Chapter 1: Model Essay of High School Chinese Methodology
Key words: polymer materials; Rheology; English teaching; Teaching evaluation
CLC No.: G642.41 Document code: A Article No.: 1674-9324 (2015) 07-0129-02
1、 The Purpose and Essence of All English Teaching
With the acceleration of economic globalization and education internationalization, in order to meet the needs of economic development, academic exchanges and learning foreign advanced technology, and to achieve the goal that colleges and universities can cultivate high-quality, compound talents with solid professional basic knowledge and good foreign language skills, It is an inevitable choice for the development of China's higher education to implement all English teaching in professional courses in colleges and universities. Therefore, in the Notice on Strengthening Undergraduate Teaching in Colleges and Universities and Improving Teaching Quality issued by the Ministry of Education in 2001, it was pointed out that in order to meet the challenges of economic globalization and scientific and technological revolution, undergraduate education should create conditions to use English and other foreign languages for public and professional courses [1], which made policy requirements and guidelines for all English teaching in colleges and universities. Since then, all English teaching courses have developed rapidly in colleges and universities, and laid a good foundation for the follow-up all English teaching. In general, the purpose of all English teaching is to cultivate professional and technical talents who can use foreign languages skillfully, so as to promote the development of China's economy and meet the needs of education internationalization [2].
1. Research on the influencing factors of English teaching of polymer material processing rheology course. The course of polymer material processing rheology is a professional basic course for the majors of material forming and control engineering, polymer materials and polymer material processing and molding. It is not only deeply theoretical, but also highly innovative and practical. It covers materials, processing, testing and other aspects of knowledge, and its teaching object is junior engineering students. The purpose of teaching this course in all English is, on the one hand, to hope that students of corresponding majors can master the professional knowledge of this course, and on the other hand, to introduce advanced theories and experimental methods of this subject from abroad into domestic teaching classes. On the basis of students' understanding of international advanced concepts, students can learn to think and solve problems in foreign languages, so as to lay the foundation for future work and learning. However, in the actual teaching practice, we found that due to the influence of many factors, the English teaching of polymer material processing rheology course still encountered a series of difficulties at the initial stage and faced certain resistance. The specific influencing factors mainly include the following aspects.
2. Analysis of teachers' influencing factors. The basic professional knowledge and foreign language ability of teachers are the key to teaching the full English course of polymer material processing rheology. However, many teachers who are outstanding in teaching and scientific research in this discipline cannot fully use foreign languages to systematically explain their professional knowledge due to their weak foreign language ability. In addition, many young teachers have good foreign language skills, but they are limited to reading and writing. They are still unable to teach in foreign languages and guide students to think in foreign languages. In addition to foreign language ability, as the polymer material processing rheology course is a cutting-edge course, it also requires teachers to have a strong sense of development and broaden their horizons, so as to cultivate students' innovation ability and guide students to enter the forefront of the discipline, which puts forward certain requirements for all English teachers to study abroad and continue their further education.
3. Analysis of influencing factors of students. Because the whole English teaching involves foreign languages, which increases the learning difficulty and learning time of students. Although many students have passed CET-4 and CET-6 and have a certain English foundation, they still feel great pressure in learning due to the influence of vocabulary and professional language when learning professional courses, I feel that I don't have the ability to learn higher professional knowledge in a foreign language. In addition, due to the imbalance of students' foreign language proficiency, there are many factors that need to be comprehensively considered in the teaching process. Neither the curriculum is too simple due to language reasons nor the enthusiasm of students with low foreign language proficiency can be dampened. Therefore, students' learning attitude and foreign language proficiency have a certain impact on the full English teaching effect of this course.
4. Analysis of influencing factors of teaching materials. The English textbooks selected in the whole English teaching process have a great impact on the whole English curriculum teaching. The original textbook has authentic language, outstanding examples and strong practicality, but students feel that the theoretical knowledge is not deep enough and the difficulty coefficient of professional knowledge is small when they study specifically. On the other hand, the heavy foreign language teaching makes students hesitate to read in detail. In addition, many symbols, unit names and other national norms are also different, and certain conversion and translation are required in the process of teaching and learning, which also increases the difficulty of students' learning invisibly. Textbooks are the basic tools for learning. Once inappropriate textbooks are selected, students' learning will be greatly affected. Therefore, in all English teaching, the influence factors of textbooks should not be underestimated.
5. Analysis of influencing factors of teaching methods. On the basis of bilingual teaching, conditional all English course teaching in colleges and universities has been carried out in succession, so many aspects are in the exploratory stage. Because there are many differences between domestic and foreign universities in terms of students' training concepts, curriculum syllabus and teaching mode, if we simply use our traditional professional teaching methods in the English teaching of polymer material processing rheology, the teaching results will be greatly affected, and the teaching purpose will not be achieved. Because the teaching method refers to an activity in which a teacher imparts information to students through oral language and blackboard writing. This kind of teaching method is not consistent with the low professional difficulty of many foreign language textbooks and the mode of focusing on practical cases and practical innovation. Therefore, teaching methods need to be improved in all English teaching.
2、 Research on Measures to Promote the Development of All English Teaching of Polymer Processing Rheology
Based on the analysis of various factors affecting the English teaching of polymer material processing rheology, the following development measures are proposed.
1. Improve and improve the teaching staff of all English teachers. Teachers are the key factor in the teaching of this course. The lack of high-quality teachers will lack the impetus to promote the development of all English teaching. According to the practical experience of all English teaching of polymer material processing rheology course, the following suggestions are put forward on improving and perfecting the construction of all English teachers: first, the school should fully support teachers to carry out in-service and overseas training to improve their foreign language skills. Secondly, the number of foreign teachers and returned overseas students should be appropriately increased among all English teachers, so that teachers with foreign school background and domestic learning background can achieve a seamless connection in foreign language ability and teaching theory. Thirdly, because teachers' professional ability is the key to teaching, the teaching and research of all English teachers should be combined with each other, integrating teaching into scientific research, and integrating scientific research into teaching, so that teaching and scientific research can promote each other and promote each other, so as to achieve the goal of mutual promotion of teaching and research. Finally, it is necessary to establish an all English curriculum research group, where all English teachers discuss teaching content, make teaching courseware, and evaluate teaching results mutually. In short, constantly improving teachers will greatly promote the development of all English teaching.
2. Improve the teaching methods of all English courses. In the past, the teaching method of Chinese professional courses (non experimental courses) was mainly lecture, which was the traditional form of classroom teaching [3]. Because this kind of passive learning method, which takes teachers as the main part and students as the auxiliary part, does not quite conform to the mode characteristics of foreign language teaching material engineering examples and many discussion links, nor can it fully mobilize students' enthusiasm for learning and cultivate their creativity of independent thinking, on the basis of improving the traditional teaching methods, we advocate the use of heuristic teaching methods and interactive teaching methods. The heuristic teaching method is an effective way to give full play to the leading role of teachers and mobilize students' enthusiasm for learning [4]. It is based on the teaching purpose, content, students' knowledge level and knowledge laws, using various teaching methods, using heuristic methods to impart knowledge and cultivate ability, so that students can actively learn to promote the physical and mental development of students. When teaching polymer material processing rheology in full English, teachers should ask as many questions as possible and guide students to think and answer in foreign languages. This process can not only train students' thinking ability and foreign language expression ability, but also cultivate their ability to use professional knowledge to answer questions. The interactive teaching principle refers to a teaching method that gives full play to the subjective initiative of both teachers and students in the teaching process, and forms mutual dialogue, discussion, observation, exchange and promotion between teachers and students [5]. In this active and autonomous learning atmosphere, students can speak enthusiastically, and their learning autonomy and enthusiasm will be greatly improved, so as to overcome their psychological concerns of being shy of expressing outside and improve their learning quality. In the interactive teaching, teachers should not only set up group discussions, but also encourage students to comment on the content of the courseware taught, so as to exercise students' ability to raise and solve problems.
3. Improve the English teaching evaluation mechanism. The evaluation of all English teaching is temporarily divided into two aspects: student assessment and teacher evaluation. In the assessment of students, we should not only focus on the final exam results, but also highlight the characteristics of the polymer material processing rheology professional course, and include the students' usual class performance, homework, experimental design ability and operation ability into the assessment mechanism, reduce the proportion of paper examinations, and focus on cultivating students' professional experimental ability and research ability. The corresponding evaluation mechanism and incentive mechanism should be established for the evaluation of teachers. The teaching evaluation mechanism mainly refers to the evaluation supervision of the polymer material processing and testing specialty to evaluate the teachers' teaching, preview before class, assessment after class, and students' acceptance. These evaluation supervisors should have rich scientific research and professional knowledge, as well as strong language application ability and full English teaching experience to ensure that the evaluation is reasonable and accurate. The main purpose of the application of the incentive mechanism is, on the one hand, to strongly recognize the efforts made by all English teachers for all English teaching, and to affirm their work achievements; on the other hand, schools should give appropriate attention to workload calculation, professional training, foreign language training and other aspects.
4. Promote the development of all English teaching by establishing an exchange and cooperation mechanism between colleges. The establishment of all English courses involves both majors and foreign languages. The lack or weakness of either side will greatly affect the establishment and effect of all English courses. Therefore, in terms of strengthening majors, it is recommended to increase the connection between this course and similar professional courses in other colleges, such as Polymer Physics in Polymer College and Engineering Materials Testing Technology in Materials College, which can improve the teaching quality of professional courses through mutual learning and exchange. In terms of foreign language ability, the College of Foreign Languages should give guidance to all English teachers and students in other colleges in the use of language. For example, foreign language colleges can set up classes for teachers to improve listening and speaking to help all English teachers use spoken English; For students, in addition to classroom guidance, professional English guidance groups can be set up in each college to use the after-school time to answer the language problems encountered by students in the whole English learning.
3、 Conclusion
Through the practice of all English teaching of polymer material processing rheology, this paper discusses the influencing factors of all English teaching, explores the measures for the development of all English teaching of polymer material processing rheology, which has a positive meaning for promoting the development of all English teaching of professional courses.
reference:
[1] Ministry of Education. Several Opinions on Strengthening Undergraduate Teaching in Colleges and Universities to Improve Teaching Quality [Z]. 2001-08-28
[2] Chen Jian, Zhang Yamei. Exploration and Reflection on the All English Teaching of Basic Courses for Undergraduate Materials Science -- Taking Materials Thermodynamics as an Example [J]. Journal of Southeast University (Philosophy and Social Sciences Edition), 2013, (15)
[3] Zhou Feng, Huang Kongchen, Zhao Baowei. Comparative experiment of teaching method, self-study method and discussion method in Chinese teaching [J]. Shanghai Education Research, 1982, (04)
Chapter 2: Model Essays of High School Chinese Methods
To vigorously promote the reform of the new Chinese curriculum, according to the spirit of the new curriculum reform and the characteristics of the discipline as well as my own teaching experience, I believe that the following four aspects should be systematically and orderly emphasized in the practice of Chinese teaching:
1、 Discard knowledge inculcation and focus on method awarding
Mr. Ye Shengtao once said, "To teach is to not teach". To this end, it is better to teach fish than to teach fish. Teacher Wei Shusheng knows the truth, explores boldly, and achieves remarkable achievements. He can teach with ease, and students feel happy. On the contrary, Chinese teachers in the past were obsessed with wishful thinking and instilled knowledge. As a result, many students learn by rote, copy mechanically, and even hate it. In short, only by focusing on giving students systematic and effective learning methods and teaching students to be good at learning, can we achieve twice the result with half the effort.
