)學(xué)生交際與應(yīng)用的能力的目的,而如何有效并迅速的將文化與語(yǔ)言教學(xué)完美融合并得以普及是目前高等教育中外語(yǔ)教學(xué)需要長(zhǎng)期探索的一個(gè)主要方面。

參考文獻(xiàn):

[1]嚴(yán)明 .大學(xué)英語(yǔ)跨文化交際能力培養(yǎng)研 究——黑龍江大學(xué)大學(xué)英語(yǔ)跨文化交際能力培養(yǎng)體系探索.

[2]魏泓.跨文化交際與語(yǔ)言文化多樣性的關(guān)系探析.上海海事職業(yè)技術(shù)學(xué)院.

[3]birdwhistell,ray.kinesics and context. philadelphia: university of pennsylvania press.1970.

[3]岑建軍.難在今日功在千秋[j]. 教學(xué)與教材研究,1997,(2).

[4]陳祖福.迎接時(shí)代的挑戰(zhàn),更新教育思想和觀念[j].教學(xué)與教材研究,1997,(3).

[5]彭丹逵 .試論跨文化交際能力的培養(yǎng)[j] . 電大英語(yǔ)快訊,2006,(1).

[6]陳昕 . 論英語(yǔ)專業(yè)教學(xué)中跨文化交際能力的培養(yǎng) [j] . 北京城市學(xué)院學(xué)報(bào),2007,(6).

第8篇

摘    要

近年來(lái)，隨著我國(guó)改革開(kāi)放的發(fā)展和我國(guó)與國(guó)際間的經(jīng)濟(jì)、科技、文化交流日益頻繁，人們?cè)絹?lái)越重視外國(guó)文化問(wèn)題。同時(shí)，我們也逐漸認(rèn)識(shí)到了了解外國(guó)文化在對(duì)外交往中的重要性。在教育領(lǐng)域中，外語(yǔ)教學(xué)也漸漸重視對(duì)學(xué)生交際能力的培養(yǎng)。然而，對(duì)許多老師而言，文化教學(xué)還是一個(gè)較新的概念，從跨文化角度對(duì)英語(yǔ)教學(xué)進(jìn)行研究探討在目前還是個(gè)新領(lǐng)域。我們必須認(rèn)識(shí)到交際能力的培養(yǎng)是外語(yǔ)教學(xué)的主要目標(biāo)，培養(yǎng)學(xué)生跨文化交際的技能是中學(xué)外語(yǔ)教學(xué)要達(dá)到的一個(gè)目標(biāo)。文化教學(xué)在中學(xué)英語(yǔ)教學(xué)中的重要性不可忽視，英語(yǔ)學(xué)習(xí)者不了解英語(yǔ)國(guó)家的文化，就無(wú)法獲得交際能力。因此在中學(xué)英語(yǔ)口語(yǔ)教學(xué)中應(yīng)該目標(biāo)明確地，循序漸進(jìn)地，方法得當(dāng)?shù)貙?dǎo)入文化教學(xué)，使英語(yǔ)學(xué)習(xí)者在學(xué)習(xí)語(yǔ)言和知識(shí)的同時(shí)受到文化的熏陶，在跨文化交際中游刃有余。

關(guān)鍵詞： 跨文化交際；文化教學(xué)；中學(xué)英語(yǔ)口語(yǔ)教學(xué)

ABSTRACT

Since last century, because of reforming and opening policy, many people, especially young people go abroad to get a better job or get further education and so on. Besides, many foreigners are curious about our country. Consequently, people come to realize that if we know little about cross-cultural communication, there will be many conflicts. Some experts suggest that today’s English teaching should emphasize intercultural communication. Learners ought to know not only grammar or words, but should learn cultural knowledge. If not, they will meet many difficulties while they communicate with foreigners. Therefore, it is important to introduce this kind of knowledge while teaching. We can’t neglect the importance of culture teaching in middle school foreign language teaching, English teachers should integrate culture into ELF teaching gradually and appropriately. Thus the students may have a better understanding of the target language, and they may communicate freely and effectively in cross-culture communication.

Keywords：Cross-cultural communication; Cultural teaching; middle school ELF oral teaching

Contents

1. Introduction 2

2. the concept of intercultural communication 3

2.1 Literature review 3

2.2 Definition of intercultural communication 4

3.A survey based on classroom observations 7

3.1 The analysis of interviews 7

3.2 The analysis of a questionnaire 7

3.2.1 Data analysis on the questionnaire (1) 9

3.2.2 Data analysis on the questionnaire (2) 10

3.2.3 Data analysis on culture curriculum 12

4. Ways of improving cross-cultural communication competence in middle school oral teaching 15

4.1 The necessity of develop cross-cultural communication competence 17

4.2 Some strategies for improving cross-cultural communication competence in the ELF oral learning in chinese middle school 17

4.2.1 Some strategies to learners 17

4.2.2 Some strategies to teachers 19

5. Conclusion 25

Acknowledgements 26

References 27

AppendixⅠ 28

1． Introduction

Language is just like a mirror that reflects its national culture. Sociologists and anthropologists believe that culture comprises all products of human activity, including fields of literature, art, music, architecture, and scientific as well as aspects of customs, life-style, code of conduct, worldly wisdom and social organization, etc. Languages are generally accepted words and rules drawn from speech. Language is the carrier of culture and culture is the content of language20.

