研究针对大学生对英语语法学习存在意愿不高、动力缺失、学习敷衍等现象,提出了“3维4动5A”的英语语法课程思政教学创新路径。具体而言,该创新路径基于教材重组知识内容板块、深入教材构建英语语法体系、超越教材融合课程思政元素的“...研究针对大学生对英语语法学习存在意愿不高、动力缺失、学习敷衍等现象,提出了“3维4动5A”的英语语法课程思政教学创新路径。具体而言,该创新路径基于教材重组知识内容板块、深入教材构建英语语法体系、超越教材融合课程思政元素的“3维”基础上,通过“生动、互动、活动、行动”方式创新语法教学路径,在教学和评价的过程中,注重培养学生的“5A”品质(即Aptitude、Approach、Ability、Attitude、Appreciation)。研究结果表明,该方法显著改善了学生的语法学习面貌,增强了学习内驱力,提升了英语语法课程的教学效果和育人价值。There exists a common phenomenon that many English majors have been reluctant and perfunctory to study English grammar for lack of interest and motivation. Aiming to solve the problem above, in our study an innovative teaching path—3 Dimensions, 4 Dynamics and 5 Aspects—is put forward under the philosophy of curriculum ideology and political education. To be specific, 3 Dimensions means to reorganize the teaching material, reconstruct the English grammar system and integrate ideological and political elements in grammar teaching, based on which we adopt 4 Dynamics, namely Interest, Interact, Activate and Act, to innovate our teaching. Meanwhile, in the process of teaching and evaluation, we attach weight to the cultivation of students’ “5A” qualities, that is, Aptitude, Approach, Ability, Attitude and Appreciation. The result of the study shows that this innovative approach has greatly changed students’ learning spirit, awakened their inner learning drive and improved the reaching effect and educational value in the course of English Grammar.展开更多
OBE教育理念明确提出学生中心、产出导向、持续改进三大原则。文章基于阿坝州少数民族预科英语教学困境,尝试在OBE理念指引下做出教学改革实践,具体表现为:以OBE理念为指导探索毕业要求、人才培养与学科体系之间的层级矩阵关系、修订课...OBE教育理念明确提出学生中心、产出导向、持续改进三大原则。文章基于阿坝州少数民族预科英语教学困境,尝试在OBE理念指引下做出教学改革实践,具体表现为:以OBE理念为指导探索毕业要求、人才培养与学科体系之间的层级矩阵关系、修订课程教学大纲、明确过程化考核的量化指标、融线上教学资源进课堂的混合式教学,翻转课堂 + 第二英语课堂等实践,以期待为同等层次的少数民族地区的高校预科英语教学改革提供点滴经验。The philosophy of Outcome-Based Education focuses on three principles: student-centered, outcomes-oriented and continuous improvement. Based on the plight of English teaching in preparatory education for ethnic minorities in Aba Tibetan and Qiang autonomous prefecture, this paper attempts to make teaching reform practices with the guidance of OBE teaching philosophy, which is embodied in the following aspects: to explore the hierarchical matrix relationship among graduation requirements, talent training and subjects system with the guidance of OBE philosophy, and practices such as revising the curriculum syllabus, defining the quantitative indexes of process assessment, blending online teaching resources into classroom teaching, and flipped classroom + second English classes, in hopes of providing some experience for English teaching reform of preparatory education in colleges and universities in ethnic minority regions at the same level.展开更多
文摘研究针对大学生对英语语法学习存在意愿不高、动力缺失、学习敷衍等现象,提出了“3维4动5A”的英语语法课程思政教学创新路径。具体而言,该创新路径基于教材重组知识内容板块、深入教材构建英语语法体系、超越教材融合课程思政元素的“3维”基础上,通过“生动、互动、活动、行动”方式创新语法教学路径,在教学和评价的过程中,注重培养学生的“5A”品质(即Aptitude、Approach、Ability、Attitude、Appreciation)。研究结果表明,该方法显著改善了学生的语法学习面貌,增强了学习内驱力,提升了英语语法课程的教学效果和育人价值。There exists a common phenomenon that many English majors have been reluctant and perfunctory to study English grammar for lack of interest and motivation. Aiming to solve the problem above, in our study an innovative teaching path—3 Dimensions, 4 Dynamics and 5 Aspects—is put forward under the philosophy of curriculum ideology and political education. To be specific, 3 Dimensions means to reorganize the teaching material, reconstruct the English grammar system and integrate ideological and political elements in grammar teaching, based on which we adopt 4 Dynamics, namely Interest, Interact, Activate and Act, to innovate our teaching. Meanwhile, in the process of teaching and evaluation, we attach weight to the cultivation of students’ “5A” qualities, that is, Aptitude, Approach, Ability, Attitude and Appreciation. The result of the study shows that this innovative approach has greatly changed students’ learning spirit, awakened their inner learning drive and improved the reaching effect and educational value in the course of English Grammar.
文摘OBE教育理念明确提出学生中心、产出导向、持续改进三大原则。文章基于阿坝州少数民族预科英语教学困境,尝试在OBE理念指引下做出教学改革实践,具体表现为:以OBE理念为指导探索毕业要求、人才培养与学科体系之间的层级矩阵关系、修订课程教学大纲、明确过程化考核的量化指标、融线上教学资源进课堂的混合式教学,翻转课堂 + 第二英语课堂等实践,以期待为同等层次的少数民族地区的高校预科英语教学改革提供点滴经验。The philosophy of Outcome-Based Education focuses on three principles: student-centered, outcomes-oriented and continuous improvement. Based on the plight of English teaching in preparatory education for ethnic minorities in Aba Tibetan and Qiang autonomous prefecture, this paper attempts to make teaching reform practices with the guidance of OBE teaching philosophy, which is embodied in the following aspects: to explore the hierarchical matrix relationship among graduation requirements, talent training and subjects system with the guidance of OBE philosophy, and practices such as revising the curriculum syllabus, defining the quantitative indexes of process assessment, blending online teaching resources into classroom teaching, and flipped classroom + second English classes, in hopes of providing some experience for English teaching reform of preparatory education in colleges and universities in ethnic minority regions at the same level.