In Chinese teaching practice, students should be guided to pay attention to the following learning methods: master the methods of using common reference books; Be good at accumulating and using knowledge; Learn basic reading and writing methods; Learn from scientific methods of memory and thinking. The ways of awarding can be as follows: permeate in the ordinary teaching process; It can be specially introduced (for example, Wei Shusheng teaches students to draw Chinese knowledge trees); Students' own effective methods can be promoted.
2、 Correct sloppy style of study and cultivate good habits
On the basis of teaching students methods, students should gradually develop good learning habits. Mr. Ye Shengtao also pointed out that Chinese learning is actually a process of gradually forming the habit of Chinese learning. The reason why Wei Shusheng's students are good at self-study is that Mr. Wei managed to make students develop good learning habits and greatly enhance their learning consciousness. On the contrary, many students are free and lax, passive learning, poor habits, and not good at self-study. In a word, it is of great significance to cultivate students' good study habits.
In Chinese teaching practice, students should be guided to develop the following learning habits: make good use of common reference books; Pay attention to language accumulation and application; Love reading and writing; Good at observation and thinking; Read and take notes. The training methods are as follows: adhere to some good learning methods; Strict requirements on students; Advocate students' good habits.
3、 Cultivate Chinese ability and strengthen Chinese accomplishment
On the basis of giving students methods and cultivating students' habits, efforts should be made to improve students' Chinese literacy. In the past, Chinese teaching, in order to cope with examinations, often tried to improve Chinese ability by speaking more and practicing more or the so-called intensive speaking and practicing. The result is self-evident and contrary to expectations. In fact, only by comprehensively improving students' Chinese literacy, can students' Chinese ability be better and faster improved. Han Han, a young student, has finally achieved outstanding writing ability because of his extensive learning, active thinking and extreme emphasis on Chinese literacy. Therefore, in the practice of Chinese teaching, we should not pursue Chinese ability unilaterally, but try our best to improve students' language literacy comprehensively.
In the practice of Chinese teaching, we should pay attention to improving the following Chinese literacy: the basic ability of listening, speaking, reading and writing; Good Chinese learning methods and habits; Broad knowledge vision and basic aesthetic taste. The improvement channels can be as follows: boldly improve teaching, actively and effectively exercise students' Chinese ability; Advocate the concept of big Chinese, and try to broaden students' knowledge vision; Teach students to be good at learning, active in thinking, and dare to innovate.
4、 Pay attention to healthy growth and improve personality
Educate students for three years and affect their whole life. This should and must be the ultimate goal of Chinese teaching. That is, in addition to comprehensively improving students' Chinese literacy, language teachers should also improve students' personality and spirit, and teach students how to behave. In this respect, Chinese teachers may not do as well as they want, but at least they should have the consciousness of this teaching pursuit and try to put it into practice. Only in this way can students' Chinese literacy reach a new height and enter a higher realm.
In the practice of Chinese teaching. We should pay attention to cultivating the following spirit of students: independent, inquiry and cooperative learning spirit; The humanistic spirit of cherishing life; Respectful, self respecting, good at learning and upward spirit of life. The training methods can be as follows: active teaching reform, especially the bold attempt of new teaching methods, and efforts to cultivate students' learning spirit to adapt to development; Pay attention to the humanistic spirit in the famous articles in the United States, edify and infect students; Carry out Chinese activities orderly and effectively, and focus on cultivating students' relevant spiritual qualities.
Chapter 3: Model Essays of High School Chinese Methods
Key words: effective college English learning methods
1. Introduction
According to the College English Curriculum Requirements (Trial), the teaching goal of college English is to cultivate students' comprehensive English application ability, especially listening and speaking ability, so that they can effectively communicate in oral and written information in English in their future work and social exchanges, while strengthening their independent learning ability and improving their comprehensive cultural literacy, To meet the needs of China's social development and international exchanges. In order to meet the specified requirements, many college students ask: "How can I learn English well in college?"
Students should correct their learning attitude and attach importance to English. They should make a point from their heart that it is important to learn English well. College English teaching is an integral part of quality education. English is not only an important tool for exchanging information, but also helps learners broaden their horizons, expand their knowledge, deepen their understanding of the outside world and improve their cultural quality.
From the perspective of examination, college English examination mainly examines students' ability to use language, and also examines students' mastery of grammatical structure and word usage. It can be seen that English learning in college is a long way to go.
The author will talk about how to learn English more effectively from several aspects.
2. Vocabulary
2.1 The Importance of Vocabulary Learning in College English Learning
A person's language accomplishment and communication ability depend on many aspects, of which vocabulary is a very important link. The Ministry of Education issued the College English Curriculum Requirements, which stipulates that the vocabulary should reach about 7675 words and 1870 phrases, of which about 2360 words are active words. Wilkins, a famous British linguist, once said: "If there is no grammar, only a little information can be conveyed; but if there is no vocabulary, no information can be conveyed." Therefore, guiding students to use scientific vocabulary memory methods to rapidly improve their English level is one of the important topics worthy of teachers' discussion and research in college English teaching. If you can't remember a lot of words, it is impossible to learn English well.
2.2 Vocabulary learning methods
To remember a large number of words, one is to work hard and diligently, and the other is to pay attention to the methods and skills of memory. The methods of memorizing words vary from person to person. Here are several methods: (1) Recite by letter. This method is the most common. As long as we recite it carefully and persistently, we can make significant progress. The disadvantage is that there is no logic and relevance between words, which may lead to memory confusion; The memory cycle is long, and it is easy to cause boredom. (2) Choose to recite according to the unit of the textbook. In this way, memorizing words is easy to arrange the learning progress and avoid the lengthy and disorderly memorizing method above. The disadvantage is that the speed of memorizing words is slow, which is not conducive to the breakthrough of learners' vocabulary in a short time. (3) Spark memory method. That is to remember words according to the relationship between words. This method of memory is now respected and used by many people. At the same time, some learners think that the progress of this method of memorizing words is too slow, which is easy to make learners lose the patience of memorizing words. There are also too many related words recorded in some books, which will not only bring great burden to learners' word memory, but also affect the effect of word memory.
Experts suggest that you should remember words in terms of phrases, phrases, sentences and even paragraphs. In addition, we should learn word formation well, which is very effective for expanding our vocabulary. A root word with prefix and suffix can become many words.
In addition, through a large number of reading can also achieve the purpose of consolidating and expanding vocabulary. Similarly, students can also contact and learn new words in the process of listening, speaking, writing and even translation exercises. English knowledge, including vocabulary, is often trivial, which requires students to accumulate bit by bit in their daily learning. If you want to learn English well, students must always pay attention to everything in their daily life.
3. Listening
3.1 Necessity of improving listening comprehension
It is well known that listening plays a leading role in the five aspects of college English comprehensive ability: listening, speaking, reading, writing and translation. In CET 4 and CET 6, listening ability directly affects the final scores of the examiners, and even plays a decisive role.
3.2 Ways to improve listening
The only way to improve listening is to listen more. The process of listening improvement is a process from quantitative change to qualitative change. Both intensive listening and extensive listening generally advocate not reading written materials at first. In intensive listening, you should first listen to the recording several times from beginning to end, and then listen to the unintelligible parts again and again. If you really can't understand some parts, you should also try to hear each syllable clearly, and then turn over the book to see. For some new words that affect your understanding, you can refer to the dictionary. Then close the book and listen from beginning to end until you can fully understand the whole content. Through such listening training, learners can improve their listening comprehension ability. On the contrary, if you listen to a recording after reading written materials, it is often not your ears that are listening to sound discrimination, but your brain that is thinking and reciting; If you look at written materials and listen, it is often your own silent reading, which can not achieve the purpose of improving listening.
Extensive listening can use all kinds of English audio-visual materials that can be accessed. If you contact more materials, you can become familiar with English pronunciation, expand your knowledge and improve your listening. Extensive listening can choose to listen several times or just listen once, as long as you understand the general meaning. Many students also found that after listening to a piece of material for many times, it was still cloudy, but when comparing it with the original text, they found that there were no new words. This is probably caused by some basic phonetic problems, that is, the listener's own pronunciation defects lead to hearing impairment. This situation should begin with the correction of the listener's own voice, and gradually break through the hearing barrier.
Another kind of compound listening training is highly praised, that is, dictation. Dictation is a kind of listening training based on certain English grammar and vocabulary. By mobilizing the participation of hands, pens, eyes, ears and brain, we can write down what we hear from memory, and then test the listening effect. When the number of articles used for listening training exceeds a certain amount, the language level will be improved unconsciously.
In addition, in listening learning, you can also listen to more English original movies. At the beginning of listening to a movie, you can generally see the movie once (either the original sound or the dubbing), know its content, and then buy the original soundtrack of the movie, listen to it again and again. As long as you listen more with interest, students will not understand it at first, to understand it a little, and finally to understand it completely. After listening to the movie to a certain stage, you can buy and listen to the movie you haven't seen, and listen to it repeatedly until you gradually understand its content. Listening to movies to learn English can stimulate learners' interest more than other listening materials. Generally speaking, English live movies or cartoons are more suitable for listening practice. College students who like music can also improve their English listening ability by listening to more English songs. Learning English by listening to songs and movies has always been popular among college English learners, and many learners have benefited from it.
4. Oral English
4.1 The necessity for college students to learn spoken English
The essential nature of English as a communicative tool determines the necessity of oral English learning. College English teaching today has to face and make great efforts to solve the problem of "dumb English".
4.2 Ways to learn spoken English well
To speak English well, first of all, practice English pronunciation. At the initial stage of oral learning, students are advised to practice from the pronunciation of phonetic symbols. The 48 phonetic symbols in English are the soul of pronunciation. Correctly mastering the pronunciation of each syllable has a profound impact on whether beginners can correctly and effectively express their spoken English in the future.
On this basis, there should also be a certain vocabulary. Without vocabulary as a basis, it is impossible to communicate in this language. At the same time, it is necessary to have some grammar knowledge so that the vocabulary needed in communication can be combined in a correct way.
Is it possible to speak fluent English with standard pronunciation, a considerable vocabulary and a certain knowledge of grammar? The answer is no. In addition to the items listed above, students should also know the differences between Chinese and Western ways of thinking and the order of expression. Usually, we should learn more about their way of thinking in practice. When speaking English, we should try to use their way of thinking to express, so as to achieve more effective communication.
In addition, it is crazy practice. It can even be said that the fundamental secret of language learning lies in imitation and repeated practice. The so-called "Practice makes perfect.". In language learning, people often say that "listening and speaking are not separated", so when college students learn oral English, they should combine more with improving their listening comprehension ability. If they listen more, they will naturally speak more idiomatically. Sometimes you can do some exercises combining listening and speaking, such as retelling what you have heard to achieve the goal of common improvement of listening and speaking.
5. Reading
5.1 The importance of improving college students' reading ability
Reading has always accounted for a large proportion of scores in college English tests, so the training of reading ability is naturally particularly important.
