Study on Reform of College English Stratified Teaching Based on School-Based Characteristics

By Yang, Liu | English Language Teaching, May 2012 | Go to article overview

Study on Reform of College English Stratified Teaching Based on School-Based Characteristics


Yang, Liu, English Language Teaching


Abstract

Considering the status quo of college English teaching, we implement stratified teaching, which reflects the idea of stratification in terms of teaching objects, teaching management, teaching process and assessment and evaluation, makes each students get development to the greatest extent in interactive teaching practice of teaching and learning and facilitates students' cultivation and improvement of practical competence in English usage. Stratified teaching should be consistent with positioning of the school and the goal and requirement of talent cultivation and satisfy requirements of individualized teaching at the time of reflecting characteristics of agricultural and forestry schools and subjects.

Keywords: School-based characteristics, College English, Stratified teaching

1. Introduction

Whether from the perspective of national development or from the perspective of personal need, the importance of college English teaching should never be neglected. College English course is a public and basic required course that serves non-English undergraduate majors in institutions of higher learning and is an organic component of the holistic education in universities. It is closely connected with cultivation and development of students' professional skills, comprehensive quality, humanistic quality and innovation capacity. In the past few years, with the change of higher education from "elite" to "universalness", the structure of students sources has also taken a great change. Especially, for some higher agricultural universities, the scale of running a school is expanded, the level of running a school increases and the varieties of majors and subjects increased and students from all over the country have uneven English foundation. If we continue to organize the teaching of English courses according to the traditional classroom teaching system that is classified based on majors and adopt the same teaching goal, the same teaching syllabus, the same teaching materials, the same teaching means and the same assessment and evaluation standard, namely, a teaching model of "one size fits all", then it is necessary to cause the polarization phenomenon that "top students are on short commons" and "underachievers can't finish all", which may affect students' enthusiasm in learning and impede cultivation and improvement of students' competence of practical English usage. Obviously, this does not conform to the goal of college English teaching. It is a significant issue faced up by the reform in college English teaching at the present stage how to keep the industrial and subject characteristics and advantages in a new situation, improve the college English teaching system and enhance the holistic teaching level. Wang Shouren (2011) and Shu Dingfang (2006) et al discussed and made clear the mission and task in college English teaching; Zhou Yongmo (2011) et al analyzed the status quo of English teaching in agricultural and forestry college English teaching and the coping strategies; Chen Linxia (2005) and Zhao Liang (2011) et al made an in-depth analysis of the importance and feasibility of stratified teaching in college English. Thus, with ongoing of education reform, implementation of stratified teaching is a necessary requirement of college English teaching at a new period and is also an important component of the current implementation of reform in college English teaching that is led by listening and speaking. And with stratified teaching as a breakthrough, we can set up a complete, scientific and standard stratified teaching system for basic and subsequent college English courses. Stratified teaching should be consistent with positioning of the school and the goal and the requirement of talent cultivation and satisfy requirements of individualized teaching at the time of reflecting characteristics of agricultural and forestry schools and subjects, so as to enable teaching of college English to serve for the target of running a school, serve for the colleges and departments, serve for students and enable students to obtain self development in the development of their schools and finish their mission and task excellently. …

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