大学英语课程教学要求英文版

1、CollegeEnglishCurriculumRequirementsWithaviewtokeepingupwiththenewdevelopmentsofhighereducationinChina,deepeningteachingreform,improvingteachingquality,andmeetingtheneedsofthecountryandsocietyforqualifiedpersonnelinthenewera,CollegeEnglishCurriculumRequirements(Requirementshereafter)hasbeendrawnupto

2、providecollegesanduniversitieswiththeguidelinesforEnglishinstructiontonon-Englishmajorstudents.Becauseinstitutionsofhigherlearningdifferfromeachotherintermsofteachingresources,students'levelofEnglishuponenteringcollege,andthesocialdemandstheyface,collegesanduniversitiesshouldformulate,inaccordan

3、cewiththeRequirementsandinthelightoftheirspecificcircumstances,ascientific,systematicandindividualizedCollegeEnglishsyllabustoguidetheirownCollegeEnglishteaching.1. CharacterandObjectivesofCollegeEnglishCollegeEnglish,anintegralpartofhigherlearning,isarequiredbasiccourseforundergraduatestudents.Unde

4、rtheguidanceoftheoriesofforeignlanguageteaching,CollegeEnglishhasasitsmaincomponentsknowledgeandpracticalskillsoftheEnglishlanguage,learningstrategiesandinterculturalcommunication.Itisasystematicwhole,incorporatingdifferentteachingmodelsandapproaches.TheobjectiveofCollegeEnglishistodevelopstudents&#

5、39;abilitytouseEnglishinawell-roundedway,especiallyinlisteningandspeaking,sothatintheirfuturestudiesandcareersaswellassocialinteractionstheywillbeabletocommunicateeffectively,andatthesametimeenhancetheirabilitytostudyindependentlyandimprovetheirgeneralculturalawarenesssoastomeettheneedsofChina's

6、socialdevelopmentandinternationalexchanges.n.TeachingRequirementsAsChinaisalargecountrywithconditionsthatvaryfromregiontoregionandfromcollegetocollege,theteachingofCollegeEnglishshouldfollowtheprincipleofprovidingdifferentguidancefordifferentgroupsofstudentsandinstructingtheminaccordancewiththeirapt

7、itudesoastomeetthespecificneedsofindividualizedteaching.TherequirementsforundergraduateCollegeEnglishteachingaresetatthreelevels,i.e.,basicrequirements,intermediaterequirements,andadvancedrequirements.Non-EnglishmajorsarerequiredtoattaintooneofthethreelevelsofrequirementsafterstudyingandpracticingEn

8、glishatschool.Thebasicrequirementsaretheminimumlevelthatallnon-Englishmajorshavetoreachbeforegraduation.Intermediateandadvancedrequirementsarerecommendedforthosecollegesanduniversitieswhichhavemorefavorableconditions;theyshouldselecttheirlevelsaccordingtotheschool'sstatus,typesandeducationgoals.

9、Institutionsofhigherlearningshouldsettheirownobjectivesinthelightoftheirspecificcircumstances,strivetocreatefavorableconditions,andenablethosestudentswhohavearelativelyhigherEnglishproficiencyandstrongercapacityforlearningtomeettheintermediateoradvancedrequirements.Thethreelevelsofrequirementsareset

10、asfollows:BasicRequirements:1. Listening:Studentsshouldbeabletofollowclassroominstructions,everydayconversations,andlecturesongeneraltopicsconductedinEnglish.TheyshouldbeabletounderstandEnglishradioandTVprogramsspokenataspeedofabout130to150wordsperminute(wpm)graspingthemainideasandkeypoints.Theyaree

11、xpectedtobeabletoemploybasiclisteningstrategiestofacilitatecomprehension.2. Speaking:StudentsshouldbeabletocommunicateinEnglishinthecourseoflearning,toconductdiscussionsonagiventheme,andtotalkabouteverydaytopicsinEnglish.Theyshouldbeabletogive,aftersomepreparation,shorttalksonfamiliartopicswithclear

12、articulationandbasicallycorrectpronunciationandintonation.Theyareexpectedtobeabletousebasicconversationalstrategiesindialogue.3. Reading:StudentsshouldgenerallybeabletoreadEnglishtextsongeneraltopicsataspeedof70wpm.Withlongeryetlessdifficulttexts,thereadingspeedshouldbe100wpm.Studentsshouldbeabletod