5.2 Ways to improve reading ability
Students should read the textbook intensively in their daily study. First, understand the usage of words and phrases in the context of the text in the textbook, and remember them. Then understand the structure of the sentence, the cohesion between sentences, and try to translate the articles that the teacher taught in class, recite the classic sentences, and recite some classic articles. If you read and memorize more articles, you will naturally have a so-called "language sense" of a language. In addition to intensive reading, extensive reading is also required, such as reading English newspapers, magazines, books, etc. You should pay attention to a wide range of topics. When reading articles of different genres and styles, you can start with topics you are familiar with and interested in, and then expand to articles in other fields. When reading extensively, understand the main meaning of the article and analyze the structural characteristics of the article. Don't always limit yourself to the level of individual words or phrases.
Similarly, there are great cultural differences between China and European and American countries. Understanding the culture, history, religion, politics and other cultural knowledge of English speaking countries is very necessary to improve English reading ability, and even to master the language. Because language and culture cannot be separated, if you experience English from the perspective of culture, you will find that language learning is not a boring learning process.
6. Writing
6.1 Necessity of improving college students' English writing ability
It can not only reflect the ability of English learners to express themselves in English, but also objectively reflect their ability to use language comprehensively.
6.2 Ways to improve college students' English writing ability
The improvement of English writing ability should go through a gradual process. Therefore, to improve students' English writing level, we should start from the first year of college, lay a good foundation, from easy to difficult, in order to achieve good teaching results and write good articles. In actual teaching, teachers can start from asking students to write short and simple articles or even paragraphs, and then ask students to write longer and more complex articles. Students should be encouraged to read more, accumulate more and practice more. Only by doing so can they make progress in writing.
7. Translation
7.1 The necessity for college students to learn English translation ability well
The Ministry of Education has issued the College English Curriculum Requirements, which stipulates that students can use dictionaries to translate the literature of their majors, articles with certain difficulties in newspapers and periodicals of English speaking countries, and articles introducing China's national conditions or culture. In addition, the translation question is also one of the required questions in CET-4 and CET-6.
7.2 Methods of learning English translation
Translation is translating one language into another. This requires the translator to have a wide range of knowledge and strong expression ability. To learn English translation well, college students not only need to learn English well, but also have good ability to use the native language. With a certain degree of bilingual ability, it is possible to achieve the level of "faithfulness" (sincerity) and "expressiveness" (meaning) in translation. In order to achieve the high level of "elegance" in translation, it is also necessary to have a certain ability of cross-cultural communication between English and Chinese, and understand the cultural differences between China and the West.
In short, in order to do a good job in bilingual translation, in addition to a certain amount of bilingual knowledge, there should also be a certain amount of cultural knowledge, and even a knowledge of all other aspects of social life in order to translate the original text to its original flavor. Therefore, college students should learn more, contact more and accumulate more in their daily life, so as to be ready for translation.
8. Conclusion
In short, mastering a language is a gradual process, which requires constant efforts over time. As students, they should cultivate their good learning habits and work hard to learn scientific learning methods. They should understand that English can be learned well, but it is not easy to learn it. They must work hard to constantly improve their English level; We should establish a correct view of learning, change old ideas and learn to learn independently; We should also reasonably arrange our spare time and combine learning inside and outside class. Teachers should try to stimulate students' interest in learning English and guide students to learn in a more scientific and suitable way.
reference:
[1] Liu Runqing. On College English Teaching. Beijing: Peking University Press, 1999
[2] Wen Qiufang. English learning strategies - dedicated to friends who are determined to learn English well [M]. Shanghai Foreign Language Education Press
[3] Xiong Delan. How to Remember English Words [M]. Beijing: Foreign Language Teaching and Research Press, 1998
Chapter 4: Model Essays of High School Chinese Methods
People's Court of Kulun Banner, Tongliao City, Inner Mongolia Autonomous Region
Research Report on Bilingual Trial
Yiri Letu, President of the People's Court of Kulun Banner
Kulun Banner of Inner Mongolia Autonomous Region is a minority inhabited area, with a population of 176000. The Mongolian nationality accounts for 56% of the total population of the Banner, including two pure Mongolian areas, with a population of about 30000. In order to implement the principle stipulated in Article 134 of the Constitution that "the courts should ensure that the parties use their own national languages for litigation", the People's Court of Kulun Banner earnestly respects and guarantees the rights of the parties to use their own national languages for litigation, focuses on bilingual trials, and gives full play to the characteristics of courts in ethnic minority areas, We have introduced a series of measures to facilitate minority parties to participate in litigation, so that bilingual trials can be carried out in an orderly manner.
1、 Implementation of bilingual trial
Our hospital has 14 functional departments and 3 people's courts. There are 64 police officers in the hospital, including 46 minority police officers and 28 judges, of whom 20 are both Mongolian and Chinese, accounting for 71.4% of the total number of judges. There are 14 clerks, and 9 are both Mongolian and Chinese, accounting for 64% of the total number of clerks. Our hospital annually accepts more than one thousand cases of first instance and execution, of which about 400 cases are all in Mongolian, accounting for 39% of the total number of cases accepted.
In view of the regional cultural characteristics and the advantages of our national language trial resources, our hospital takes the implementation of the litigation principles to reflect the party's national policy as a breakthrough, starts from facilitating the Mongolian litigants to conduct litigation, and further develops and explores the bilingual trial mode.
（1） We will provide bilingual judicial services.
The case filing court is the window of the court and the entrance to the whole litigation process. In order to reflect the purpose of justice for the people, our court has selected judges who have rich legal knowledge and are familiar with Mongolian and Chinese languages to serve as the president and vice president of the court, to carry out bilingual reception and case filing, and to conduct legal consultation, pre litigation mediation, registration and filing of cases for Mongolian parties who do not know Chinese, The Mongolian Chinese bilingual litigation guide has been printed accordingly, and the method of charging legal fees has been put on the wall in bilingual. Eresun Court, a special court, is set up in Sumu Township, where Mongolian people live in concentrated communities. Judges and clerks are all police officers who are familiar with Mongolian and Chinese languages. Every year, nearly 100 Mongolian cases are heard. Most of the local farmers and herdsmen do not understand Chinese. The reasonable allocation of bilingual judges not only facilitates the parties in legal consultation, case letters and visits, prosecution, court appearances, etc, It also fully guarantees the right of local people to use their own language for litigation. In the staffing of other courts, there must be a judge who knows both Mongolian and Chinese to ensure that each business department has a judge who can communicate and guide with Mongolian parties. Our court also continuously strengthened the Mongolian language circuit trial work, set up a trial point in Sumu, set up a circuit trial contact point in Gacha Village, hired local Mongolian farmers and herdsmen with high prestige and strong sense of responsibility as mediators, and sent the law to the homes of Mongolian farmers and herdsmen. These practices have been welcomed by the majority of Mongolian parties, especially Mongolian farmers and herdsmen who do not know Chinese.
（2） Strengthening bilingual judicial practice
Since its establishment, our hospital has been conducting court trials in national languages. Especially in recent years, our hospital has taken this work as a highlight project, constantly increasing the proportion of Mongolian court trials, and comprehensively carrying out Mongolian court trials in criminal, civil and administrative trials. The first is to use Mongolian language for pre court guidance. It includes the delivery of relevant legal documents such as the instructions to adduce evidence and subpoenas in Mongolian before the court, and the guidance of adducing evidence on the basis of the parties' timely understanding of the cause of action, the time and place of the court session. Second, the court trial was conducted in Mongolian. Use Mongolian to inform the parties of their litigation rights and obligations, and provide evidence, cross examination, defense and statement, and use Mongolian to summarize the focus of disputes. If both parties are Mongolian, the whole process of Mongolian trial shall be carried out. Third, in the case that one of the parties is Mongolian, we fully inform the parties that they have the right to use their own national language for litigation, respect the parties' choice, hire translators for the parties, etc., and ensure the transparency of the whole trial process. The fourth is to respect the customs of the Mongolian people in the court trial, and take this as the affinity point between the judge and the parties to do a good job in mediation.
（3） Strengthening the Production of Bilingual Judgment Documents
Our hospital insists on using both Mongolian and Chinese languages to make referee documents, specially employs staff who can also type in both Mongolian and Chinese languages, and first ensures the review and distribution of Mongolian referee documents, and a full-time member of the Party Leadership Group signs to check the quality and efficiency of the referee documents. Regularly spot check and evaluate legal documents in Mongolian language, and constantly improve the enthusiasm of judges to use Mongolian language to judge and make legal documents. We will carry out the evaluation of Mongolian judicial documents irregularly, and use various ways to improve the quality of Mongolian judicial documents.
（4） Pay special attention to the training and cultivation of bilingual personnel
Our hospital deeply understands the importance of bilingual trial work, attaches great importance to the training of Mongolian judges, encourages the academic education of Mongolian judges, organizes and participates in bilingual training courses in the autonomous region, regularly carries out work exchange meetings on Mongolian trials, and advocates judges and staff to learn and use Mongolian. Judges who are familiar with Mongolian in the trial court are required to help other members of the court learn and use Mongolian, and have specially purchased Mongolian typing software, installed it in computers in various courtrooms, and trained them in Mongolian typing. At present, eight clerks have been able to skillfully operate Mongolian typing in court trials, ensuring a fair and efficient trial of Mongolian cases.
（5） Develop bilingual information platform.
Our hospital has opened the first Mongolian website in the court system of Inner Mongolia. The layout of the Mongolian version of the management system is divided into five areas: court profile, work trends, information briefings, excellent judicial documents, and laws and regulations. All the words in each area are in Mongolian. Click the Mongolian website to keep abreast of the trial dynamics of various cases in the court, inquire about the announcements of various trials and enforcement cases, and also check some effective judicial documents to strengthen the business exchange of Mongolian trials, especially the Mongolian laws and regulations. Mongolian judges can quickly check the relevant legal provisions, which greatly facilitates the trial of Mongolian cases. At the same time, It also builds a new platform for the education, learning and growth of Mongolian judges, and promotes the cultivation of bilingual judges.
2、 Problems in Bilingual Trial
（1） The judicial level of bilingual police force is low. The number of bilingual judges and clerks in our court is relatively large, but there is a lack of uniform and accurate translation terms, which leads to inaccurate terminology expression in judicial documents. Judges' translation ability and organizational language ability are uneven. Although legal documents such as subpoena, notice of rights and obligations, and notice of proof have been printed in Mongolian translation, the wording and collocation of words are not very standardized, especially the lack of a unified national or national autonomous region scale.
（2） . There is a shortage of translators. At present, our hospital has no full-time translators, and only judges who know Mongolian and Chinese can carry out bilingual trials. However, the level of judges is uneven, and some are not competent enough. If both parties are Mongolian people who do not understand Chinese, or one party is Han people and the other party is Mongolian people who do not understand Chinese, it is very difficult to hear the case because there is no interpreter for court translation. This does not meet the legal requirements, and at the same time, it extends the trial time and reduces the trial efficiency. From the perspective of trial work needs, we urgently need full-time translators. It is worth discussing whether the court full-time translators can set up special staffing, whether the court can set up part-time translators, and how to set up them.