   Worldwide interest in intercultural communication grows out of two assumptions. First, we live in an age when changes in technology, travel, economy, and political systems, immigration patterns, especially the emergence of Internet, have created a world in which we increasingly interact with people from different cultures. And whether we like it or not, these interactions will continue to grow in both frequently and intensely. Second, people now know that the influence of culture affects communication in a subtle way. Our culture perceptions and experiences help determine how the world looks and how we interact in the world.

    However, as we look back to see the situation in China’s high schools. We see that, for several decades, language teachers have not been able to pay attention to the role of culture knowledge in language oral teaching. Nowadays, in the ELF oral teaching, especially in middle school, teachers pay much attention to vocabulary.

   As Chinese culture is not the same as that of English-speaking countries, the rules for using Chinese are, in some respects, different from those using English. There is especially good evidence that Chinese students may transfer their mother tongue references of language used to their English performance and fail to communicate effectively[1]24. Misunderstanding caused by cross-cultural communication should break down and much attention should be paid to them in English language t eaching.

   So in middle school ELF oral teaching, teachers must not only improve students’ language level, but also pay attention to cultivating students’ abilities of intercultural communication.

2. The concept of intercultural communication

2.1 Literature review

More and more common practice of intercultural communication promotes the emergence of the concept of intercultural communicative competence. It is a challenging issue for language study and language teaching.

In 1965, Chomsky put forward the concept of linguistic competence and linguistic performance. Later, it was challenged by Campbell and Wales (1970) and Hymes (1972). Hymes (1972) argues that the appropriateness of language is the core of communicative competence, and he sees communicative competence as part of cultural competence. Canale and Swain (1980) put forward a more complex framework, and Canale (1983) summarized communicative competence in the way that it includes four component parts --- grammatical, sociolinguistic, discourse, and strategic. Canale’s conclusion in fact suggests that all aspects of language using are determined by culture. The continuous theoretical research of communicative competence has paved the way for the development of language teaching in which cultural factors are considered more and more important.

In 1975, the first textbook on intercultural communication “An Introduction to Intercultural Communication” (Conden & Yousef ) was published, and many other books followed it. The research on intercultural communication has developed quickly, and has exerted incredible influence on language and cultural teaching.

Traditional language teaching divides language techniques into listening, speaking, reading and writing. Deman (1987) applied the theories of intercultural communication to language and cultural teaching, and viewed cultural teaching as the fifth dimension of language teaching. Seelye published a book named “Teaching Culture: Strategies for Foreign Language Education” in 1984. Gumperz (1982) conducted investigations on the “discourse strategy” of the communicators who had a non-English cultural background and who spoke English as the second language. He revealed that those communicators’ assumptions of the world that had been formed in their native cultural context would exert great influence on intercultural communication. This, in turn, has stimulated a trend in language teaching that sees culture as discourse (Widdowson, 1984; Mclarthy, 1991; Kramsch, 1993; Candlin,1994; Hanks,1996). So since 1990, process-centered and task-oriented teaching mode has been widely adopted in the west.

Besides, American applied linguist G. Robinson (1985) put forward an important concept that through language and cultural teaching learners would gain “Cultural Versatility”. That is to say, through learning culture, learners would change internally. This viewpoint is quite significant.

Prof. Michael Bryam’s research is also strikingly notable. He holds that foreign language education includes four parts: language learning, language understanding, cultural understanding, and cultural experience.

2.2 Definition of intercultural communication

“Intercultural Communication” can hence be defined as the interpersonal interaction between members of different groups, which differ form each other in respect of the knowledge shared by their members and in respect of their linguistic forms of symbolic behavior. In this Concepts of intercultural and Combines the Concepts of intercultural and communication, It also describes the problems and pitfalls of misunderstanding and the skills and competence required for successfully understanding member of other culture.

Thanks to Edward T. Hall who is regarded as the founder of intercultural communication, a new brink knowledge, intercultural communication, has been becoming more and more widespread in the whole world ever since the publication of his great work The Silence Language. Intercultural communication is a symbolic, interpretive, transactional, contextual processing tool with which people from different cultures create shared meaning[2]115. Intercultural communication occurs whenever a message produced in one culture must be processed in another culture. It can best be understood as cultural variance in the perception of social objects and events. The barriers to communication caused by this perceptual variance can best be lowered by a knowledge and understanding of cultural factors that are subject to variance, coupled with an honest and sincere desire to communicate successfully across cultural boundaries.

Intercultural communication refers to communication between persons who have d ifferent cultural beliefs, values, or ways of behaving.

2.2.1 Cultural and cross-cultural communication

Cultural awareness in language learning is the ability to be aware of cultural relativity following reading, writing, listening and speaking. As Claire kramsch points out…[12]

If…language is seen as social practice, culture becomes the very core of language teaching, cultural awareness must then be viewed as enabling language proficiency…

Language itself is defined by culture. Language competent cannot be achieved without a good understanding of culture that shapes it, especially in foreign language learning. It is not only therefore essential to have cultural awareness, but also have cross-cultural communication awareness, such as the understanding of the relationship between target culture and native culture.

