Set new foreign language teaching pattern centered on students

1、建立以学生为主体的外语教学模式set new foreign language teaching pattern centered on studentscontentsabstract.1keywords.1introduction.21the drawbacks of traditional teaching pattern22characteristics of new foreign language teaching pattern.33teachers role change in the new foreign language teaching pattern.54a comp

2、arison between online english language teaching and classroom english language teaching.7（1）an analysis of classroom english language teaching7（2）an analysis of online english language teaching.8（3）a comparison between classroom english teaching and online english teaching.9conclusion14reference.14s

3、et new foreign language teaching patterncentered on students摘 要：在过去的几年里，在大学英语教学改革中以学生为中心的新教学模式取得了较大的成功。文章介绍了以学生为中心的新教学模式，对新教学模式的特征和教学活动的安排作了有益的探索，并提倡在外语教学中积极采用利用多媒体技术的交际教学法。为了适应时代的变化和需要，我们必须打破传统的教学模式，这样我们可以建立适应社会的有用的能力。新的教学模式将激发学生的兴趣并能意识到教师与学生角色的转换的重要性，这将有助于大大提高语言教学能力。21世纪对外语人才的需求将呈不断上升的趋势，新的外语教学模式将

4、适应社会的需要并使教师进入到一个全新的角色。关键词：英语 教学模式 多媒体abstract：great success of the reform has been made in college english teaching in the past few years.this paper introduces new pattern of college english teaching, which centered on students. in order to adapt to times change and requirement, we must break the ch

5、ain of traditional class teaching pattern centered on students. thus we can cultivate useful talents needed by our society. the new teaching pattern centering on students will fully stimulate students interest，realize the role transfer between teachers and students，and improve language teaching so m

6、uch。there is a rising trend for the demand of talents in foreign language.as a higher institute english teaching in our university should meet the needs of society and new teaching pattern and bring english teachers into full play.it is reported that network-based technology has brought an exploding

7、 increase in the number of innovations in foreign language teaching throughout the world. creating and using a new foreign language teaching pattern centered on students is integral to the process of creating learning communities. the concept is simple but its implications are far-reaching: students

8、 and their ability to learn are at the center of what we do. this means that we focus on the process of learning rather than the content that the content and the teacher adapt to the students rather than expecting the students to adapt to the content, that responsibility is placed on students to lea

9、rn rather than on professors to teach.key words：english teaching pattern multimediaset new foreign language teaching patterncentered on studentsintroduction:the university is placing emphasis on listening and speaking of foreign languages to ensure that students can be equipped with foreign language

10、 proficiency when they work for their country in the international community。 the demand for foreign language specialists is on the rise, not only in foreign affairs but other areas as well amid deepening exchanges and cooperation between countries and development of science and technology. the recl

11、usive country is slowly reaching out to the outside world as it seeks to improve its relations with the world。for a long time, the university english teaching of our country follows the traditional teaching mode of regarding teacher as the center. basically, such traditional classroom instruction mo

12、de puts undue emphasis on teachers knowledge of teaching, students accept knowledge, it has not carried out this principle that the knowledge of “outlines combines with ability conscientiously. the relations between teaching and learning are basic relations in all english teaching of the university

13、relations, and the traditional teaching mode of regarding teacher as the center is wrong. the teacher is a protagonist in the classroom, the classroom instruction is taught for the center with the teacher, students do not have enough practice chance; their main task is to listen to the talk and take

14、 notes. this kind of teaching mode is to lay stress on teaching instead of learning, which make light of being studied in fact, its drawback is obvious. so we must set new teaching pattern centered on students and we can cultivate useful talents needed by our society. creating and using a new foreig

15、n language teaching pattern centered on students is integral to the process of creating learning communities. the concept is simple but its implications are far-reaching: students and their ability to learn are at the center of what we do. this means that we focus on the process of learning rather t

16、han the content that the content and the teacher adapt to the students rather than expecting the students to adapt to the content, that responsibility is placed on students to learn rather than on professors to teach.1. the drawbacks of traditional teaching pattern:(1) the university english is a co

17、urse of very strong practicality; the exaltations of various languages technical ability cant do without the students practice. but under the traditional teaching mode of take teacher as the center, the teachers explained in detail take main time of the classroom, having a class to take teacher as t

18、he center, students who become the negative and passive language accepters in the teaching process, because of have no enough opportunity of usage language, the students actual expression ability is badly, this kind of mode disadvantages do not transfer students zeal, initiatives and creativity.(2)