（3） The court is short of funds. There are many Mongolian cases accepted by our hospital, and all relevant documents from filing to execution are made in both Mongolian and Chinese, which leads to excessive litigation costs and difficulties in handling cases. Especially in criminal cases, the legal documents provided by the public prosecution organ are all in Chinese. If the parties are Mongolian, they will not accept them. The right and responsibility of the procuratorate or the court to provide translation is unclear. After the Mongolian judgment documents were delivered, the execution authorities refused to accept them, which made it impossible for the criminals to deliver them for execution. Our current practice is to translate and produce the judgment documents in two languages, which will increase the litigation costs. Can the higher authorities give financial preference and consideration to the Mongolian trials.
（4） . Lack of standard reference books. In the trial practice, there is a lack of standard Mongolian translations of laws and regulations, and a lack of Mongolian books for tools, which is easy to cause literal ambiguity. Although our court insists on using Mongolian and Chinese bilingual to produce judicial documents, if we can determine the standard language and translation standards of Mongolian, the efficiency of judicial work will be greatly improved.
3、 Solutions
In view of the above difficulties and problems, we need the support of higher authorities and the efforts of our hospital to overcome them. In the next step of work, our hospital should fully understand the importance of bilingual trial work, increase efforts to ensure the smooth implementation of trial execution and other work.
（1） To further enhance the awareness of the importance and urgency of bilingual trial work? Chinese has become the common language for all ethnic groups to communicate with each other. Chinese has become the latest, fastest and largest information carrier, and the richest information base of knowledge and scientific and technological information. Any kind of minority language cannot surpass the role played by Chinese language. The degree of mastering Chinese has become an important factor in the development of productivity and scientific culture of ethnic minorities. At the same time, with the deepening of China's reform and opening up and the rapid development of economy and society, national languages and characters play an increasingly important role in China's political, economic and cultural development. In combination with the actual situation of our court, only by doing a good job in bilingual trials can we more fully guarantee the constitutional rights of the parties to litigate in their own national languages, make justice more convenient and beneficial to the people, and enable the people's courts to more efficiently perform the sacred duties entrusted by the Party and the people.?
At present, the economy, society and culture of ethnic areas are facing profound transformation and change under the promotion of the central western development strategy. The implementation of this grand strategy has created unprecedented historical opportunities for accelerating the development of ethnic minorities and ethnic minority areas and promoting the common prosperity and prosperity of all ethnic groups. In order to adapt to the development of this new situation and provide a strong judicial guarantee for economic revitalization and social progress in ethnic areas, our court's trial work must keep pace with the times, adapt to the development trend of the times, take bilingual trial work as a breakthrough and focus, and comprehensively promote the fair and efficient development of trial work.
（2） Adhere to the principle of "classified guidance, bilingual development and advantageous development"
Bilingual trial involves not only a series of trial issues such as trial procedures and entities, but also a series of government issues such as the establishment of judges, court funding, scientific management and assessment. It is a policy oriented, wide-ranging and sensitive principle issue. We believe that the establishment of the bilingual trial system in this region should not only take into account the basic factors of ensuring the Mongolian parties' right to use the national language and the right to a fair trial in accordance with the law, but also take into account the practical application of the language environment in ethnic areas. Both focus on the characteristics of bilingual trial and regional reality, but also focus on the future development of the nation. The following measures can be taken to strengthen the construction of bilingual trial teams: for example, select outstanding high school graduates who are proficient in minority languages and Chinese and are interested in serving the local people, and enable them to enter the University for Nationalities to study legal expertise by means of examination exemption and lowering the score line of college entrance examination; Bilingual law students who volunteer to work in minority areas after graduation will be given preferential policies such as tuition reduction and exemption, and their children will go to provincial capital cities to study and work. For example, we will try to increase bilingual legal talents of ethnic minorities in various political and legal selection and examination in ethnic minority areas. In the judicial examination, the recruitment policy of reducing the score line in ethnic minority areas is targeted; For those who have worked in courts and procuratorates for a long time and have some experience, the conditions for judicial examination will be further relaxed; Efforts should be made to train bilingual legal translators. Set up translation offices in some courts, procuratorates and other judicial institutions, hire professionals to meet the needs of the parties to the greatest extent, safeguard the legitimate rights and interests of the parties, and do a good job in popularizing the law; The Supreme People's Court and the Higher People's Court of the Autonomous Region should continue to improve the quality of the legal professional team in these areas through training, exchanges, temporary posts and other forms.
（3） Establish a unified bilingual trial assessment and evaluation system?
With the deepening of the reform of the trial system, it is very necessary for ethnic minority areas to use bilingual trials to conduct performance evaluation as a means to evaluate the effectiveness of trial work, which will help to effectively urge bilingual cases to be legalized and standardized through scientific and effective bilingual trial work, and at the same time have a positive guiding role in the trial work. We suggest that the relevant departments should actively carry out the performance evaluation of bilingual trials, and constantly improve the enthusiasm of national judges in judicial work.
Chapter 5: Model Essays of High School Chinese Methods
In the new era, the research on Chinese teaching methods and teaching models has entered an unprecedented prosperity stage, and a large number of advanced models of teaching reform have emerged. Yu Yi's teaching method of valuing emotion, interest and beauty, Qian Menglong's "three main" and "four style" reading guidance method, Wei Shusheng's "six step classroom teaching method" for self-study guidance, Ouyang Dina's teaching method of pursuing the perfect unity of science, ideology and artistry, Ning Hongbin's overall reform of teaching mode, etc. These explorations and practices are conducive to the renewal of teachers' concepts, The reform of teaching methods has promoted China's educational reform in depth. It should be noted that Chinese teaching methods have been improved, and Chinese teaching methods are expanding to new areas. However, why is the efficiency of Chinese teaching still so low?
The Chinese test questions of the college entrance examination take ability items (memorization, understanding, analysis and synthesis, appreciation and evaluation, and application) as the main line, which not only care about life, involve all aspects of social life, but also run through the cultural tradition of the Chinese nation for five thousand years; It not only attaches importance to grasp the laws of language and language use, but also attaches importance to the improvement of students' moral cultivation and their own personality. But why has the call for the reform of the college entrance examination never been so strong?
Chinese is the most active subject in educational reform. In all previous discussions on educational reform, Chinese always takes the lead. The vast number of Chinese educators have never stopped exploring teaching reform, and are carrying out in-depth research from all aspects of the Chinese subject. With the further promotion of quality education, educational research has entered a deeper space. However, why does Chinese education still receive the most blame and criticism?
All these phenomena make many people inside and outside the circle of Chinese education puzzled. What's wrong with Chinese teaching? What is the problem of Chinese teaching in middle school? What causes it?
1、 First of all, at the beginning of the century, middle schools still follow the old system, using a variety of ready-made selections. In 1908, the Commercial Press improved the selection of Chinese and published Chinese textbooks for middle schools. It was not until the 1930s that a relatively complete new textbook appeared, and its system and content had become the embryonic form of modern Chinese textbooks. In particular, Mr. Ye Shengtao, who opened up the road of Chinese education reform in China, tried to compile more than 10 kinds of textbooks, such as Kaiming Mandarin Text, in the 20 years before 1949. In the long-term teaching practice and textbook compilation practice, he has accumulated rich theoretical views. Since 1950, Chinese textbooks in the early days of liberation have been used, focusing on the ideological and political nature, while Chinese training and knowledge are lack of systematic arrangement. In 1956, literature textbooks and Chinese textbooks were divided, but the cultivation of reading and writing ability was not paid enough attention. In 1958, the Chinese textbook was rewritten. This set of textbooks has almost become a collection of "current articles" in newspapers and periodicals, ignoring language knowledge and language training. Since 1961, new textbooks have been used. In 1963, the textbooks strengthened the selection of materials, knowledge content and basic training of reading and writing, but did not mention ideological and political education and literary edification. The new full-time ten-year school Chinese textbook was compiled in 1978. It comes down in one continuous line with the 1963 textbook, and is more mature. The disadvantage is that the textbook system is not perfect, and it is crude in layout, annotation, practice, etc. In 1982, it was revised again, but the writing training sequence was unclear, and the listening and speaking training was not paid enough attention. In 1988, another revision was made, called the official version, which increased the amount of reading, arranged listening, speaking, reading and writing training, and made new changes in the unit structure. However, all previous revisions of textbooks only focus on the study of "things", but ignore the study of "people", do not investigate the existing quality of modern middle school students, and lack the evaluation of students' actual language ability. Therefore, the limitations and defects of textbooks are very obvious: the selection of articles is outdated, and lacks a strong cultural flavor and era flavor; The textbooks of junior high school and senior high school cannot be connected, and there is no necessary connection between the texts; Between units, from Senior One to Senior Two, the difficulty gradient is small, and students cannot experience the happiness of success; Pay more attention to reading than writing; The arrangement of "thinking and practice" after class lacks pertinence and scientificity, and there is no obvious training sequence. Students feel that there is no difference between doing and not doing. In addition, the above selected textbooks are too comprehensive, and the ideas, language knowledge, article learning knowledge, literature knowledge, reading knowledge and other aspects of each era have become a veritable hodgepodge, and the repetition is very serious, teaching efficiency is low, and students feel dull. We should make it clear that teaching materials are the most basic, important and direct carrier for the implementation of educational goals for people. The current teaching materials for primary and secondary schools are far from meeting the needs of modern society, modern education and modern people. It is logical that all sectors of society have long demanded high demands for reform.
2、 Later, the traditional teaching method of teaching method has been deeply rooted. For many years, education has followed the past, resulting in today's difficult situation. There is a lack of insight into the development of time, a lack of learning of modern education theory, and a lack of research on changed students. Even though new teaching methods and new teaching technologies have been created everywhere, they are far from entering the classroom. The current situation of "one chalk, one mouth, one blackboard, one book" exists in a large area. Although a large number of experiences and models have emerged in the field of Chinese education, they have not been popularized in a timely manner due to various reasons such as regional differences, differences in the quality of teachers and differences in the level of students. This is an important reason for the low efficiency of Chinese education. Second, although Chinese teaching methods are diverse, many methods and models are divorced from the characteristics of mother tongue teaching and ignore the study of mother tongue acquisition laws. There are two factors in Chinese learning: acquisition and acquisition. Mother tongue acquisition is a slow process of experience accumulation. Chinese education is the best opportunity to use students' intellectual development and the formation of language ability to scientifically accelerate this process. However, the current Chinese education ignores this point. It does not consider the actual situation of students, divorced from reality and life. Teachers are doing stupid things repeatedly at a low level, and students are doing exercises without fun. How can this teaching method that does not consider the law of students' mother tongue acquisition improve the efficiency of Chinese education? It is worth noting that why do students prefer popular literature and extracurricular reading? One of the major reasons is that compared with the language under our educational control and interpretation, it has more life breath and vitality, and students can independently play their intelligence. Therefore, it can be said that in the actual operation of Chinese education, it only pays attention to the practice of pure technology, but ignores the implementation of humanistic content, lacks the research on the acceptance of human subjects, and does not pay attention to the initiative and creation of human beings.