2.2.2 Culture teaching and ELF oral teaching in middle school

The interrelationship between culture teaching and language teaching has been explored in depth by Michael Byram. The basis of Byram’s position is that it views language as a cultural phenomenon, embodying the values and meanings particular to a specific society, referring to the traditions and artifacts of that society and signaling its people’s sense of themselves—their cultural identity: “to teach foreign culture is to introduce learners to new competences and to allow them to reflect upon their own culture and cultural competence[2].” It is assumed by others that language could somehow stand alone and be taught as a value-free symbolic system. But the social nature of language works oppositely when separating it from its original culture, especially when appearing in overseas contexts, where the learners’ contact with the culture is largely confined to the foreign language classroom.

Traditional foreign language teaching does not pay much attention to cultural factor. It focuses mainly on the vocabulary and structure of the language. But plenty of facts prove that language is not only a symbol, a system, which put forward by pure linguistic theory scholar, but also a social practice. Therefore successful foreign language teaching must help the student master the knowledge of culture rules, in addition to use them in particular situation. Every nation has its unique culture pattern and language is the carrier of culture. For instance, Asians emphasize the importance of orderly society whereas Americans emphasize the importance of personal freedom and individual rights. For effective and appropriate communication, learners in middle school must be familiar with the differences in the foreign culture which they are learning and take according language behaviors.

3. A survey based on classroom observations

Survey date: 25/02/2009

Survey instrument: interview and questionnaire.

Subjects: students of Ning Bo Chai Qiao middle school.  30 students are interviewed, 98 students (30 interviewed students and another 68 students) participate in questionnaire. All the 98 copies of questionnaire are valid.

The objective of this survey is to investigate:

1) Students’ attitudes towards cross-cultural communication in the ELF oral learning

2) Current situation of students’ information input.

3.1 The analysis of interviews

     Thirty English learners are interviewed and are invited to answer only one question: what is a competent language learner like in your eyes? The responses tend to fall into three categories:

 (1)  Twenty five interviewees think that he or she is good at English listening, speaking, reading and writing abilities, especially at speaking and listening;

 (2)  Ten of them think he or she is familiar with foreign culture and is a successful cross-cultural communicator.

 (3)  Five of them think a good command of native language is necessary.

 In order to describe more directly, the results of interviews are put into a table (Table.1).

Table1. Results of the Interview

                               

Positive attitudes  Percentage

Language proficiency learning(reading, writing, speaking and listening) 83.33％ (25/30)

Accumulation of culture 33.33％ (10/30)

Mother tongue proficiency 16.67％ ( 5/30)

    These students’ responses reveal the following information:

    Firstly, these students still see the four basic skills (speaking, listening, reading and writing) as their main study objective. Secondly, cross-cultural communication competence has already been realized by language learners, but this group is small compared to the whole. Thirdly, the importance of mother tongue competence has only been seen by a few interviewees.

    According to this interview, most interviewees have realized the importance of language proficiency in language learning, but the point is why only one third of the interviewees have realized the importance and necessity of cross-cultural communicative competence since which are discussed so warmly in present language teachin g world? Do they hold a negative view on it or do they just have not yet obtained the awareness consciously?

3.2 The analysis of a questionnaire

The English learning questionnaire consists of nine closed-ended questions (see Appendix), For instance, “you have the interest and passion in English and language learning”, and the answers falls into four types:

 1. Strongly Agree (SA)　2. Agree (A)　3. Disagree (D)　4. Strongly Disagree (SD)

 According to the research content, the analysis of questionnaire is divided into two parts. The first five are put in Table 2 and the rest four questions are put in Table 4.

3.2.1 Data analysis on the questionnaire (1)

  This part of analysis involves data analysis on questions 1-5 in the questionnaire and a comparison between the responds of the interviews and the questionnaire.

3.2.1.1 Data analysis on the questionnaire (1)

Table2. Results of Questions 1-5 in Questionnaire

                                    

 SA A D SD

1) The cultivation of English skills(reading, writing, speaking and listening) is the foundation of the language learning  60.29％  31.65％ 2.04％ 6.02％

2) Reading English novels everyday is necessary  17.35％  69.39％ 13.26％ 0.00％

3) It is important to acquire a good knowledge of native language in the ELF oral learning  44.90％  53.06％ 2.04％ 0.00％

4) The accumulation of language and cross-cultural communication competence are of equal importance   50.00％  48.98％ 1.02％ 0.00％

5) It is necessary to read materials regularly about politics, economy, culture, and so on   39.80％  60.20％ 0.00％ 0.00％

                                              

Questions 1-5 (see appendix) indicate a clear picture of students’ attitudes towards language proficiency learning, native language learning, and accumulation on cross-cultural communication competence, literature, and politics and so on. On the importance of the cultivation of reading, speaking, listening and writing in language learning, 91.94% (60.29% SA+31.65% A) of English majors agree and of which 64.29% strongly agree. On daily English novels reading, a total of 86.74% (17.35% SA+69.39% A) consider it necessary. On the necessity a good command of native language, 97.96% (44.90% SA+53.06% A) of English learners agree. On the relation of native language learning and foreign language learning, 98.98% (50.0% SA+48.98% A) believe that these two are of equal importance. Finally, on a regularly reading of politics, economy, and culture, all (39.80% SA+60.20% A) the students hold a supportive attitude.