19、the development of the foreign language teaching should develop with the demand of the social development. an outstanding problem of our country foreign language teaching is: time-consuming low effect, the graduates start to learn english from the junior high school, learning for eight years at leas

20、t, but in the present condition, the effective demand that the english level of the graduates cant adapt to communicate outward, even holding four and six class certificate, also cant be free to chat with the foreigner, cant accurately comprehend and translate the professional cultural heritage. som

21、e units of making use of personnel have to carry on return to stove and train them again. result in this kind of condition of reason is surely a lot of, such as the language environment problem, english teachers problem etc., but, the teaching mode that adopt take teacher as the center has caused th

22、e students dummy english and the deaf english. practice is certifiable that this kind of traditional teaching mode has already adapted our demands in the new period, it also cant satisfy the objective demands of our country economy society development and opening to the outside world to the universi

23、ty english teaching outward, so we should and must take into the reform.2. characteristics of new foreign language teaching pattern: order thinks: the valid language teaching shouldnt disobey the natural process, but should adapt the natural process; shouldnt hinder the study, but should contribute

24、to the study and promote the study. cant let the students adapt the teachers and teaching materials, but should let the teachers and teaching materials adapt the students. the initial mission of english study is the students learn, not,” the teachers teach”. students should complete their study miss

25、ion, find the problem and realize their target. controlling the english knowledge, developing and raising various technical abilities of reading, hearing, saying, writing and translating depend on giving free rein to their subjective. therefore, the student is the center of the teaching, the corpus

26、of the teaching. so, to reform the traditional teaching mode is to change take teacher as the center as with student for center of the topic teaching mode”. this kind of teaching mode divides english teaching into two big pieces. one is the development of the comprehensive applied ability of languag

27、e in the class. the other is the students initiative reading, hearing, saying, and writing. passing extracurricular and a great deal of training inside students lesson, attains finally to the ability that english carry on the social intercourse.(1) the comprehensive applied ability of the developmen

28、t inside the lesson and the exaltation languages comprehensive applied development ability. the contents and activities of the teaching material should embody the comprehensive ability of hearing, saying, reading, and writing, and center on a common topic which students interest and can cause the th

29、inking. the purpose is that the students have the opportunity to contact the topic of the language phenomenon of different layer and digest in time these languages of backlogs, participating the activity, expressing own standpoint. the teachers function is to positively encourage students to partici

30、pate and discover their difficulty in time, to provide the help, to make various fulfillment activities. the practice activity of language that designed should involve various language technical abilities, and possibly embody actual language environment which the language technical ability make use

31、of. concrete classroom arrangement can follow several aspects: ) the language activity that take hearing as the center. let students hear the same topic material, guide them to comprehend the gist and the detail contents. on this foundation, request the student to complete diverse exercise, for exam

32、ple, you can organize students to hear the dint material, discuss their standpoints and express their own viewpoint etc. encourage the students who are weak at hearing. ) let the students see the slide in the multimedia classroom. first prepare several minutes and then let the students and students

33、or teachers and students carry on the question and answer practice, or let the students retell again the language material that just saw, or carry on the discussion then send the representatives speech. thus, at the time of the vernacular speech ability is elevated; also arouse the study of the writ

34、ten language. ) regards the reading as the center . reading is one of the important skills in english learning. its purpose is to enlarge their vocabulary and familiarize themselves with background information about english and to cultivate(培养) students careful observation and their logic thinking.

35、what is more, it is to improve students comprehension. i have tried to train my students in the following ways: skimming and scanning, authors viewpoint, structure of the passage, structure of paragraphs, students anticipation, punctuation and summarizing. let the students complete a reading materia

36、l of the same topic in the prescriptive time, then, the teachers organize the students to discuss and answer the questions of reading comprehension, and complete the activity of other forms. make them be able to obtain more of relevant information. ) the language activity that regards the writing as

37、 the center . gives the students a few different titles, and let them choose freely, but all the titles center on the same topics launch, requesting the student to complete a relevant topic in rule time.(2) the teacher guides the students to hear, say, read and write. the arrangement of this part ma

38、inly includes the teacher guide students activity of hearing, saying, reading and writing. particularly the activity of hearing and reading. because reading and hearing is to obtain the language knowledge, lay the basal outlet of good language, the student musts read and hear in great quantities and