3、 Second, from the examination questions themselves, although the content and form of the College Entrance Examination Chinese questions have been constantly making breakthroughs, because of some problems existing in the examination questions themselves, such as some ambiguous questions, some answers are plausible, which is easy to lure students to answer the questions; The difficulty of individual test questions is too great, which dampens the enthusiasm of students; Some reading questions are too specialized and do not conform to the characteristics of the Chinese subject, which is easy to lead Chinese teaching astray. This is an important reason for the most criticism. The second reason is that many people confuse the concepts of college entrance examination questions and exam oriented education. The Chinese test questions of the college entrance examination have been well reformed in terms of content, difficulty, proportion of subjective and objective questions, and standardized question types. It has gradually been close to reality and life. Many problems existing in Chinese education are the pathological changes of exam oriented education in the Chinese subject, not just the reasons of the college entrance examination questions themselves. People's understanding of the college entrance examination is to pay attention to the examination information, study the examination dynamics, compare the test paper types, study the "examination instructions" carefully, and push students to the sea of questions; The teacher's talk is to talk about the thinking process of the standard answer in the test paper in a farfetched way, to talk about the exclusion method of seeking differences in the same, seeking the same in the different, or the so-called "skills" and "methods" separated from the content. Students' practice is to practice "easy to write wrong words", "easy to read wrong words", idiom discrimination, famous aphorism recitation, and so on. The most interesting and popular course for students has become a heavy burden for students in the boring exercise "hype", and students are alienated into test machines. However, the responsibility caused by this exam oriented education is generally borne by the college entrance examination questions, which is a misunderstanding. Third, because the speed of textbook revision is longer than the period of Chinese proposition, every change of textbook requires a longer process, which determines its lag in adapting to the college entrance examination. In order to cope with the college entrance examination, many teachers use local test questions as textbooks to cope with the college entrance examination.
4、 In addition, the study of Chinese education has been criticized so much. Of course, the "mother-in-law" is one reason, but the reform of the education system is not matched. The unified pattern of the national education system makes the education mechanism inflexible. Although local educational reform pilots have been implemented, it is difficult to implement any minor reform. Secondly, educational theory is backward and educational research is impetuous. Without the guidance of systematic, complete, supporting and highly operational educational theories, the practice of Chinese education in middle schools will become empty talk. Third, educators' educational concepts lag behind. Educators include school administrators, teachers and students' parents, who are the main body of implementing education. Due to various reasons, the theoretical literacy of school administrators at all levels, especially principals, is generally limited and cannot adapt to the current situation of teaching reform. Fourth, the current situation of Chinese teaching is very worrying, "hot outside the circle, cold inside the circle", no matter how high the voice of teaching reform, there is still a lack of urgent urgency, many people wait and see, many people are indifferent. It can be said that the research of Chinese education to a large extent has left the active participation of teachers and can not fully mobilize the enthusiasm of teachers; Without Chinese teaching practice, we can not go deep into every classroom. Therefore, it is inevitable that Chinese education research will be criticized.
Reflecting on the current situation of Chinese teaching reform, the purpose is to improve teaching materials, teaching methods, examinations and educational research.
1、 With regard to the improvement of teaching materials, Chinese education should start from the overall improvement of students' quality, establish a new concept of Chinese teaching, increase the reform of teaching materials, and strive to form a situation where various experimental teaching materials compete for excellence. The construction of teaching materials should not only attach importance to grasping the language and the law of language use, but also attach importance to the cultivation of students' hearts, the improvement of their personality, and the overall improvement of students' Chinese quality; We should not only attach importance to reading and writing ability, but also to listening and speaking ability, so that listening, speaking, reading and writing can develop coordinately; We should not only face all the students, but also develop their individual strengths. We should set a slope in the arrangement of text selection and training difficulty; It is not only conducive to teaching, but also conducive to students' self-learning. Scientific and systematic compilation of tips, notes, exercises and other self-learning reference materials. We believe that with the deepening of the theory and practice of textbook compilation, with a deeper understanding of the nature of the Chinese discipline, and with the continuous growth of the high-level compilation team, the compilation of Chinese textbooks will have a greater breakthrough.
Chapter 6: Model Essays of High School Chinese Methods
Key words: colleges and universities; Bilingual teaching model; Development status; Model construction
CLC No.: G642.41 Document code: A Article No.: 1674-9324 (2015) 27-0123-02
Over the years, China's higher education has followed the old path of exam oriented education. Many colleges and universities have attached one-sided importance to the teaching of foreign language theoretical knowledge, ignoring the cultivation of foreign language application abilities such as audio-visual, speaking, reading and writing, and taking examinations, certificates, grades, etc. as the basic standards of foreign language teaching, resulting in the lack of foreign language listening and speaking abilities of many students. For example, many students have passed the CET-4 and CET-6, but they cannot understand English articles and communicate with others in English. Therefore, we should actively explore the bilingual teaching model, solve the difficulties faced by foreign language teaching, and improve the quality of foreign language teaching in colleges and universities.
1、 The Importance of Bilingual Teaching in Chinese Universities
Bilingual teaching refers to the teaching mode of using English and Chinese as classroom language implemented in kindergartens, primary schools, middle schools and colleges. Bilingual teaching came into being in the 1960s. In some multicultural countries in North America at that time, in order to enable immigrants to quickly integrate into the local society, people used the teaching method of using two languages as classroom media. Bilingual teaching is a commonly used teaching method in foreign language teaching in colleges and universities in China, which is of great significance in cultivating students' listening and speaking abilities in foreign languages.
First of all, bilingual teaching in colleges and universities is an inevitable requirement of economic and social development. In today's economic globalization and cultural diversification, China's economic and social development has undergone tremendous changes, which requires colleges and universities to innovate educational goals, educational concepts, educational models, etc. to meet the needs of economic and social development. Bilingual teaching, as a new teaching mode, can help students master cutting-edge knowledge and form an international vision. Secondly, bilingual teaching is the need of developing diversified educational models. At present, the innovation of teaching mode and the promotion of teaching reform are the inevitable trend of the development of China's higher education and the inevitable requirement of deepening quality education. Bilingual teaching can help students understand foreign cultures with non-native language media, expand cultural horizons, break the shackles of local thinking, and promote the diversified development of educational models. Thirdly, bilingual teaching helps to break down cultural barriers and inherit human civilization. Under the background of economic globalization, the development trend of cultural relativism and cultural globalization has become very clear. Colleges and universities should comply with the needs of the development of globalization, cultivate students' awareness of globalization, and let students absorb outstanding human cultural achievements. Bilingual teaching is a new teaching concept and mode. Through bilingual teaching, we can introduce the advanced culture of western countries, so that students can be influenced by foreign cultures in the accumulation of knowledge.
2、 A Brief Introduction to the Development of Bilingual Teaching Mode
1. Foreign bilingual teaching mode. First, immersion bilingual teaching mode. Immersive bilingual teaching originated in Canada. In Canada, both English and French are official languages. This language environment provides fertile soil for bilingual education. Lambert Primary School in Canada has adopted a new bilingual teaching model. The specific approach is: the school divides students into two groups according to their mother tongue. Teachers teach English speaking students in French, and French speaking students in English. They persist in teaching until the sixth grade of primary school. After several years of teaching, students' English and French levels are almost the same, achieving the goal of "language education" through "educational language". This teaching method is called immersion teaching mode. Secondly, the introduction of bilingual teaching model. The United States learned from Canada's immersion teaching model, but its approach is just the opposite of the Canadian model, that is, let students use their mother tongue at the beginning of school, and gradually introduce the second language into the process of primary school teaching. Under this teaching mode, teachers can give individual tutoring to students in their mother tongue, but they will gradually increase the proportion of English courses in the teaching process. This bilingual teaching mode is called lead-in bilingual teaching mode. In addition, there are dual track and transitional bilingual teaching models. Dual track teaching means that students in the same class have two mother tongues, and two teachers teach in two languages respectively. This can enable students to learn in two language environments, and also facilitate students to master both languages at the same time. The transitional bilingual teaching mode means that students with the same mother tongue background are specially provided with foreign language compulsory courses, and the basic knowledge and skills of foreign languages are systematically taught in their mother tongue.
2. Bilingual teaching mode in domestic universities. In 2001, the Ministry of Education put forward in Several Opinions on Strengthening Undergraduate Teaching in Colleges and Universities and Improving Teaching Quality that undergraduate colleges and universities should actively use English, Japanese and other foreign languages to teach public or elective courses, and strive to make foreign language teaching courses more than 5% within three years. In 2002, the Ministry of Education issued the Undergraduate Teaching Evaluation Plan, which explicitly included bilingual teaching in the assessment index system. In addition, in order to further study the bilingual teaching model and promote the reform of bilingual teaching, bilingual teaching research institutions have been established all over the country. For example, the Ministry of Education has established the "Research and Development Center for Bilingual Curriculum and Textbooks", East China Normal University has established the "Bilingual Education Research Center", and Shandong Province has established the "Bilingual Education Research Center". In addition, Tsinghua University, Zhejiang University, Peking University and other universities have also carried out bilingual teaching exploration. Today, bilingual teaching has accounted for about 20% of public courses and 30% - 40% of professional courses in Tsinghua, Peking University, Nantah University and other universities. Other undergraduate universities have also strengthened bilingual teaching. Some colleges and universities have proposed bilingual teaching models such as "master learning", "bilingual interdependence" and case teaching according to the actual discipline and specialty. Generally speaking, bilingual teaching in colleges and universities in China can be divided into three models: full contour, mixed contour and semi contour. [1] Full appearance refers to bilingual teaching in a foreign language environment so that students can master various professional knowledge in the form of foreign languages. Foreign teachers+original foreign language textbooks+foreign language teaching "are mostly used in the full foreign bilingual teaching, which has high requirements for the foreign language proficiency of teachers and students. Mixed type refers to the teaching of courses in Chinese and foreign languages with the original foreign language textbooks as the teaching content, which can be divided into "local teachers+foreign languages+Chinese", "foreign teachers+local teachers in Chinese", "foreign teachers speak+local teachers help" and so on. Semi appearance is the teaching mode of "local teachers+foreign language teaching materials+Chinese teaching". Teachers teach classroom content in foreign languages, and explain knowledge difficulties in Chinese when necessary. This teaching mode is suitable for junior college students.
