和谐课程指导下的非英语专业研究生英语课程建设研究

Research on Constructing Non-English-major Postgraduate English Courses from the Perspective of a Coherent Curriculum

随着大学英语教学改革的不断深化,近年来,各大高校非英语专业研究生课程改革也正如火如荼地进行。然而,很多高校改革都未能真正在教学思路和教学规划方面摆脱原有的教学模式。本研究团队针对3所高校1260名非英语专业研究生展开了一次调查。该调查剖析了研究生英语教学中存在的问题,如:课程培养目标与社会发展和学生需求之间的不协调以及"一刀切"的课程设置与学生自主、个性化发展之间的不平衡等问题。因此,本文以北京某高校历经3年的非英语专业研究生英语课程建设为例,在和谐课程理论指导下,重设教学目标,全面调整授课模块以及评价体系,通过反复实践与师生反馈,逐渐建立符合当前社会发展和学生需求的研究生英语和谐课程体系。

The College English reform in China has been carried out for almosta decade. In recent years, many Chinese universities have begun to conduct the English teaching reform for non-English-major postgraduates; however, most universities have not yet found an effective teaching model or curriculum design to elevate their postgraduate English teaching. This paper describes the ongoing reform undertaken at one of these universities in China since 2012. At the outset, our research team conducted a survey among approximately 1,260 postgraduate students from three universities in order to analyze the status of the current English curriculum design for non-English-major postgraduates and to identify the underlying factors that result in the incoherent curriculum. The survey has revealed that the current curriculum does not effectively address employment and academic requirements, students' individual needs, their diverse backgrounds, and various social responsibilities. With this baseline, we have sought to develop a coherent curriculum, including redefining teaching objectives, reconstructing teaching modules and adjusting the assessment system. The reconstruction, which is ongoing, has experienced a variety of challenges. The most significant challenge has been to ensure that the coherent curriculum is executed in a dynamic fashion in order to satisfy more postgraduate students in the long run. In the past three years, our research team has used practical feedback received from many university English teachers and students to create a systematic and dynamic English curriculum for non-English-major postgraduates. In this coherent curriculum, the teaching objectives have been organized into three levels, teaching modules have been categorized and graded into a range of courses and the assessment system has been modified to 'multiple tracks' to benefit the larger number of postgraduate students in China. This paper then presents the result of this three-year curriculum reform.