13、oskimmingandscanning.Withthehelpofdictionaries,theyshouldbeabletoreadtextbooksintheirareasofspecialty,andnewspaperandmagazinearticlesonfamiliartopics,graspingthemainideasandunderstandingmajorfactsandrelevantdetails.Theyshouldbeabletounderstandtextsofpracticalstylescommonlyusedinworkanddailylife.They

14、areexpectedtobeabletoemployeffectivereadingstrategieswhilereading.4. Writing:Studentsshouldbeabletocompletewritingtasksforgeneralpurposes,e.g.,describingpersonalexperiences,impressions,feelings,orsomeevents,andtoundertakepracticalwriting.Theyshouldbeabletowritewithin30minutesashortcompositionofnoles

15、sthan120wordsonageneraltopic,oranoutline.Thecompositionshouldbebasicallycompleteincontent,clearinmainidea,appropriateindictionandcoherentindiscourse.Studentsareexpectedtobeabletohaveacommandofbasicwritingstrategies.5. Translation:Withthehelpofdictionaries,studentsshouldbeabletotranslateessaysonfamil

16、iartopicsfromEnglishintoChineseandviceversa.ThespeedoftranslationfromEnglishintoChineseshouldbeabout300EnglishwordsperhourwhereasthespeedoftranslationfromChineseintoEnglishshouldbearound250Chinesecharactersperhour.Thetranslationshouldbebasicallyaccurate,freefromseriousmistakesincomprehensionorexpres

17、sion.6. RecommendedVocabulary:Studentsshouldacquireatotalof4,795wordsand700phrases(includingthosethatarecoveredinhighschoolEnglishcourses),amongwhich2,000areactivewords.(SeeAppendixIII:CollegeEnglishVocabulary.)Studentsshouldnotonlybeabletocomprehendtheactivewordsbutbeproficientinusingthemwhenexpres

18、singthemselvesinspeakingorwriting.IntermediateRequirements:1. Listening:StudentsshouldgenerallybeabletofollowtalksandlecturesinEnglish,tounderstandlongerEnglishradioandTVprogramsonfamiliartopicsspokenataspeedofaround150to180wpm,graspingthemainideas,keypointsandrelevantdetails.Theyshouldbeabletounder

19、stand,byandlarge,coursesintheirareasofspecialtytaughtinEnglish.2. Speaking:StudentsshouldbeabletoholdconversationsinfairlyfluentEnglish.Theyshould,byandlarge,beabletoexpresstheirpersonalopinions,feelingsandviews,tostatefactsandreasons,andtodescribeeventswithcleararticulationandbasicallycorrectpronun

20、ciationandintonation.3. Reading:StudentsshouldgenerallybeabletoreadessaysongeneraltopicsinpopularnewspapersandmagazinespublishedinEnglish-speakingcountriesataspeedof70to90wpm.Withlongertextsforfastreading,thereadingspeedshouldbe120wpm.Studentsshouldbeabletoskimorscanreadingmaterials.Whenreadingsumma

21、ryliteratureintheirareasofspecialty,studentsshouldbeabletogetacorrectunderstandingofthemainideas,majorfactsandrelevantdetails.4. Writing:Studentsshouldbeabletoexpress,byandlarge,personalviewsongeneraltopics,composeEnglishabstractsforthesesintheirownspecialization,andwriteshortEnglishpapersontopicsin

22、theirfield.Theyshouldbeabletodescribechartsandgraphs,andtocompletewithin30minutesashortcompositionofnolessthan160words.Thecompositionshouldbecompleteincontent,clearinidea,well-organizedinpresentationandcoherentindiscourse.5. Translation:Withthehelpofdictionaries,studentsshouldbeabletotranslateonasel

23、ectivebasisEnglishliteratureintheirfield,andtotranslatetextsonfamiliartopicsinpopularnewspapersandmagazinespublishedinEnglishspeakingcountries.ThespeedoftranslationfromEnglishintoChineseshouldbeabout350Englishwordsperhour,whereasthespeedoftranslationfromChineseintoEnglishshouldbearound300Chinesechar

24、actersperhour.Thetranslationshouldreadsmoothly,conveytheoriginalmeaningandbe,inthemain,freefrommistakesinunderstandingorexpression.Studentsareexpectedtobeabletouseappropriatetranslationtechniques.6. RecommendedVocabulary:Studentsshouldacquireatotalof6,395wordsand1,200phrases(includingthosethatarecov