3、 Problems and Model Construction of Bilingual Teaching in Chinese Universities
1. Problems in bilingual teaching in colleges and universities. First of all, there are different understandings of bilingual teaching. Since the new century, colleges and universities all over the country have actively carried out bilingual teaching and achieved good teaching results. However, bilingual teaching in colleges and universities is often constrained by traditional teaching concepts and backward education systems, which leads to great differences in the mode, concept, conditions and development direction of bilingual teaching in colleges and universities. Secondly, the bilingual curriculum in many colleges and universities is not standardized. Whether bilingual teaching can be adopted in a course depends on such factors as course characteristics, teachers, students' quality, class hours, etc. However, when setting up bilingual courses, many colleges and universities do not set out from the actual conditions of their own teaching conditions, teachers' ideas, specialty settings, etc., but set up bilingual courses at will, resulting in confusion and lack of logic in curriculum settings. When choosing bilingual textbooks, many colleges and universities use the original English textbooks as their professional textbooks. This kind of textbooks reflects the latest development of the discipline and the western thinking mode and cultural characteristics. However, the original textbooks are too complicated and the focus is scattered to meet the teaching needs of colleges and universities. Finally, teachers are scarce. High quality teachers are the basic premise of bilingual teaching, and also an important guarantee to achieve the goal of bilingual teaching. However, many college teachers have poor foreign language quality and are unable to carry out bilingual teaching, which directly affects bilingual teaching in colleges and universities. [2]
2. Construct bilingual teaching mode in colleges and universities. At present, bilingual teaching in colleges and universities in China mainly includes immersion, translation, penetration, interpenetration, demonstration, elective, progressive, and separation teaching models. This section takes progressive bilingual teaching as an example to explore the specific application of bilingual teaching in college teaching. First, construct a bilingual teaching system. Bilingual teaching in colleges and universities is to cultivate high-quality talents who meet the needs of economic globalization. In bilingual teaching in colleges and universities, we should not only attach importance to the integration of teaching language and teaching content, but also reveal the internal development law of the discipline through teaching practice, cultivate students' ability to analyze and solve problems, and also cultivate students' ability to think about problems and express professional views in English. Therefore, colleges and universities should start from the school's teaching conditions, teachers, student resources, etc., take "introduction, docking, integration, practical training" as the guiding ideology, and take compatible professional English, case teaching, textual research training, etc. as the means to build a progressive three-dimensional teaching model, and promote bilingual teaching step by step. [3] Second, set up courses and textbooks scientifically. In bilingual teaching, colleges and universities should choose teaching content according to the characteristics of professional courses, which can be used in more mature courses or applied courses in western developed countries. In addition, when arranging bilingual teaching courses, we should first choose subjects with a high degree of internationalization, and focus on the time, content, and connection of courses, so as to improve the scientificity of curriculum arrangement. In bilingual teaching, the original English textbooks are advanced in content, attach importance to the comprehensive application of subject knowledge and the cultivation of practical ability, and embody western educational ideas in terms of words, narration, and situation setting, which provide valuable experience for bilingual teaching in China. Therefore, teachers should prepare original English textbooks and guidance materials according to their own teaching experience, professional characteristics and discipline development, which not only retains the essence of the original English textbooks, but also makes up for the lack of complicated and obscure contents of the original English textbooks. [4] Third, the scientific application of bilingual teaching mode. At present, local colleges and universities can adopt the progressive three-dimensional teaching mode centered on "introduction, docking, integration and practical training". In the first year of college, we can rely on college English and professional basic knowledge, give full play to the role of online classroom, and prepare for bilingual teaching. In the second year of college, English major courses should be introduced, good bilingual teaching situations should be created through multimedia technology, and students' English application ability should be improved through certificate examinations. In the third year of college, the case teaching method can be used to create a bilingual teaching atmosphere and cultivate students' foreign language ability in the interaction between teachers and students. In the fourth year of college, bilingual practical teaching should be comprehensively promoted to better improve students' foreign language proficiency. Fourth, improve the level of bilingual teachers as soon as possible. The quality of teachers is the key factor that determines bilingual teaching. Without high-quality bilingual teachers, it is impossible to achieve the goal of bilingual teaching. Therefore, colleges and universities should strengthen the construction of teachers, establish a bilingual teacher certification system, improve the bilingual teaching assessment system, urge teachers to constantly improve their professional quality and innovate teaching methods. In recent years, many colleges and universities have introduced the accreditation method of bilingual teaching teachers, and introduced the "International Bilingual Teaching Qualification Certificate" project; Some schools actively employ foreign teachers to carry out professional courses teaching, providing students with professional courses taught in pure English, creating a teaching effect of twice the result with half the effort.
On the whole, bilingual teaching in colleges and universities in China is still in its infancy, and a scientific and reasonable bilingual teaching model has not yet been formed. Therefore, we should actively explore the bilingual teaching model in colleges and universities in order to cultivate more high-quality compound talents.
reference:
[1] Gao Zhiqing. Curriculum Orientation of Specialized English [J]. China University Teaching, 2004, (10)
[2] Jiang Hongde Construction and Practice of "Immersive" Bilingual Teaching Model [J]. Education Development Research, 2004, (6)
Chapter 7: Model Essays of High School Chinese Methods
Key words: high school Chinese teaching; college entrance examination; New curriculum standards; Exam description
CLC No.: G63 Document Code: A Article No.: 1673-9094 (2011) 11-0007-04
1、 Ideal is full
High school Chinese teaching is a teaching activity conducted under the guidance of the "General High School Chinese Curriculum Standards (Experiment)". As for the overall goal of Chinese teaching in senior high school, the "New Curriculum Standard" defines as follows: "Senior high school curriculum should further improve students' Chinese literacy, enable students to have strong Chinese application ability, certain aesthetic ability, inquiry ability, form good ideological and moral quality, scientific and cultural quality, and lay the foundation for lifelong learning and personalized development." [1] The college entrance examination (the national unified examination for enrollment of ordinary colleges and universities) is a selective examination for qualified high school graduates and candidates with the same educational level, and it is an important means for the country to select talents. In contemporary China, the college entrance examination to some extent determines the future and destiny of a child and even a family. Compared with some other forms of language curriculum evaluation, such as phased testing, observation activity evaluation, growth record evaluation, the college entrance examination is undoubtedly more concerned and valued by schools, families and society. Even in real life, children's Chinese learning and teachers' Chinese teaching are greatly affected by the college entrance examination, which has become the baton of Chinese teaching.
Since the college entrance examination cannot be avoided, an ideal state is to make the proposition idea of the college entrance examination completely coincide with the Chinese teaching goal embodied in the "new curriculum standard", make the Chinese teaching practice based on the "new curriculum standard" manifest its value in the college entrance examination, and let the college entrance examination really test the students' Chinese application ability, aesthetic ability and inquiry ability, Let students with high Chinese literacy get high scores in the college entrance examination.
Read the Notes to the College Entrance Examination in Jiangsu Province in recent years. In the "Guiding Ideology of Proposition" section, there is a paragraph stating that, according to the requirements of ordinary colleges and universities for the cultural quality of freshmen, the proposition of the Language Section (Jiangsu Volume) of the National Unified Examination for the Enrollment of Ordinary Colleges and Universities in the year of 20 × × will be based on the Chinese Curriculum Standards (Experiments) for Ordinary High Schools issued by the Ministry of Education of the People's Republic of China, With reference to the National Unified Examination Outline for Enrollment of Ordinary Colleges and Universities (Experimental Edition of Curriculum Standards), and in combination with the teaching requirements of ordinary high schools in Jiangsu Province, we focus on the examination of Chinese application ability, aesthetic ability and inquiry ability, close to real life, full of the flavor of the times, and strive to guide candidates to obtain a more comprehensive Chinese literacy, Thus, it is conducive to promoting the comprehensive implementation of quality education in middle schools and selecting talents in colleges and universities. From this point of view, the guiding ideology of the organizer of the college entrance examination is very clear, and its direction is to examine students' essential quality habits, language ability and language literacy.
If in reality, we can really achieve such an ideal state, then the college entrance examination, the baton of Chinese teaching, will be beneficial without harm. However, in the actual teaching and proposition, there are many phenomena of misinterpreting and dissimilating the relationship between Chinese teaching and college entrance examination. The distance between reality and ideal is very far.
2、 The reality is very skinny
1. Educators' misunderstanding
Among grass-roots teachers, the most typical misunderstanding is that college entrance examination is synonymous with exam oriented education, which is incompatible with the new curriculum standards and quality education. The new curriculum standards and quality education are just fashionable words in the educational circles at present, which can be used for decoration. As long as the college entrance examination exists for one day, exam oriented training is the only way. In teaching, it is possible to practice exam oriented education under the guise of quality education.
Therefore, we have seen such a form of Chinese teaching.
The "Endless sea of questions and painstaking boat making" pose. In the opinion of teachers who hold this view, since the college entrance examination is about scores, we can refer to the experience of other disciplines (such as mathematics, physics, etc.), and scores are obtained by repeatedly doing problems, practice makes perfect. Of course, Chinese is no exception. As a result, these teachers ignored the learning rules of the Chinese discipline itself, advocated the scientization of the Chinese discipline, and engaged in the art of sea warfare. At the beginning of senior high school, students were asked to do so-called simulation questions, such as "Century Gold List", "Golden Edition New Learning Plan", "One Lesson One Exercise", "Five Year College Entrance Examination Three Year Simulation", and so on. When students are not allowed to do exercises, they will feel insecure. As for the text in the textbook, it can completely be used as the text of reading training, and reading teaching is the guidance of text reading problem solving. In the third year of senior high school, it was even more out of control. Language base, pragmatics, ancient poetry and modern literature were all doing various simulation questions throughout the school year. One round of review, two rounds of review, and three rounds of review bombarded students in turn. Under the poison of this teaching method, Chinese, a subject full of humanistic care and aesthetic interest, has become detestable and uninteresting in the eyes of students, and the improvement of achievements has become more extravagant.
"Technology and method first". Teachers who hold this view are often those who have studied the college entrance examination questions to a certain extent and have tasted some method guidance to bring benefits in the past college entrance examination. They mistakenly equate Chinese teaching with the guidance of problem-solving methods and magnify techniques and methods infinitely. First of all, I have my own research methods. For example, I made poetry questions around the four major aspects of "which images to choose, what techniques to use, what content to write, and what emotions to express", and hit every shot; For another example, argumentative writing is a routine of "what+why+how to do". Then, in most classroom teaching, intentionally or unintentionally instill their own methods. Regardless of whether the method developed by teachers themselves is scientific or not for solving college entrance examination questions, this kind of teaching, which replaces reading, appreciation and perception with problem solving technology, runs counter to the right path of Chinese learning. In such a classroom for a long time, students with good Chinese skills will lose their Chinese literacy; The students with poor basic skills cannot find the right way to improve their Chinese achievements. The accidental phenomenon that problem-solving skills are used in the college entrance examination is at best just a speculative success, which is bound to be difficult to replicate in the increasingly scientific Chinese college entrance examination.
There are also some teachers who have reflected on the current Chinese teaching, and are not satisfied with the teaching form of improving the college entrance examination results by engaging in exercises, naval warfare and pure technical methods. However, from the perspective of their teaching practice, they still failed to get out of the prison of mistakes and were still far away from the ideal teaching realm. The teaching forms can be summarized as follows:
"Broad sea and sky" style. These teachers have a big misunderstanding of the new curriculum concept, thinking that the curriculum reform means more classroom activities and forms. Therefore, their classroom teaching methods are rich: pictures, music, courseware and even films; Various teaching forms: multilateral activities, group discussions, expansion and even improvisation; Teaching design "painstakingly": music introduction, reading by teachers and students, slide show assistance, picture interpretation, and practical connection. However, language, as the fundamental foothold of Chinese teaching, has been intentionally or unintentionally weakened. This kind of "doing nothing" teaching form is also not conducive to the formation and development of students' Chinese literacy, nor can it bring about the improvement of exam results.
"Dragonfly Skimming the Water". These teachers have more or less carried out some new curriculum reform experiments in teaching, especially in the first and second year of senior high school. They temporarily abandon the influence of periodic tests and concentrate on leading students to read, accumulate, appreciate and write. However, in reality, the wind of exam taking prevails, and they lack the courage to completely subvert the tradition; Second, the college entrance examination is related to the fate of the majority of students, who cannot bear the responsibility for the failure of reform. As a result, with the idea of "no merit, but no fault", the teaching practice either stops briefly, or changes in the middle of a long period of failure, reluctantly goes back to the old way of Chinese teaching, and the teaching performance is naturally very small.
There are still quite a few teachers who have never thought independently and deeply about some basic problems of Chinese, including the relationship between teaching and college entrance examination. Their teaching often presents a state of blind disorder or drifting with the tide, and students' college entrance examination results are certainly unsatisfactory.
