【作者】 张潇；

【导师】 王俊菊；

【作者基本信息】 山东大学 ， 英语语言文学， 2017， 硕士

【摘要】 "新大纲"的实施以及"新国标"的研制使得许多研究将重点转向英语专业课程设置。许多学者专家研究了英语专业课程设置、学生学习情况以及未来发展方向。然而,很少有研究对两个具体的课程设置进行对比,并且许多涉及英语专业课程设置未来发展方向的研究文章多是综述性文章。本研究是对两个班级的课程设置进行对比研究,从对比的视角研究不同课程设置方案的优劣,重点探讨两种课程方案的内容、实施情况和培养效果。本研究共有129名参与者,包括来自使用不同课程设置的120名学生和同时教授这些学生的9名任课老师。本研究采用定性与定量相结合的方法,通过问卷、半结构化访谈以及课堂观察来收集研究数据。本研究的结果表明两个课程设置在课程类型、学分设置和学时上有所不同。课程A包含许多语言技能训练的课程,而采用课程B的学生有较多的内容依托式课程,老师也会给他们留许多课后阅读材料。两个课程设置都配备了优秀的教师资源,采用类似的评估方式。采用两个课程设置的同学都具有良好的综合素质,但采用课程B的同学在知识水平和语言技能方面掌握较好。两套课程方案也有各自的优缺点。学生和老师普遍认为课程B更适合培养学术性人才,而课程A利于帮助学生巩固语言技能的基础。基于主要发现,本研究得出结论,具有较多内容依托式课程的方案能够更有效地培养学生的综合素质和学术能力。英语专业的课程设置应该适当进行调整来满足学生们的学术需求并提高他们的能力。本文最后还对未来的课程设置以及改革提出了一些建议。更多还原

【Abstract】 Studies on curriculum design of English-major students have always attracted the attention of scholars and experts with the implementation of the Syllabus and the preparation of New National Standards.Many studies are conducted to explore the curriculum design,learning conditions and future directions for English majors.Nevertheless,few previous studies compare concrete curricula and many studies are only review articles putting forward suggestions for future curriculum design for English-major talents.Thus the present study attempts to make a comparative study to investigate the similarities and differences between two different curricula,including the curriculum design,implementation and outcomes.A total of 129 participants were involved in this study,including 120 students taking two different curricula and nine teachers who taught both classes.With the combination of both quantitative and qualitative methods,the present study collected data from questionnaire,semi-structured interviews and classroom observation.Mean values of students’ self-evaluation and teachers’ assessment were extracted to make comparison between the two classes employing different curricula.The interview and open-ended questions were also employed for further data analysis.Results of the present study indicate that the two curricula differed in the course types,required credits and class hours of basic language training courses and content-based courses.Curriculum A contained more language training courses while Curriculum B cut some of such courses to make room for content-based courses.Students taking Curriculum B had more reading materials after class for content-based courses.Students taking the two curricula both enjoyed distinguished teacher resources and employed similar modes of assessment.In addition,students taking Curriculum B showed better performance in language proficiency and knowledge domain and students taking both curricula presented good quality and diathesis.After all,both of the two curricula had their own advantages and disadvantages respectively.It was generally thought by students and teachers that the Curriculum B had advantage in cultivating academic talents while Curriculum A was beneficial for the consolidation of students’ language skills.Based on its major findings,this study concludes that the curriculum design with more content-based courses is more effective to cultivate students with more strengthened abilities and academic competence.The curriculum design for English-major students should be modified to some extent to guarantee students’academic needs and improve their ability.Suggestions for future curriculum design and modification are finally put forward at the end of the thesis.更多还原