25、eredinhighschoolEnglishcoursesandtheBasicRequirements),amongwhich2,200areactivewords(includingtheactivewordsthathavebeencoveredintheBasicRequirements).(SeeAppendixIII:CollegeEnglishVocabulary.)AdvancedRequirements:1. Listening:Studentsshould,byandlarge,beabletounderstandradioandTVprogramsproducedinE

26、nglish-speakingcountriesandgraspthegistandkeypoints.TheyshouldbeabletofollowtalksbypeoplefromEnglish-speakingcountriesgivenatnormalspeed,andtounderstandcoursesintheirareasofspecialtyandlecturesinEnglish.2. Speaking:Studentsshouldbeabletoconductdialoguesordiscussionswithacertaindegreeoffluencyandaccu

27、racyongeneralorspecializedtopics,andtomakeconcisesummariesofextendedtextsorspeechesinfairlydifficultlanguage.Theyshouldbeabletodeliverpapersatacademicconferencesandparticipateindiscussions.3. Reading:Studentsshouldbeabletoreadratherdifficulttexts,andunderstandtheirmainideasanddetails.Theyshouldbeabl

28、etoreadEnglisharticlesinnewspapersandmagazinespublishedabroad,andtoreadEnglishliteraturerelatedtotheirareasofspecialtywithoutmuchdifficulty.4. Writing:Studentsshouldbeabletowritebriefreportsandpapersintheirareasofspecialty,toexpresstheiropinionsfreely,andtowritewithin30minutesexpositoryorargumentati

29、veessaysofnolessthan200wordsonagiventopic.Thetextshouldbecharacterizedbyclearexpressionofideas,richcontent,neatstructure,andgoodlogic.5. Translation:Withthehelpofdictionaries,studentsshouldbeabletotranslateintoChinesefairlydifficultEnglishtextsinliteraturerelatedtotheirareasofspecialtyandinnewspaper

30、sandmagazinespublishedinEnglish-speakingcountries;theyshouldalsobeabletotranslateChineseintroductorytextsontheconditionsofChinaorChinesecultureintoEnglish.ThespeedoftranslationfromEnglishintoChineseshouldbeabout400EnglishwordsperhourwhereasthespeedoftranslationfromChineseintoEnglishshouldbearound350

31、Chinesecharactersperhour.Thetranslationshouldconveytheideawithaccuracyandsmoothnessandbebasicallyfreefrommisinterpretation,omissionandmistakesinexpression.6. RecommendedVocabulary:Studentsshouldacquireatotalof7,675wordsand1,870phrases(includingthosethatarecoveredinhighschoolEnglishcourses,theBasicRe

32、quirementsandIntermediateRequirements),amongwhich2,360areactivewords(includingtheactivewordsthathavebeencoveredintheBasicRequirementsandIntermediateRequirements).(SeeAppendixIII:CollegeEnglishVocabulary.)Theabove-mentionedthreerequirementsserveasreferencestandardsforcollegesanduniversitiesinpreparin

33、gtheirownCollegeEnglishteachingdocuments.Theycould,inthelightoftheirrespectivecircumstances,makedueadjustmentstothespecificrequirementsforlistening,speaking,reading,writingandtranslationatthethreelevels.Indoingsotheyshouldplacemoreemphasisonthecultivationandtrainingoflisteningandspeakingabilities.II

34、I. CourseDesignTakingintoaccounttheschool'scircumstances,collegesanduniversitiesshouldfollowtheguidelinesoftheRequirementsandthegoalsoftheirCollegeEnglishteachingindesigningtheirCollegeEnglishcoursesystems.Acoursesystem,whichisacombinationofrequiredandelectivecoursesincomprehensiveEnglish,langua

35、geskills,Englishforpracticaluses,languageandculture,andEnglishofspecialty,shouldensurethatstudentsatdifferentlevelsreceiveadequatetrainingandmakeimprovementintheirabilitytouseEnglish.IndesigningCollegeEnglishcourses,requirementsforcultivatingcompetenceinlisteningandspeakingshouldbefullyconsidered,an