3.2.1.2 Comparison between the interviews and the questionnaire

     With regards to the similarities of the contents examined, it seems necessary to

have a comparison between the responds of the interviews and the questionnaire.

Table3. Comparison between the Interviews and the Questionnaire

Positive attitudes (SA+A) Interview

(open-ended) Questionnaire

(close-ended)

Foreign Language proficiency learning(reading, writing, speaking and listening) 83.88％  91.94％

Accumulation of intercultural communication competence 33.33％ 98.98％

Mother tongue proficiency 16.67％ 97.96％

From the table above, the comparison is very clear that, towards the same research content, interviewees’ responds vary when they are faced with different types of questions. The gap is especially seen on the accumulation of cross-cultural communication competence and native language proficiency. Compared with open-ended question in the interview, interviewees tend to hold a more supportive view on closed-ended questions in the questionnaire. In other word, most English learners subjectively admit the importance of the accumulation of cross-cultural communication competence and native language proficiency, but the point is, not all of them have already obtained the awareness. However, two questions have been proposed from the comparison: (1) Why English learners have not obtained the cross-cultural awareness which should be tied up with the ELF oral learning? (2) Is that because they subjectively lack learning motivation or objectively, they lack timely and efficiently teachers’ cultural guidance?

3.2.2 Data analysis on the questionnaire (2)

     This part of questionnaire (table4 in next page) mainly focuses on students’ attitudes towards learning motivation as well as classroom learning. Before the analysis is taken, a brief introduction on motivation can help to have a better understanding on the analysis.

1) Integrative motivation

Motivation has been identified as the learners’ orientation with regards to the goal of learning foreign language69. This form of motivation is known as integrative motivation.

.2) Instrumental Motivation

In contrast to integrative motivation is the form of motivation which is known as in strumental motivation. This is generally characterized by the desire to obtain something practical from the study of foreign language[9]125. With instrumental motivation, the purpose of study is more practical, such as meeting the requirements for college graduation, applying for a job and achieving higher social status.

Table4. Results of Questions 6-9 in Questionnaire

                                      

 SA A    D  SD

6) Your have the interest and passion in the ELF oral learning 14.29％ 61.22％ 21.43％ 3.06％

7) You would prefer to get an English-related job after the graduation 21.43％ 66.33％ 11.22％ 1.02％

8) The present classroom teaching can cultivate your learning abilities and improve your cross-cultural skills  2.04％ 7.14％ 71.43％ 19.39％

9) You hope to have English class in various forms such as discussion, presentation, debate, performance and so on. 25.51％ 63.27％ 9.18％ 2.04％

As is shown in the table (results of questions 6 and 7), 75.51% (14.29%SA+61.22%A) of English learners have the interest and passion in language learning, and 87.76% (21.43%SA+66.33%A) of them would like to get an English related job in the future. According to the introduction of motivation, the answers to those two questions (questions 6 and 7) can be taken as the representation of integrative and instrumental motivation respectively. Therefore, a conclusion can be made that, most students subjectively want to make a living by using their language competence.

In order to check the condition of students’ cultural information input, questions 8 and 9 are designed and analyzed. 89.82% (71.43%D+19.39SD) of English learners do not think that the  present classroom teaching can cultivate their learning abilities and improve their cross-cultural communication competence, whereas a total of 88.78% (25.51%SA+63.27%A) hope to have English class in various forms such as discussion, presentation, debate, performance and so on. It can be found that most English majors are not satisfied with the current classroom teaching. They hope to enjoy a more interactive and communicative teaching style. The traditional text-based grammatical and linguistic teaching could not meet the needs of the cultivation of communicative competence to some extent. What’s more important is that students are supposed to have a consciously as well as unconsciously cultural awareness promote by language teachers.

3.2.3 Data analysis on culture curriculum

It is shown from the result of question 8 in the table above (table 4) that present foreign language teaching has not provided a satisfactory fruit on cultural awareness cultivation. A question should be taken into consideration, that is, how can cross-culture awareness be expressed in the foreign language curriculum, with the purpose to cultivate language learners’ cultural awareness and communication insight into the target civilization? For a long time, this has been attempted by introducing the geographical environment and historical or political development of the foreign culture, its institutions and customs, its literary achievements, and even everyday life of its people. Take English learners in Ning Bo Chai Qiao middle school as an example, their cultural input has largely come from courses such as Extensive Reading, Communication between Cultures, American Literature, and An Outline Introduction to Britain and America, and so on. Following is a basic analysis on the four courses.

