大学学年论文英语论文 大班教学docxWord格式文档下载.docx

大学学年论文英语论文 大班教学docxWord格式文档下载.docx

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2.1Definitionoflargeclass2

2.2InfluencesofclasssizeonclassroomEnglishlearning3

2.3advantages3

2.3.1.Savethenumberoftheteachers3

2.3.2Combinetheclassteachingwiththeuseofmultimediacoursewareteaching3

2.3.3large-classeshavearelaxedclassroomatmosphere4

2.4disadvantages4

3.Waystopromotetheteachingeffects6

3.1Transformtheteachingideas6

3.2Usemodernteachingmethods7

3.3Researchoncooperativelearning7

3.3.1Cooperationlearning8

3.3.2Implicationofcooperativelearning9

4.Conclusion10

Bibliography12

Acknowledgements13

摘要

为了满足全球化的需要，我国自从1999年以来扩大了各高校的招生以普及国民的高等素质。

由此，大学英语教学的班级人数也越来越多，大学英语大班教学是目前我国高等院校中普遍采用的外语教学的主要形式，但同时，随着素质教育的理念对学校教育的渗透和大学英语教学的目标从传授语言的知识向培养学生交际能力的转变，大班英语教学的问题变得越发突出。

问题有:

学生学习更为被动，反馈信息难以及时传递，口语实践机会趋于减少。

英语教师面对这些问题，有必要采取积极地措施去解决。

本文拟从大学英语大班教学的背景，优点，缺点等三方面论述大学英语大班教学，以期提高大学英语大班教学的效果，提高学生的综合能力。

关键词：

大学英语；

大班课堂；

课堂教学

Abstract

Withthedeterminationtopopularizethehighereducationamongthecommonpeople,Chinahasbeenbroadeningtherecruitmentintheinstitutionofhighereducationsince1999tomeettheneedofglobalization.Asaresult,theclasssizeincollegeEnglishteachingbecomeslargerandlarger.TeachingcollegeEnglishinlargeclassesisthemainformatofforeignlanguageteachingcommonlyadoptedincollegesanduniversitiesinourcountryatpresent.Meanwhile,thequalitysystemeducationiscarriedonmoreandmorewidely,andthegoalofcollegeEnglishteachingistransformingfromimpartinglinguisticknowledgetocultivatingstudents‘communicativecompetence.Theproblemsarebecomingmoreclearly.resultinginsuchproblemsasthestudents‘passivelearningattitude,thedifficultyingivingandreceivingfeedbackintime,thelessoralpracticingtime.FortheEnglishteachersfacingsuchchallenges,itisnecessarytotakesomeeffectivetosolvetheseproblems.

Thethesisisfromthreeaspectsaboutthebackground、advantages、anddisadvantagesofthecollegeEnglishclasstodiscussesCollegeEnglishClass,toenhancetheeffectoftheCollegeEnglishClass,improvestudents'

ability.

Keywords:

thecollegeEnglish;

thelargeclass;

theeffectofteaching

1Introduction

Sincetheenrollmentexpansionin1999,duetothecollegeEnglishteachingresourcesislimited,classesscaleshasbecomelargerandlarger.However,withthegradualpenetrationofthequalityeducationtotheschooleducation,thepurposeofEnglishteachinghaschangedfromimpartinglanguageknowledgetocultivatingthestudentscommunicativecompetence,Englishteachingproblemsinthelargeclassarebecomingmoreandmoreserious,anditdirectlyaffectstheimprovementofteachingquality.

Theconsecutiveyearsofenrollmentincollegeshasacontradictionbetweentheincreasingnumberofthestudents,theexistingforeignlanguageteachersandtheteachingequipment.AccordingtotheNationalPublicBritishteachingsteeringcommitteestatistics,Englishteachersandthestudentsscaleshasreached1:

130orso,sofacingsomanystudents,howmanyteacherscancompletetheteachingtaskwiththetraditionalclasstypeteaching?

InSomeuniversitiesincludingalotofkeyuniversities,theteachersaddtheteachingworkload,andmoreteachersareaddedintheschools.Forthemajorityoftheuniversities,theproblemofteachers’shortagehasbecomecommon,whichseriouslyaffectstheteachingquality.Therefore,itisalsoakindofinevitabilitytoexpandtheclasssizesinmanyuniversities.

Withtheconstantexpansionoftheclasssize,thelargeclasscanholdfiftyormorethanfiftystudents.ThroughtheresearchofthecollegeEnglishlargeclassteaching,itwillimprovethestudents'

learningenthusiasm,activetheclassroomatmosphere,andaddthechanceofthecommunicationbetweenstudentsandteachers.Theauthorthinksthemostimportantgoaloflarge-classEnglishteachingistocultivatethestudentsindependentabilityandimprovethelearningresults.Besides,anothergoalistomakefulluseofthestudents‘mainrole,andrequireteacherstochangetheirroles,locatetheirroleaccurately,fromtheknowledgeofimparterintotheteachingactivitiesorganizersandparticipants.Theteachersshouldbethepromoterthatletthestudentsgraspthelanguageknowledgeanddeveloptheircommunicativeability;

theteachersalsocanbetheinspirerwhoencouragesstudentstolearnthelanguage;

andaconsultantoranassessorwhohelpstudentslearnlanguage.Therearethreemainsignificances:

Forstudents,studentscantakeaninterestinlearningEnglishandpromotetheirscores;

forteachers,theycanchangetheformerteachingpattern,teacherscannotonlyteachbutalsomobilizetheenthusiasmofthestudents,andtheatmosphereoftheclasswillbemoreactivethanbefore.ForthedevelopmentoftheEnglishteaching,theprogressofteachingdevelopmentwillbemorequickly,duringtheEnglishteaching,teacherscanmakefulluseofthevariousmethodstocommunicatewithstudents,besides,teachingmodewillbemorestandardized.