36、dcorrespondingteachinghoursandcreditsshouldbeadequatelyallocated.Moreover,theextensiveuseofadvancedinformationtechnologyshouldbeencouraged,computer-andWeb-basedcoursesshouldbedeveloped,andstudentsshouldbeprovidedwithfavorableenvironmentandfacilitiesforlanguagelearning.CollegeEnglishisnotonlyalanguag

37、ecoursethatprovidesbasicknowledgeaboutEnglish,butalsoacapacityenhancementcoursethathelpsstudentstobroadentheirhorizonsandlearnaboutdifferentculturesintheworld.Itnotonlyservesasatool,butalsohashumanisticvalues.WhendesigningCollegeEnglishcourses,therefore,itisnecessarytotakeintofullconsiderationthedev

38、elopmentofstudents'culturalcapacityandtheteachingofknowledgeaboutdifferentculturesintheworld.Allthecourses,whethercomputer-basedorclassroom-based,shouldbefullyindividual-oriented,takingintoaccountstudentswithdifferentstartingpoints,sothatstudentswhostartfromlowerlevelswillbewelltakencareofwhiles

39、tudentswhoseEnglishisbetterwillfindroomforfurtherdevelopment.CollegeEnglishcoursedesignshouldhelpstudentstohaveasolidfoundationintheEnglishlanguagewhiledevelopingtheirabilitytouseEnglish,especiallytheirabilitytolistenandspeakinEnglish.ItshouldensurethatstudentsmakesteadyprogressinEnglishproficiencyt

40、hroughouttheirundergraduatestudies,anditshouldencouragestudents'individualizedlearningsoastomeettheneedsoftheirdevelopmentindifferentspecialties.IV. TeachingModelInviewofthemarkedincreaseinstudentenrolmentsandtherelativelylimitedresources,collegesanduniversitiesshouldremoldtheexistingunitaryteac

41、her-centeredpatternoflanguageteachingbyintroducingcomputer-andclassroom-basedteachingmodels.Thenewmodelshouldbebuiltonmoderninformationtechnology,particularlynetworktechnology,sothatEnglishlanguageteachingandlearningwillbe,toacertainextent,freefromtheconstraintsoftimeorplaceandgearedtowardsstudents&

42、#39;individualizedandautonomouslearning.Thenewmodelshouldcombinetheprinciplesofpracticality,knowledgeandinterest,facilitatemobilizingtheinitiativeofbothteachersandstudents,andattachparticularimportancetothecentralpositionofstudentsandtheleadingroleofteachersintheteachingandlearningprocess.Thismodels

43、houldincorporateintoitthestrengthsofthecurrentmodelandgiveplaytotheadvantagesoftraditionalclassroomteachingwhilefullyemployingmoderninformationtechnology.CollegesanduniversitiesshouldexploreandestablishaWeb-basedlisteningandspeakingteachingmodelthatsuitstheirownneedsinlinewiththeirownconditionsandst

44、udents'Englishproficiency,anddeliverlisteningandspeakingcoursesviatheintranetorcampusnetwork.Theteachingofreading,writingandtranslationcanbeconductedeitherintheclassroomoronline.Withregardtocomputer-andWeb-basedcourses,face-to-facecoachingshouldbeprovidedinordertoguaranteetheeffectsoflearning.Th

45、enetwork-basedteachingsystemdevelopedinanattempttoimplementthenewteachingmodelshouldcoverthecompleteprocessofteaching,learning,feedbackandmanagement,includingsuchmodulesasstudents'learningandself-assessment,teachers'lectures,andonlinecoaching,aswellasthemonitoringandmanagementoflearningandco

46、aching.Itshouldbeabletotrackdown,recordandchecktheprogressoflearninginadditiontoteachingandcoaching,andattaintoahighlevelofinteractivity,multimediauseandoperability.CollegesanduniversitiesshouldadoptgoodteachingsoftwareandencourageteacherstomakeeffectiveuseofWebmultimediaandotherteachingresources.On

47、eoftheobjectivesofthereformoftheteachingmodelistopromotethedevelopmentofindividualizedstudymethodsandtheautonomouslearningabilityonthepartofstudents.Thenewmodelshouldenablestudentstoselectmaterialsandmethodssuitedtotheirindividualneeds,Obtainguidanceinlearningstrategies,andgraduallyimprovetheirauton

