摘要
本研究基于讨论式教学法提出了探究式小组讨论的参考指标,并在大学英语课堂中开展教学实践。研究显示:学生在充分了解探究式小组讨论的意义后,讨论参与度明显提高;教师与学生共同制定讨论的“基本原则”后,学生对如何展开讨论有了更加清晰的思路;当讨论出现问题时,教师多倾听学生的观点,与学生共同商讨改进措施,讨论效果得到大幅度提升,有助于达成教学目标。本研究为教师开展小组讨论教学提供了可参考的实践方案,对提高大学英语课堂教学质量具有借鉴意义。
Based on the discussion teaching method, this study puts forward the reference indicators of inquiry group discussion and carries out teaching practice in College English class. Results show that students’ participation in inquiry group discussion is significantly improved after they fully understand the significance of inquiry group discussion. After teachers and students jointly formulate the “basic principles” of discussion, students have a clearer idea about how to carry out the discussion. In addition, when there are problems in the discussion, teachers listen to students’ views and discuss improvement measures with students, and the effect of the discussion will be greatly improved. This study provides a practical scheme for teachers to carry out group discussion teaching, with significance for improving the quality of College English class teaching.
作者
邹丽玲
付韬
ZOU Liling;FU Tao
出处
《外语教育研究前沿》
CSSCI
2022年第1期50-57,90,91,共10页
Foreign Language Education in China
基金
2020年北京工业大学教育教学课题“‘网络+课堂+实践’三位一体的‘外语+中国文化’课程思政育人体系建设与实践”(课题编号:ER2020B065)
2021年课程思政示范课程培育项目“大学英语(综合)”“普通语言学”(项目编号:CR2021-B007)的阶段性成果。
关键词
大学英语课堂
小组讨论
指标
改进
College English class
group discussion
indicators
improvement