                     Table5. Courses Information

Course Duration Teacherˊs background

Extensive Reading first 4 terms Chinese

 Communication  between cultures the 7th term New Zealander

American literature  the 7th term Chinese

An Outline Introduction to Britain and America  the 7th term Canadian

Extensive Reading was taught by a Chinese teacher during the first four terms, and the teaching contents mainly focus on western culture, economy, politic, education and so on. After two years study, it helps students build up a general view on western civilization. Communication between Cultures is taught by a English-speaking teacher from New Zealand, the teaching content seems “boring and meaningless” said the majority of students, the teacher read the chapters from the book to the class instead of giving practical cross-cultural communication analysis. So for most students, they did not learn as much as they expected from this course. American literature was taught by a Chinese teacher, and the teaching contents include background information introduction and literacy reading. An Outline Introduction to Britain and America was taught by a Canadian teacher who has a good experience on both British and American cultures. In this course, students are introduced to a comparison of the British and American culture.

From what have been introduced above, it can be seen that although there are four courses and an 28-month course duration, most of what students have taken is an education of “cultural background knowledge” on Chinese or English rather t han practical cross-cultural communication stimulation such as comparisons or contradictions between the target and native  culture. To some extent, it revels why most English students have not got a conscious awareness in cultural or cross-cultural communication competence.

Through comparisons between the interview and the questionnaire, it can be seen that students hold positive attitudes on develop the competence of intercultural communication, but for some reasons, not so many have already obtained conscious cross-cultural awareness. Through further analysis of curriculum on cultural teaching, it reveals that present cultural teaching in ELF oral teaching shows the weakness in practical, sufficient and conscious cultural input to help build up language learner’s cross-cultural awareness. Moreover, the current teaching is also expected to be more communicative and interactive. Thus, following on are the possible ways to promote the competence of intercultural communication,

4.1 The necessity of develop cross-cultural communication competence

Firstly, it is vital for language teachers to help language learners develop their cross-cultural communication competence. If the final purpose of intercultural communication competence cultivation is to help students to acquire cross-cultural communication competence, then what cross-cultural communication competence is? According to Kramsch’s opinion, cross-cultural awareness is not really a skill, but a collection of skills and attitudes known as a competence[12].

Secondly, it is necessary to make clear what cross-cultural awareness skills students are supposed to acquire. It has been suggested that cross-cultural awareness consists of having four different perspectives on communication with a different culture. Cross-cultural competent students should be able to:

----look at their own culture from the point of view of their own culture (for example, having a good understanding and awareness of their own culture)

----Be aware of how their culture is seen from outside, by other countries or cultures

----understand or see the target culture from its own perspective (for example, understanding and being aware of what other people think of their own culture)

----Be aware of how they see the target culture

4.1.1 The request of the development of Internationalization

Lin Dajin in the “cross-cultural communication study, ” pointed out that culture can be defined as “ the integrated feature that a nation is distinct from another nation. ” Cultural differences are the barriers of cross-cultural communication. The modernization process accelerated the circulation of spiritual and material products, and brought all nationalities into a common “global village”, cross-cultural communication became an integral part of national life. If people do not understand the cultural convention in the USA or Britain, and use the way of China to treat foreigners, then it will create a lot of jokes, and even hurt each other's feelings, self-esteem and cause misunderstanding. Thus, to overcome the cultural differences caused by communication barriers has become a common problem faced by the entire world.

4.1.2 It is imperative to understand the cultural background knowledge

Understanding cultural knowledge is the key to language learning. “One can not really learn the language, and teach language well unless one knows the patterns and norms of culture and cultural background[14]224. ” Without a specific cultural background, language is non-existent. If we don’t know the culture of target language, we would find it is difficult to understand the meaning of certain words. For example, “Thanksgiving”, “Sandwich” has been brought about in a specific social and historical circumstance, it is not enough merely to know the meaning of the surface of these words. Another example is: “You are, indeed, a lucky dog”, the literal translation is “you are a lucky dog. ” This is a satiric sentence in China, because, in Chinese views, “dog” is an expression when people used to refer generally to dislike someone. While in English, it can mean, “You are a lucky man. ” In Western society, “dog” is a family member, and they are harmonious coexisting with people “Dog” here refers to people instead of satirizing others, but a very intimate expression.

4.1.3 Cultural knowledge teaching is the objective of language teaching

The main objective of language teaching is to train and develop students’ interpersonal skills. And cultural knowledge teaching can increase the ability of cross-cultural communication, which is the important content to achieve goals of language teaching. For example, in American society, praise and compliments language that flatter mainly a personal appearance, new things, personal property, and individuals in a ce rtain area are commonly used as the introduction to a conversation. This is different from Chinese. Thus, different nations have different cultural environments, different living habits and different languages behavior expressions. And as a language learner, if not ideologically “physically entering their social linguistic environment” will be difficult to achieve the goal of language learning，not to say that language teaching objectives will be accomplished.

4.2 Some strategies for improving cross-cultural communication competence in the ELF oral learning in Chinese middle school

After the survey research and data analysis, now we have a clear idea of the common reasons that triggered the weakness of the cross-cultural communication in middle school ELF oral teaching. However, we do not have a clarity solution about this situations. Therefore, some strategies were listed here to help learners with their language learning.

4.2.1 Some strategies to learners

4.2.1.1Raising culture awareness

Culture awareness is the term we have used to describe sensitivity to the impact of culturally---induced behavior on language use and communication. It including two qualities: one is awareness of one’s own culture, the other is awareness of the culture[7]15.