2. Proponent's blind spot
Blind spot 1: lack of understanding of middle school teaching and students' situation.
At present, college professors are the main experts in the Chinese topic of the college entrance examination, and their advantages need not be repeated. However, such a team also has hidden dangers. The most prominent problem is that the proponents lack a very clear understanding of the reality of Chinese teaching in middle schools and students' learning, which has a negative impact on the scientificity of the proposition and the reliability and validity of the college entrance examination.
For example, the third question of the literary text of the 2009 Jiangsu volume, "The Supreme Virtue Is Like Water", "This article is about Dujiangyan, but it is not good at description. Please specify what characteristics it has in artistic expression." It is said that the average score of this six point question across the province is 0.27, which is a record low. The reason should be that the proposer subjectively believes that senior high school students, like college Chinese students, can grasp the artistic characteristics of articles from the height of article learning. As a result, this question was no different from an invalid question in the college entrance examination that year because of the poor grasp of teaching and learning conditions.
Another example is the discussion text "Tan Jing" in the 2010 Jiangsu volume, which is repeated with the 2008 Hunan volume (although it has been deleted, nearly half of the text is the same). What's more, the three subjective questions have two questions and answers similar to the Hunan volume. Imagine that in the exam oriented senior three class, there must be students who have trained the Hunan volume of Tan Jing. Their teacher has already analyzed the ideological content, thinking structure, artistic characteristics of this article in detail, and also presented the answers to the questions. So, can the examinee who has never read and done Tan Jing, but whose Chinese literacy is still good, have taken the examination of the students who lack Chinese literacy but have been "intensively read" and trained in this article? Under the command of such a baton for college entrance examination, will front-line teachers still be relieved to cultivate students' Chinese ability and enhance their Chinese literacy?
Blind spot 2: I can't understand the course standards and exam instructions thoroughly.
It should be recognized that in recent years, the Chinese test papers for the college entrance examination in Jiangsu Province basically reflect the concepts and requirements of the curriculum standards and examination instructions, that is, pay attention to the overall improvement of students' Chinese literacy, and pay attention to the examination of students' Chinese application ability, aesthetic ability and inquiry ability. However, it is undeniable that there are some unsatisfactory places.
For example, in recent years, literary text questions, such as "A Painting of Cattle and Herons in Misty Rain" (2006), "Maitian" (2007), "Sling" (2010), "This is Your War" (2011), each text has four subjective questions, none of which involves understanding the meaning of important words and sentences, seriously ignoring the taste of language and characters, and literariness is obviously greater than literariness. In fact, language is the home of existence (Heidegger language), the carrier of the author's feelings, and the key to improving the ability of reading appreciation. How can we ignore the examination of students' language taste and appreciation ability when literary texts are the key part of the college entrance examination paper? Contrary to the Jiangsu volume, the national volume ordered by the National Examination Center will set a sentence examination question every year for literature reading, which has to cause reflection on the Jiangsu volume.
Moreover, the popular inquiry questions today are also suspected of "hanging sheep's head" and "selling dog meat". Since 2008, "Hou Yinjiang", the Jiangsu volume has appeared "inquiry question". It is a good thing that the college entrance examination proposition keeps pace with the curriculum standards. However, the vast majority of "inquiry questions" do not have much inquiry value in themselves, or the theory of inquiry is not worthy of the name. What is the difference between the inquiry question "This article has written the story of the pack team flying across the canyon, please explore its profound meaning and the author's emotional orientation" in the 2010 "Rope" and the question "This article has written the story of the pack team flying across the canyon, please summarize the multiple themes of the article and the author's complex emotions"? It is the last question in 2008's Hou silversmith: "The novel is titled 'Hou silversmith', but there are many words about Hou Ju. Please combine the full text to explore the reasons for the author's arrangement", which can be called the top grade of the inquiry question. This question has a wide space for exploration and various answers, which is conducive to the examination of students' thinking level and language ability. However, such good questions are too few.
3、 From criticism to construction
1. Create scientific college entrance examination papers and let evaluation lead the classroom
Scientific college entrance examination papers are conducive to testing students' Chinese literacy, scientific college entrance examination papers are conducive to testing students' Chinese ability, and scientific college entrance examination papers are conducive to selecting talents in colleges and universities.
To create more scientific college entrance examination papers, college entrance examination proposition experts need to further strengthen the research on curriculum standards and examination instructions. On the premise of understanding the curriculum standards and the spirit of the examination outline, the optimization of college entrance examination questions can be achieved through careful planning, discrimination and screening, so that the scientific college entrance examination papers can lead the Chinese classroom to standardization and purity.
To create a more scientific college entrance examination paper, it is necessary to further optimize the team of experts in setting questions, absorb a group of front-line teachers with considerable theoretical height, rich teaching experience and in-depth research on college entrance examination into the setting team, so as to make up for the lack of recognition of university professors on middle school teaching and students, and make the college entrance examination paper more close to the curriculum, textbooks and students, It is more in line with the reality of middle school teaching, so as to lead the Chinese classroom to low consumption and high efficiency with credible college entrance examination papers.
2. Build an ideal Chinese classroom and use teaching to win the college entrance examination
The ideal Chinese classroom is certainly not a classroom that holds high the banner of quality education and carries out exam oriented education; The ideal Chinese classroom is not a pseudo Chinese classroom occupied by various non Chinese activities under the guise of "subject infiltration" and "cooperative learning". The ideal Chinese classroom is a classroom that solidly promotes speech practice, is a classroom that practically carries out listening, speaking, reading and writing activities, and is full of Chinese flavor. Only by staying in such a classroom for a long time can students' Chinese literacy be improved and their Chinese achievements be steadily improved.
To build an ideal Chinese classroom, teachers must establish a sense and firm a belief. Teachers should establish the awareness of constantly strengthening the research on curriculum standards and examination instructions, and insist on using curriculum standards and examination outlines to guide and test their own teaching. Teachers should firmly adhere to the belief that the Chinese teaching practice based on the "new curriculum standards" will enable their students to win the college entrance examination, devote themselves to carrying out "Chinese" activities, and cultivate students' Chinese ability.
To build an ideal Chinese classroom, students must be willing to learn, happy to learn, and take the initiative to learn. Interest is often the forerunner of learning. If you are interested, you will be fascinated; If you are fascinated, you can get into it and learn effectively. In teaching, Chinese teachers should use a variety of means, such as personal charm of teachers, unique language appeal of Chinese teachers, ingenious teaching design, etc. Of course, the most important thing is to try to tap the charm of knowledge itself, so as to stimulate students' desire for learning and love of Chinese.
To build an ideal Chinese classroom is to build a classroom in which students actively carry out listening, speaking, reading and writing activities under the guidance of teachers' careful presuppositions. Such a classroom also does not exclude teachers' guidance. Of course, the method mentioned here is definitely not rigid answer skills, but a method conducive to improving students' listening, speaking, reading and writing abilities. For example, the general methods of reading, such as overall grasp, associative imagination, comparative appreciation, etc. Once students master these methods, their ability to read and understand the text will be improved.
To build an ideal Chinese classroom, teachers should try to avoid the teaching form of "presentation - inculcation" and encourage students to "question - practice - discovery". For example, the acquisition of the "comparison" technique in reading appreciation mentioned above, if teachers just indoctrinate students with its importance, it will certainly not produce much benefit for students to master this technique. However, if we lead students into the language scene, guide them to chew and taste between "the spring breeze is green on the south bank of the Yangtze River" and "the spring breeze is coming to the south bank of the Yangtze River again", and speculate between "the tide is flat on both sides of the river" and "the tide is flat on both sides of the river", then students will find the beauty of this appreciation technique in the practical activities of appreciating poetry and feeling the charm of language, Master the operation method of this technique and consciously apply it to other language appreciation activities, so as to improve your reading and appreciation ability.
In a word, although there are still many unsatisfactory aspects in the reality of senior high school Chinese teaching and college entrance examination, the consistency between the two has not yet been fully established. However, as long as we face up to the existing problems and solve them one by one, we believe that the high school Chinese teaching and college entrance examination based on the "New Curriculum Standard" will be closer and closer, and the distance between reality and ideal will not be far!
reference:
[1] Ministry of Education of the People's Republic of China. Chinese Curriculum Standards for Ordinary High School (Experiment) [M]. Beijing: People's Education Press, 2003
[2] Jiangsu Provincial Education Examination Institute. 2011 Jiangsu Provincial College Entrance Examination Description [M]. Nanjing: Jiangsu Education Press, 2010
[3] Liu Guozheng. Teaching Ideas of China's Famous Super Grade Teachers (Middle School Chinese Volume) [M]. Nanjing: Jiangsu Education Press, 1996
Analysis and Strategy on Relationship between Chinese Teaching and
College Entrance Examination
ZHANG Zhong－yu
（Jiyang Senior High School， Zhangjiagang 215600， China）
Chapter 8: Model Essays of High School Chinese Methods
Key words: French; Teaching; communicative competence
CLC No.: G642.0 Document Code: A Article No.: 1674-9324 (2014) 29-0102-02
In the context of good political and economic relations between China and French speaking countries, more and more young Chinese go to France and other French speaking countries to study or work. As soon as they set foot in the territory of French speaking countries, those young people who have dreams of studying abroad or working will immediately find themselves in an all French communication environment. However, even French majors who have studied French for four years in universities will still encounter many problems in communication in the face of this completely unfamiliar new environment.
1、 Reasons for Lack of French Communicative Competence
It seems that the above questions are related to the ability to communicate in a foreign language. The concept of "communicative competence" was first proposed by Dell Hymes, an American sociolinguist. He believes that communicative competence not only includes the understanding and mastery of the language form of a language, but also includes the understanding and mastery of the knowledge system of when, where, and how to communicate with who properly uses the language form. Wen Qiufang believes that "different from native language communication, cultural differences often exist between the two sides of foreign language communication. Therefore, it is more targeted to define foreign language proficiency as' intercultural communicative competence ', because this concept includes the ability to deal with cultural differences." Through investigation and research, we found that among French students, The lack of French communication ability is mainly affected by the following factors: First, Chinese traditional culture. In China, the Confucian and Taoist thoughts of Confucius, which have a long tradition, emphasize respect for teachers, modesty and prudence, harmony and moderation. Students have been taught to respect teachers since childhood, to be obedient in class, to keep quiet, to be modest and not to ask stupid questions. Second, the teaching purpose of Chinese French major. To a large extent, the purpose of teaching in China is to achieve good results in written examinations. The purpose of teaching French majors is often to successfully pass the national CET-4 and CET-8 examinations for French majors, both of which are in the form of written examinations but not oral examinations, The most direct result of this is that both teachers and students only focus on learning the language knowledge to be tested in the written test, and do not pay attention to developing language communication ability in the use of language. Third, traditional foreign language teaching and learning methods. China's foreign language teaching methods overemphasize grammar learning and translation and advocate "forced memorization", which is not conducive to the cultivation of the habit of using foreign languages in the classroom. Moreover, these traditional teaching methods put teachers at the center and seldom consider the needs or interests of students. Therefore, in Chinese classrooms, students should be trained to speak in foreign languages in public to express their views, but the reality is that teachers always speak more than students.