39、 then can improve the speech. reading and hearing is language activity of students individual to carry on and finished. because of the difference between student dissimilarity, reading and hearing, the speed of the dint comprehension is different, so arrange a great deal of reading and hearing for t

40、eachers guide and carry on the students independent activity is reasonable and viable.we begin by considering various possible intentions for setting up a foreign language curriculum in the school. one may be motivated by the intention to expose students to the study of a second language and culture

41、. a second motivation may be the intention to teach students a set of facts about a language, like what is a sentence in that language, what kind of patterns sentences have, what meanings a dictionary would list for some of its words, etc., as well as a set of fats about the language users, like wha

42、t they eat for breakfast, or what they say when they greet one another, and so on. a third intention in setting up a foreign language curriculum is to train students to perform as co participants in transactional interactions with speakers of that second language. this third intention coincides gros

43、s mood with what foreign language educators have discussed under the rubric of the ability to use the language, free or liberated expression, advanced foreign language training, and so one. the instrumental motivation of studying a foreign language because it is a necessary part of the curriculum wa

44、s created by the curriculum makers, in the first place, but in addition one can appreciate the fact that there is a vicious circularity to it whereby the content of the foreign language curriculum has been allowed to change in response to this motivation. thus, the universal audio lingualization of

45、the curriculum in the school over the past twenty years has gradually been specialized in the service of this purely educational motivation. nowadays, given the wide use of standardized discrete point paper and pencil achievement tests, the foreign language class has been very efficiently geared to

46、maximizing the number of students who can graduate with a foreign language study background that enables them to pass these standardized tests.3teachers role change in the new foreign language teaching pattern there is a rising trend for the demand of talents in foreign language。as a higher institut

47、e english teaching in our university should meet the needs of society and new teaching pattern and bring english teachers into full play。instead of being the dominating authority in the classroom, the teacher facilitates the communicative process among all the learners and between the students and t

48、he various tasks, giving guidance and advice when necessary. furthermore, teachers act as independent participants within the learning-teaching group. any unnecessary intervention on the teachers part may prevent learners from becoming genuinely involved in the activities and thus hinder the develop

49、ment of their communicative skills. however, this does not mean that once a teaching activity is in progress, the teacher should become a passive observer. it is still the teachers obligation to develop the students potential through external direction. although the teacher may be nondirective in ge

50、neral, it is still the teachers responsibility to recognize the distinctive qualities in the students (han 1979) and to help the students develop those qualities. in contemporary english teaching, the teachers function should become less dominant than before, but no less important. for example, his/

51、her role as an independent participant within the learning-teaching group is closely related to the objective of his/her role as communicative activator. these roles include a set of secondary roles for the teacher: first, as an organizer of resources and as a resource; and second, as a guide and ma

52、nager of activities. a third role for the teacher is that of researcher and learner, with much to contribute in terms of appropriate knowledge, abilities, and actual and observed experience in the nature of learning (breen and candlin 1980). one of the important components of communicative competenc

53、e is the ability to select a linguistic form that is appropriate for a specific situation (hymes 1981). hendon (1980) argues that today language has been redefined as an integral part of the culture with which it is connected. there is plenty of evidence that a good command of english grammar, vocab

54、ulary, and syntax does not necessarily add up to a good mastery of english. there is a set of social conventions governing language form and behavior within a communicative group.in a classroom of twenty to thirty students there may be as many as three students who are poor readers, listeners or com

55、prehend and these students are at risk of reading or comprehension failure if they do not receive proper training and instruction. usually they are placed in the same groups as “normal” learners and when they do not keep up they are simply considered stupid, lazy or unwilling to learn, when, in fact

56、, they just learn differently. these students struggle to learn and if they are not encouraged by teacher or parents, the learning process might become overwhelming and their level of achievement will be much lower than their potential. most of these children have an iq score close to normal, but st

57、ill they have great difficulty learning. usually the child is able to learn, but the issue is rather the teaching methods not being appropriate for the child in question. this is why the role of the teacher is of great importance in providing the right methods.teacher and student roles change: both

58、teachers and students become engaged in learning the teacher shares responsibility for learning and measuring learning the teacher assumes ultimate responsibility for maintaining a safe learning environment, a focus and a sense of flow students assume ultimate responsibility for self control and self discipline individuality is expected and honored - with respect to how learning will occur, how it will be measured, the pace of learning and measurement and repo