      Unfortunately, in China, cross-cultural communication errors can be found from time to time. In the ELF oral learning, culture factor needs to be taken seriously. To cultivate students’ intercultural communication we need first to arouse their cultural awareness. Because of different cultural background, life experience, profession, sex, education, even age, character, people may have different modes of interaction. People learn to think, feel, behave and strive for what their culture considers proper. These means there might not be the same as what is intended by the speaker. If we are aware of this, we can avoid ethnocentricity, and can have better communication with people all over the world.

      Speakers of a foreign language often have the experience of making careless mistakes which may cause get angry, may be embarrassing and may arouse hostility from native speaker. Often such mistakes occur even though the application of the linguistic rules of grammar, vocabulary or pronunciation is correct. These mistakes are culture errors but occur because of not knowing or choosing the appropriate style, and manner to use for effective communication.

4.2.1.2 The development of sensitiveness to culture differences

   There are four stages in the development of the sensitiveness to culture differences. The first, one can make out the obvious, superficial culture characteristics. In other word, he will find them interesting and exotic. The second, one can judge the delicate meaningful cultural characteristics that are quite different from his own. Usually he will feel them incredible or hard to accept .The third, one can accept the cultural characteristics after rational analysis. The fourth, one can be in the other peoples’ shoes and appreciate the cultural characteristics. In other words, the first three stage can be understood, and the fourth empathy.

4.2.1.3 The development of empathy

  In order to communication effectively, you need a deep degree of empathy, that is to be able to understand the other person’s affective and cognitive states. Empathy differs from sympathy in that it does not include pity or approval. And focuses on the feelings of others, not our own[12]114. Empathy involves relativism and flexibility, which knowledge alone cannot consist. Teachers can create good classroom environment where students tolerate and appreciate different norms by bringing up students’ empathy. In China, we always emphasize collectivism instead of individualism. But in English class, we advocate differences, to encourage students to understand each other.

     To facilitate empathy, we can take these measures:

(1) Subjects like history, anthropology, and sociology should be introduced into

the curriculum. Through these subjects, the students can not only acquaint themselves with the examples of foreign culture, but also master some concepts and principles concerning with culture.

(2) The students should be encouraged to read broadly in Chinese middle

school, both fiction non-fiction, literal or philosophical. Including proverbs, broad reading can be a student better understand and communicate with other cultures. Only through broad reading can he know the taboos, values, beliefs and religion of another culture, only through broad reading can be truly come to realize why privacy is so important and that individualism is so cherished.

(3) The students should he sent abroad for further study if possible. Thus they

can live with the natives for some time, no chance is better than the close contact. They can enjoy the new culture. By enhancing ICC, the intercultural communication of the learners can be carried out tactfully, acco rding to different context.

4.2.2 Some strategies to teachers

Language teachers are supposed to exert instructional strategies to help language learners promote their cross-cultural communication competence, that is, provide language learners with some useful ideals for presenting culture from its own perspective, for example, understanding and being aware of what people in target culture think of their own culture.Chinese teachers should take advantage of foreign teachers. Foreign teachers are rich in knowledge, idiomatic English, strong teaching culture context, full of wit and humor, longing to understand much more about Chinese culture. This attitude can have a great influence on students, and increased their desire of learning English well and knowing about the culture of English-speaking countries. Teachers can make full use of such rare chances and consult foreign teachers that they are according to the calendar, then all of the teachers and students can try their best to create all kinds of conditions to speak them imitatively —Action speak louder than words. Just as what we mentioned above, we have been aware of the importance of learning some cultural knowledge about the target language. It seems impossible and unnecessary for us to have a systematic study of target culture, which covers almost everything, in one’s whole lifetime. The difficulty shows that culture is ubiquitous, multidimensional and complex. A good solution to this problem might be to learn selectively those cultural factors that have great influence on intercultural communication, and that are closely related to the language. So on culture teaching we should follow these principles :( 1) interrelated. that is culture teaching must be interrelated with the content of the text. (2) Appropriate, that is culture teaching must be subjected to language teaching. (3) Practical, that is culture teaching must try to be “useful” for students in their communication. (4) Scientific, that is culture knowledge must be taught correctly, completely and objectively. (5) Flexible, that is culture teaching must be flexible according to the change of the world.

    We must obey these five principles if we want to cultivate students’ abilities of cross-cultural communication. What we should teach in ELF classes is simply a foreign way of life related to the target language and teachers should avoid bringing their own cultural prejudice into class. The world is changing, so are the traditions and customs. The constant changes require us to improve our skills of intercultural communication by doing two things: understanding the cultural differences, especially the differences in the deep structure of different cultures, and becoming flexible in intercultural communication. There is a great tendency that one culture adopts the elements from another that are compatible with its own values and beliefs or that can be changed without causing major disruption.

 

4.2.2.1 Make full use of developing the interest of the competence of intercultural communication in the ELF oral learning in Chinese middle school

  Intercultural communication is a big issue, which is not easy for both teachers and students to understand and realize. For successful cultural teaching, we suggest doing the following:

(1) Teach culture differences. Teachers should directly address the similarities and peculiarities between the source culture and the target culture. This can be done through the comparison of the two cultures.