2Large-classteachingincollegeEnglishclass

2.1Definitionoflargeclass

Thisquestionis“howlargeislarge”isputforwardbyColeman（1989,citedinzhao﹠Grimshaw2004/2005）,whoisveryinterestedinlarge-classEnglishlanguageteaching.Whilethesizeoftheclassisarelativeconception（locostro,2001）,itmaycontainonlyoneteacherandonestudent,ormaybeasmanyasmorethan50studentsorevenmore.Thereisnotarigidquantitativecriteriontosetthedefinitionofthe“large-class,asaperceptionofthiswillvaryfromcontexttocontext”（Hayes,1997）,H.colemandefinedtheclassof50studentsasalargeone（coleman,1989,1989,citedinzhao﹠Grimshaw2004/2005）andP.Ur（1996）defineditasonewith40-50students.

Inthispaper,alargeclassreferstoonewithmorethan50students.Inauthor’sopinion,theauthorthinksthelargeclasscanholdmorethan50students,althoughtheteachercansavemoretimetoteachallthestudents,thestudentscan’tgraspwell.so,theauthorthinksithasbothadvantagesanddisadvantages.

2.2InfluencesofclasssizeonclassroomEnglishlearning

withtheexpansionofEnglishlanguageclassrooms,itisfairlyriskytoexactlyfollowtheconventionallymanagedteacher-frontedmodelwhichwillinevitablybringsomenegativeinfluenceinlarge-classEnglishlanguageteachingandlearning（Coleman,2002）.AndLocastro（2001）sumsuptheinfluenceoflargeclasssizeonforeignlanguageteachingfromthreemainperspectives,thatis,pedagogically,affectivelyandclassroommanagement.

2.2.1Advantages

2.2.1.1Savethenumberoftheteachers

Thelarge-classEnglishteachingcansavethenumberoftheteachersandalleviatethepresentsituationaboutthelackoftheteachingstaffstoalargeextent.TheinvestigationChinaEducationandResearchNetworkshowsthatin1999,Chinahasdecidedtoexpandenrollmentonthebasisoftheoriginalplanofhighereducation，andthenclearlystatedthetargetthatthegrossenrollmentrateforhighereducationin2005is15%,whichofficiallylaunchedthedevelopmentpathofthepopularizationofhighereducationinChina.Theimplementationofthepolicymakesourhighereducationdevelopquickly.Focusonthesituationthatthenumberofuniversityadmissionsincreasewithagesinthecountry,thenumberofteacherscannotmatchit,sothelarge-classteachingincollegeEnglishcanreducethecostofeducationofindividualstudentsandeasetheteachershortageproblemtoacertainextent

2.2.1.2Combinetheclassteachingwiththeuseofmultimediacoursewareteaching

TheguidingideologyofcollegeEnglishteachingreformistoimprovestudents'

Englishcomprehensiveability,especiallythelisteningandspeakingskills.Thenewmodeofteachingisreflectedbytheprinciplesoftheintegrationaboutthepracticality,cultureandentertainmentoftheEnglishteaching.Teachinggrammar,readingcomprehensionwritingandtranslationskillsbyusingthelarge-classteaching,throughthesecontentlearning,studentscanlayasolidfoundationinEnglish,acquireacertainamountofexaminationskills.Explainingthiscontentinclassdoesnotrequirestudentstopracticelisteningandspeaking,soitisnotsubjecttotherestrictionsofclasssize.Inthecountry,MultimediahasbeenwidelyusedinthefieldofteachingEnglishclass.Forthesecircumstancesabove,theapplicationofmultimediateachingshouldbedeterminedtoimprovetheeffectofthelarge-classteachingincollegeEnglish,andwithreferencetothesuccessfulexperienceofforeigncountriestoimproveteachingeffectiveness.

2.2.1.3Havearelaxedclassroomatmosphere

Throughthesurveyofstudents,wefoundthatthestudentsdocareabouttheclassroomatmosphere.Themajorityofstudentsbelievethattheclassroomatmosphereisactive,atthesametime,anditcanarousepersonalpositivethinking,studentshavemoretimetothinkabouttheirowntimeattheirdisposalinthelargeclass.Thenumberofthelargeclassismuch,somanystudentscancomeoutdifferentviewsandwillexpresstheirviewsboldlyforthesamequestionduringtheprocessofgivinglecture,soitcancreateagoodclassroomatmosphere,itisessentialforstudentstoparticipateintraining,analysis,andcultivatetheirabilityofsolvingproblems.Besides,studentswillhaveasenseofautonomy,senseofachievement,thesenseofbelongingandcuriosityinthelarge-classteaching,somepeoplethinkthatthenumberofstudentscanalsohelpteachers,inalargeclass,studentscanbeorganizedthegroupstodiscussquestions.Hess（2001:

2-3）pointedout,organizinggroupac