48、omouslearningability.Changesintheteachingmodelbynomeanscallforchangesinteachingmethodsandapproachesonly,but,moreimportantly,consistofchangesinteachingphilosophyandpractice,andinashiftfromateacher-centeredpattern,inwhichknowledgeofthelanguageandskillsareimpartedbytheteacherinclassonly,toastudent-cent

49、eredpattern,inwhichtheabilitytousethelanguageandtheabilitytolearnindependentlyarecultivatedinadditiontolanguageknowledgeandskills,andalsotolifelongeducation,gearedtowardscultivatingstudents'lifelonglearningability.Fortheimplementationofthenewmodel,refertoAppendix1:Computer-andClassroom-BasedColl

50、egeEnglishTeachingModel.V.EvaluationEvaluationisakeycomponentinCollegeEnglishteaching.Acomprehensive,objective,scientificandaccurateevaluationsystemisofvitalimportancetotheachievementofcoursegoals.Itnotonlyhelpsteachersobtainfeedback,improvetheadministrationofteaching,andensureteachingqualitybutalso

51、providesstudentswithaneffectivemeanstoadjusttheirlearningstrategiesandmethods,improvetheirlearningefficiencyandachievethedesiredlearningeffects.Theevaluationofstudents'learningconsistsofformativeassessmentandsummativeassessmentFormativeassessmentreferstoproceduralanddevelopmentalassessmentconduc

52、tedintheteachingprocess,i.e.,trackingtheteachingprocess,providingfeedbackandpromotinganall-rounddevelopmentofthestudents,inaccordancewiththeteachingobjectivesandbymeansofvariousevaluativemethods.Itfacilitatestheeffectivemonitoringofstudents'autonomouslearning,andisparticularlyimportantinimplemen

53、tingthecomputer-andclassroom-basedteachingmodel.Itincludesstudents'self-assessment,peerassessment,andassessmentconductedbyteachersandschooladministrators.Formativeassessmenttakessuchformsaskeepingarecordofstudents'inandoutsideofclassroomactivitiesandonlineself-learningdata,keepingfilesonstud

54、ents'studyresults,andconductinginterviewsandholdingmeetings.Thisallowsstudents'learningprocessestobesubjectedtoobservation,evaluationandsupervision,thuscontributingtotheenhancementoftheirlearningefficiency.(SeetherecommendedSelf-Assessment/PeerAssessmentFormsforStudents'EnglishCompetence

55、inAppendixIl.)Summativeassessmentisconductedattheendofateachingphase.Itmainlyconsistsoffinaltestsandproficiencytests,designedtoevaluatestudents'all-roundabilitytouseEnglish.Thesetestsaimtoassessnotonlystudents'competenceinreading,writingandtranslation,butalsotheircompetenceinlisteningandspea

56、king.Tomakeasummativeassessmentofteaching,collegesanduniversitiesmayadministertestsoftheirown,runtestsattheintercollegiateorregionallevel,orletstudentstakethenationaltestaftermeetingthedifferentstandardssetbytheRequirements.Whateverformthetestsmaytake,thefocusshouldbeontheassessmentofstudents'ab

57、ilitytouseEnglishincommunication,particularlytheirabilitytolistenandspeakinEnglish.Evaluationalsoincludesthatoftheteachers,i.e.,theassessmentoftheirteachingprocessesandeffects.Thisshouldnotbemerelybasedonstudents'testscores,buttakeintoaccountteachers'attitudes,approaches,andmethods;itshoulda

58、lsoconsiderthecontentandorganizationoftheircourses,andtheeffects'oftheirteaching.GovernmenteducationadministrativeofficesatdifferentlevelsandcollegesanduniversitiesshouldregardtheevaluationofCollegeEnglishteachingasanimportantpartoftheevaluationoftheoverallundergraduateeducationoftheschool.VI.Te

59、achingAdministrationTeachingadministrationshouldcoverthewholeprocessofCollegeEnglishteaching.Toensurethatthesetteachingobjectivescanbeachieved,effortsshouldbemadetostrengthentheguidanceforandsupervisionoftheteachingprocess.Forthispurpose,thefollowingmeasuresshouldbetaken:1. Asystemforteachingandteachingadministrationdocumentationshouldbeestablished.DocumentsofteachingincludeCollegeEnglishCurriculumofthecollegesanduniversitiesconcerned,aswellasthedocumentsstipulatingtheteachingobjectives,coursedescription,teachingarrangement,contentofteaching,teachingprogress,andmethodsofassessmentfo