(2) Provide opportunities for students to use the language in situational conversations. While introducing the students play a real-life role and practice their everyday language use according to the varied situation.

(3) Induce students to read literal works, which are vivid and abundant material to understand the character, the psychological state, culture characteristics, convention, and social relationships. Reading newspaper is also the direct path.

(4) Be aware of your students development level, when selecting themes or concepts to present. At first, learning activities should be clear and specific in lower levels, gradually, becoming more complex than the level of the student increases. There are a variety of children’s fiction which presents concepts like similarities, differences and prejudice which can be used at lower levels. At upper levels fiction and biographies can be used to present the more complicated ideas. Try to connect the unfamiliar with the familiar, the known with the unknown.

(5) Use plenty of ways in both general learning tasks and in language learning tasks.

(6) Use varied methods to check the understanding level of the students.

(7) Be enthusiastic. As a teacher you need to be aware of the value of learning a second language in terms of its contribution to developing cultural aware and a range of other cognitive and vocational benefits. Your attitude will influence the attitudes of the child ren in the class and their parents.

    Beside, Chinese teachers should take advantage of foreign teachers. Foreign teachers are rich in knowledge, idiomatic English, strong teaching culture context, full of wit and humor, longing to understand much more about Chinese culture. This attitude can have a great influence on students, and increased their desire of learning English well and knowing about the culture of English-speaking countries. Teachers can make full use of such rare chances and consult foreign teachers that they are according to the calendar, then all of the teachers and students can try their best to create all kinds of conditions to speak them imitatively —Action speak louder than words.

    For example, we once tried to spend Christmas and Hallowmas with all foreign teachers together in our school .The students were very interested and active in the activities， and such experiences can have impressed them strongly and forever.

Teachers should encourage students to communicate with foreign teachers and some other foreigners in and out of school. Students and foreign teachers can have classes, play games and take part in many kinds of activities together. Communicating with foreigners can provide students with the real cultural context in which English is used actually and stimulate students to learn English well including knowing about foreign culture.

As the success of many activities depends on good organization and on the students knowing exactly what they are to do. A teacher is thus mainly an organizer, whose work is different from administrator of a school system. But the teacher, like any other organizer, works primarily with people, and his task and responsibility are to create situations in which people can do their best and achieve their best.

Since teachers are key roles during culture teaching, they must play a positive role in helping the students to develop intercultural communicative competence and increase the students’ chances to succeeding in both language learning. It is not an expendable skill tacked on to the teaching of speaking, listening, writing and reading. It is always in some background. Lack of intercultural competence will limit the students’ ability to make sense of the world around them, and lead to failure in using English for communication across-culture.

4.2.2.2 Make full use of pictures, films, TV, computers and other audio-visual aids to make the teaching lively and interesting. Explore to the full the opportunities for students with the target culture information.

(1) Plays in and out of class

It is proved that plays in and out of class are probably the most efficient ways of language teaching.

The role of plays and dramas manifests itself when learners perform by themselves. Mini-dramas acted by students expose them to a “process of self-confrontation” with the target cultural communicates. The learners can act out mini-dramas written by them, which show misinterpretation of something that happens in the target cultural context. The cause of the problem is usually clarified in the final scene. Cultural similarities and differences will be analyzed by way of follow-up discussion.

In the listening book of Senior English book3 unit24, the material involves “finding a job”, English teachers can extract one or two advertisements from the magazine for students. Teachers can ask the students to divide into two groups, one group act as recruiters, and the other group act as applicants. By looking at the advertisements, appointing to interview, using some simple props, students can exchange views on working conditions, wages and other issues. Thus, students can understand the practical knowledge of Foreign Service work; the actors also can improve their abilities of practical language.

    A short play can be broken down into sections. As learners learn (not memorize) one section, they move on to the next. By combining the sections, they have learned the play. The use of this technique enables different groups of learners to work on several short plays at the same time and leads to the creation of several shirt plays simultaneously.

     Drama is a useful tool in cultural learning. A full semester’s work can be built around a drama project, or it can fill five or ten minutes at the beginning or end of a lesson. It encourages the learners to view the linguistic and cultural knowledge as a tool for communication rather than as an academic subject. It can bring life and vitality to the classroom. 

     (2) Classroom presentation

     At the beginning of each lesson, teachers can hold a “cultural corner” sessions, with 5-10 minutes. Teachers or students can introduce one aspect of Western culture, such as famous events of foreign country in history, a prominent figure in the world, or some literary works. To accumulate the cultural knowledge for a long time, students’ cultural knowledge will naturally become broad and rich.

     (3) Photo display

     Use maps, photographs, and illustrations of the text to introduce relative cultural elements vividly. For instance, when we teach the States of Liberty which appears in the lesson 10 of junior English book3, at first we can display a wall chart of the Statue of Liberty in the United States in front of the classroom, then ask the students to identify it and then observe the Statue of Liberty carefully in the facial expressions, posture language, the hold-high arm and torch. And then teachers can introduce the following cultural background briefly: Batuoerdi, a French sculptor, builds U.S. Statue of Liberty. He takes his mother's face and his wife's body as models to manufacture it. The Goddess of Liberty not only has swallowed vicissitudes face, but also perseverance. The torch in her hand is a symbol of freedom shining all over the world. Then teachers can guide the students to make analysis of the understanding of American national spirit through the Statue of Liberty. Teachers also can allow the students to list their deepest impression in other countries or ethnic representation construction.