2、 Solutions to the Lack of French Communicative Competence
In order to solve the problem of the lack of French communication ability, we put forward the following suggestions: First, we should properly revise the syllabus of the National French Major Band 4 and Band 8 Examinations, bring oral English into the examination scope, and consider using monologue and dialogue between two people to examine students' oral English level and communication ability, In this way, teachers and students can greatly increase the importance of oral language expression, thus gradually improving the French communicative ability. Second, colleges and universities rearrange French courses to reduce the time for grammar learning and practice. Because this boring grammar learning only allows students to do endless written grammar exercises without context and specific language communication. Although students can master certain grammar knowledge through this large number of grammar exercises, they are too much squeezed out of the time they should have used to listen to and speak French and communicate with each other in French. At the same time, the most important thing is to add courses on the practical use of French. In such courses, oral training for role playing or reading and writing useful French texts, such as resumes, motivational letters, thank-you letters, invitations, contracts, etc., are conducive to the cultivation of French communication ability. Third, although the "communicative teaching method" has been introduced into China for more than 20 years, teachers almost still adopt the traditional teaching method to teach French, that is, to emphasize the acquisition of language knowledge and ignore the ability of language communication. And most of the textbooks they use are relatively old, written by Chinese teachers, and some of the dialogues in them do not quite conform to the real life situation of people in French speaking countries. Therefore, we believe that it is necessary to introduce the "communicative teaching method" into the French classroom in China, combine it with traditional teaching methods, and take a larger proportion than traditional teaching methods. At the same time, we should select newer, more authentic and more appropriate textbooks, especially the original textbooks prepared by French speaking countries, so that students can better understand the culture of French speaking countries. Fourth, we believe that there is an urgent need to provide more regular professional training for French teachers in China, especially training on teaching methods. If French teachers can receive more systematic and scientific training, I believe that French teaching will get twice the result with half the effort. In addition, although some young French teachers have obtained master's or doctoral degrees in French or other majors, they may not have a good grasp of French or the culture of French speaking countries. Chinese education departments or colleges themselves should provide more opportunities for these Chinese French teachers to study in French speaking countries, so that they can better improve their French level and better understand the society and culture of French speaking countries, so as to help students improve their French communication level. Fifth, the weight of foreign teachers in French teaching in China cannot be ignored. Hu Wenzhong (1994) pointed out that "language is a form of expression of culture, and it is impossible to learn English well without understanding British and American culture." We believe that as foreign teachers whose mother tongue is French, they know their own language and culture far better than any French teacher in China, so they should undertake more teaching tasks than Chinese teachers. Nowadays, the number of foreign teachers majoring in French is far from enough in Chinese universities. Therefore, we suggest that the number of foreign teachers and class hours should be greatly increased so that students can have more opportunities to communicate with them. Chinese French teachers and foreign teachers should also cooperate more closely. At the same time, foreign teachers can also use these exchanges to better understand Chinese students, which will help promote students' French communication level. Sixth, we believe that Chinese education departments or universities should provide more opportunities for Chinese French students to study or work abroad for a short time, so that more French students can enter the French speaking countries and experience the local customs and customs. Such short-term foreign experience will lay a good foundation for future study or work in French speaking countries, So as to reduce the obstacles in French communication. Finally, we believe that French teachers should encourage students to learn independently and guide students to find a large number of French learning resources, such as novels, movies, songs, games, etc., which are conducive to the practical use of French. Students can also practice French online or in real life with people from French speaking countries to improve the level of French communication.
It is a long way to go to improve the French communication level of Chinese French students. As French teachers, we should sum up experience in teaching practice, and strive to improve our French level and teaching level. In class, we should encourage students to speak in French, and create more opportunities for students to have more in-depth exchanges with foreigners whose mother tongue is French, In the four years of French teaching, we strive to enable students to achieve a good level of French communication, and encourage students to take advantage of the good diplomatic relations between China and France, and strive to seize the opportunity to study in French speaking countries, improve their French level, and better use French as a language tool to achieve their dreams.
reference:
[1] Wen Qiufang. Intercultural Oral English Course [M]. Beijing: Foreign Language Teaching and Research Press, 2005:68
[2] Hu Wenzhong. Culture and Communication [M]. Beijing: Foreign Language Teaching and Research Press, 1994:71-73
[3] Shu Dingfang, Zhuang Zhixiang. Modern Foreign Language Teaching: Theory, Practice and Methods [M]. Shanghai Foreign Language Education Press, 1998
[4] Yang Hong. Intercultural Communication and Foreign Language Teaching [M]. Xi'an: Northwest A&F University Press, 2005
[5]COURTILLON Janine，Elaborer un cours de FLE[M]. Paris：Hachette，2003.
Chapter 9: Model Essays of High School Chinese Methods
[Key words] Senior 3 English; Review class; principle; Classified review; Expertise
At present, some senior three students lack vocabulary, grammar knowledge and reading ability. English learning is difficult, time-consuming and laborious, and the effect is not obvious. Therefore, we should attach great importance to the review class of grade three, flexibly use teaching strategies, and constantly improve students' English knowledge and ability.
1、 Principles of English Review Class in Senior Three
English class in Senior Three is mainly based on review, and it is directly related to the college entrance examination results, so it plays a very important key role. In order to have a good review of English in Senior Three, we must adhere to the principle of full and comprehensive. If it is necessary to review, it must be done fully, otherwise it is better not to do it. Attention must be paid to avoid the impact on students caused by this and that; Focus on one knowledge point, try to explain it thoroughly, so that students can understand, understand and remember it, and each review lesson should play a certain role and effect; In addition, we should also pay attention to the systematicness and comprehensiveness of English knowledge, strive to spread from one knowledge point to other related similar knowledge, guide students to establish a systematic knowledge system, master good review methods, and comprehensively improve the effect of English review.
2、 Based on the text, implement the classified review method
In the teaching of English review class in Senior Three, the review of English texts is the basis for cultivating and improving students' English knowledge and ability. English texts also involve sentence patterns, vocabulary, phrases and grammar. Therefore, teachers must effectively classify knowledge based on the text, and guide students to review in a targeted way according to their ability level and knowledge characteristics.
1. Top priority of reading and understanding
The key to developing students' reading comprehension ability lies in first guiding students to solve some common problems, such as: slow reading speed; Can't skip, scan, skim, and grasp the "meaning group"; Low understanding accuracy; Long difficult sentences can not recognize the structure, etc. In view of the above situation, in the later review, we should focus on the following aspects to solve practical problems: (1) Correct bad reading habits. Overcome the bad habit of using finger words, repeating, and not using known information to derive or combine with the following to obtain unknown information. Pay more attention to time limited training in peacetime training. (2) Under the guidance of teachers, candidates should learn to analyze long and difficult sentences, grasp the main idea of the full text as a whole, and ignore some "residual information" that has little to do with the topic. (3) For articles of different genres and themes, different reading methods and skills should be adopted. For example, it is better to choose the "sequential reading method" for story articles, while it is better to read the title first and find the method later for advertisements, charts, etc.
2. Cloze filling from weak to strong
Cloze test is a weak point of students, which needs focus training. Based on the analysis of cloze test in recent years, most of the options are intended to examine the ability of examinees to use the learned fixed grammatical structures in the whole context to improve their ability to understand the text and restore the article. When solving problems, the first task is to skip the blank, or combine options, use the first paragraph, the first sentence, the end and other comprehensive analysis, to pursue the main line, natural gestalt. If the examinee is not sure about the context and main line of the whole article, it is impossible to achieve gestalt. When training cloze test, teachers and students can draw some key paragraphs together in the textbook, and ask students to copy the paragraphs neatly on the exercise book in the way of missing a word every few words (usually 4 or 5), and then fill in the missing words again. This kind of training is more interesting. Students like it and the training effect is good. Teachers can also provide four to five separate answers in advance to reduce the difficulty, so that students will not be defeated at the beginning. Step by step, the most important thing is persistence. It must not be a difficult thing to overcome gestalt.
3. Question type interpretation and answering skills
Correcting mistakes in short passages is the simplest question in English examinations. However, looking through the college entrance examination papers over the years, it is found that most of the examinees do not get high scores in correcting mistakes in short passages. The analysis of the reasons is that they do not attach importance to correcting mistakes in short passages. The examinees believe that they should not have enough time in such questions, and the time for answering questions is only ten minutes, so many examinees will cope with things; Grammar knowledge is weak, and essay correction has a lot of grammar review. If you do not have a perfect grasp of grammar knowledge, it is difficult to get high marks. Therefore, candidates should first master the methods and skills of doing the questions, read the full text first, grasp the meaning of the tower of the passage, and then correct the mistakes one by one.
3、 Implement mechanical review and training
It is also the most basic and effective review method to train and review the unit knowledge points repeatedly by using different question types, so as to strengthen memory and promote students to master the basic knowledge points of the unit. It should be noted that teachers should make full preparations before class and try to design different types of questions to avoid the boredom and monotony of knowledge review in the process of mechanical review and training. In the review teaching, teachers can design different types of questions in a planned and targeted way, or insert some music, pictures, English songs and poems, etc., to avoid monotony and uninteresting in the classroom, so as to fully mobilize students' interest and enthusiasm in learning, so as to ensure the maximum effect of mechanical refresher training. For example, teachers can design different questions to repeat the same knowledge point. Such repeated and mechanical training can deepen the students' understanding and memory of English knowledge, further master English knowledge, accumulate English experience, improve their review effect, and then comprehensively improve their English knowledge level and ability.
4、 Strengthen interactive teaching and stimulate students' interest in English review
In fact, English review classes in Senior Three are boring and monotonous. In addition, students are under great pressure to enter higher education. Therefore, excessive and boring English review classes can easily make students feel disgusted, even bored. As an advanced and relatively new teaching method, interactive teaching can effectively improve the enthusiasm of students to participate in review lessons. Therefore, senior three English teachers must flexibly use teaching methods, strengthen the interaction between teachers and students, students, and students, be good at creating good teaching conditions, and create a relaxed and pleasant teaching atmosphere, Improve the enthusiasm and initiative of students to participate in the English review class, and then improve the efficiency and effect of the English review class in Senior Three. For example, teachers can design a theme or set "meaningful dialogues" for each review lesson, guide students to use the knowledge points they have learned to conduct dialogue, exchange and interaction between teachers and students, students and students, and deepen the understanding and memory of the knowledge learned through meaningful dialogue. As designers of good materials and backgrounds, teachers also need to flexibly play the roles of director, collaborator and evaluator in interactive dialogue, so as to create a relaxed classroom atmosphere and stimulate students' interest and enthusiasm in participation.
5、 Conclusion
In a word, the English class in Senior Three is mainly about review. Try to review all the knowledge points from Senior One to Senior Three. English teachers in Senior Three should keep pace with the times, constantly develop teaching content, update teaching methods, systematically and comprehensively guide students to master the correct review methods, stimulate the interest and enthusiasm of participating in review, so as to promote students to master and remember English knowledge as much as possible; At the same time, in the review process, teachers should assist students in finding and filling gaps, and guide them to establish a systematic English knowledge system, so as to accumulate more English experience and comprehensively improve their English level and language application ability while achieving good results in the college entrance examination.
reference:
[1] Hu Liangyu, Wu Ying. Some Experience of English Review Class [J]. China Science and Technology Information, 2008, 08:221+223