     (4) Song appreciation

     The important function of the songs is to express one’s wishes. Many lyrics and melody of songs are also full of rich cultural content. Students generally are interested in songs. If time is enough in the class, teachers can choose one or two representative English songs for students to appreciate or learn to sing. It is an effective method in the teaching of English cultural knowledge to analyze the content of the lyrics and music rhythm feelings. And then the students can accept the cultural baptism. For example, a song has a lyric like “Love is blue.”(Blue love). Then what representation is “blue” in English? It often expressed "frustration and anxiety". Teachers cited examples to analyze, and then asked students to appreciate this song, try to see if there are any new experiences.

     (5) Foreign festivals on the campus

    This activity is of great interest to young students. The celebration could take place in a class, a grade or the whole school with the help of the branch of the Youth League. All kinds of activities can be held in festivals, such as performance of foreign songs, dancing and dramas, holding costume parties, watching foreign films, attending lectures given by foreign experts and enjoying foreign food. By celebrating foreign festivals, learners will immerse in the target cultural context. Teachers are to give introduction on the origin and the conventional activities of the festival. A comparison of the similarities and differences between the foreign festivals and Chinese festivals can develop the learners’ cultural awareness.

    (6) Using authentic materials

      Obviously, the best way to learn foreign cultural background knowledge is to go to that country to stay there for a period of time. But we know that it is almost impossible to have such an opportunity, especially for our students. Therefore, it is practically necessary for the teachers to use authentic materials to teach culture.

 Mass media, such as, film, novels and especially newspapers and magazines, is also considered as an insightful means for teaching culture, for they reflect people’s way of life in terms of variety contemporaneity and authenticity. Students in an ELF setting will spontaneously ask questions about puzzling aspects of society and life as reflected in the film or magazine. This material is by no means easy to interpret because there is so much central inference and it requires deep familiarity with and comprehensive exegeses of the culture in question. Therefore “all such material should be selected with an eye to the subculture diversity of the target community”.

5. Conclusion

Today, international cultural exchange is going on directly and indirectly, with its new scope, content, form and method unheard of before. To confine oneself to one’s own culture is to go against the times. Now, in our country, the open policy towards the rest of the world has become a fundamental policy. This policy has brought about much broader prospects for international cultural exchange. Therefore, overcoming cultural barriers has become more and more important. Only by surmounting the barriers can we get a high degree of cultural exchange, make use of good things from other cultures and build up our cultural and material wealth. This exchange will contribute to understanding and friendship among nations as well as development in science and culture.

     In the practical teaching, the culture teaching should be presented as many detailed as possible in the teaching syllabus. The teaching materials should not be located only in the source culture and should be a constructive attempt to be explicit about intercultural behavior and communication, especially, in view of the limited language available at this level. Besides, in the classroom ELF oral teaching, teachers are expected to use a variety of teaching methods that are suitable to students’ level. In intercultural communication settings, Chinese learners in culture instruction should keep an open mind: we should try to avoid the prejudiced culture stereotypes over the other cultures and our own. Especially, we should put higher focus on the learning of our own Chinese culture. Another key point is becoming awareness of our own culture bottom lines. We must learn what our own culture line is ― the values where we are can negotiate, but we cannot compromise. We can allow others to be different, and respect their differences as they respect ours.

     Though the culture teaching is a very complicated and difficult part to deal with, the educators and teachers involved in language education should make great efforts to carry out this part thoroughly. This determines much whether the effective cross-cultural communication can be preceded smoothly between China and the world.

Acknowledgements

My initial thanks go to my supervisor Meng Dong, who patiently supervised my dissertation and was at times very willing to offer me illuminating advice or suggestions. Without her help, I could not have finished this dissertation.

I am also indebted to other teachers and my classmates who have not only offered me their warm encouragements but also shared with me their ideas and books. They are Han Xiaoya, Shen Yin and many others.

And I also appreciate Li Neng, who offer me great help during the time I was in the practice in Ning Bo Chai Qiao middle school. Without her help, I could not finish my survey in this paper.

The remaining weakness and possible errors of the dissertation are entirely my own.

References

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[4] Crookes, G. & Schmidt, R. Motivation: Reopening the Research Agenda[A]. Language learning (1991)

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AppendixⅠ

*Questionnaire:

 Strongly Agree Agree Disagree Strongly Disagree

1) The cultivation of English skills(reading, writing, speaking and listening) is the foundation of the language learning    

2) Reading English novels everyday is necessary    

3) It is important to acquire a good knowledge of native language in foreign language learning     

4) The accumulation of language and cross-cultural competence are of equal importance    

5) It is necessary to read materials regularly about politics, economy, culture, and so on    

6) You have the interest and passion in the ELF oral learning    

7) You would prefer to get an English-related job after graduation    

8) The present classroom teaching can cultivate your learning ability and improve your cross-cultural skills     

9) You hope to have English class in various forms such as discussion, presentation, debate, performance and so on.    

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