改革职业中学英语教材的编写理念、内容、形式，以及教与学的方法，是提高教学质量至关重要的一个环节。英语教材《走向未来》（Ready to Go）在突出语言的真实性、实用性、趣味性等方面，与我国现行的各种版本的中等职业学校英语教材...改革职业中学英语教材的编写理念、内容、形式，以及教与学的方法，是提高教学质量至关重要的一个环节。英语教材《走向未来》（Ready to Go）在突出语言的真实性、实用性、趣味性等方面，与我国现行的各种版本的中等职业学校英语教材相比较，具有一定的创新性。它既没有脱离基础英语的范畴，又突出了职业教育的特点，是一套与我国当前经济发展相适应的、与时俱进的职业学校英语教材。展开更多
This article develops an empirical an investigation on the errors in compositions written by students who are studying in Luzhou Vocational and Technical College （LVTC） and Luzhou Medical College （LMC） and contras...This article develops an empirical an investigation on the errors in compositions written by students who are studying in Luzhou Vocational and Technical College （LVTC） and Luzhou Medical College （LMC） and contrasts them in order to trace the source of the errors. It finally turns out to be that there exists strong correlation between students＇ academic quality and the number of errors of various types. Compared with ordinary university students, vocational and technical college （VTC） students＇ interlanguage （IL） errors seem to be more rudimental, and more negative-transferring, most of which are influenced by their mother tongue （MT）-Chinese. VTC students＇ general error in writing is misspelling, while university students ＇ major error lies in collocation. In this thesis, some practical enlightenment about learning and teaching English writing are also proposed.展开更多
Through the analysis of 86 valid questionnaires and twice follow-up interviews connected with twice MBI-ESs for the three chosen participants, this study shows that： 1） The job burnout syndrome of English teachers i...Through the analysis of 86 valid questionnaires and twice follow-up interviews connected with twice MBI-ESs for the three chosen participants, this study shows that： 1） The job burnout syndrome of English teachers in secondary schools is not very serious; 2） There＇s no significant difference between male and female teachers, between teachers in junior and senior middle schools or between teachers in key and average schools, but teachers with more teaching experience can often find a sense of personal achievement; 3） The causes of English teachers＇ job burnout in secondary schools lie in external factors, such as unreasonable school policy, student-management pressure, exam pressure, etc. and internal factors, such as knowledge exhaustion, lacking self-adjustment, etc.展开更多
文摘改革职业中学英语教材的编写理念、内容、形式，以及教与学的方法，是提高教学质量至关重要的一个环节。英语教材《走向未来》（Ready to Go）在突出语言的真实性、实用性、趣味性等方面，与我国现行的各种版本的中等职业学校英语教材相比较，具有一定的创新性。它既没有脱离基础英语的范畴，又突出了职业教育的特点，是一套与我国当前经济发展相适应的、与时俱进的职业学校英语教材。
文摘This article develops an empirical an investigation on the errors in compositions written by students who are studying in Luzhou Vocational and Technical College （LVTC） and Luzhou Medical College （LMC） and contrasts them in order to trace the source of the errors. It finally turns out to be that there exists strong correlation between students＇ academic quality and the number of errors of various types. Compared with ordinary university students, vocational and technical college （VTC） students＇ interlanguage （IL） errors seem to be more rudimental, and more negative-transferring, most of which are influenced by their mother tongue （MT）-Chinese. VTC students＇ general error in writing is misspelling, while university students ＇ major error lies in collocation. In this thesis, some practical enlightenment about learning and teaching English writing are also proposed.
文摘Through the analysis of 86 valid questionnaires and twice follow-up interviews connected with twice MBI-ESs for the three chosen participants, this study shows that： 1） The job burnout syndrome of English teachers in secondary schools is not very serious; 2） There＇s no significant difference between male and female teachers, between teachers in junior and senior middle schools or between teachers in key and average schools, but teachers with more teaching experience can often find a sense of personal achievement; 3） The causes of English teachers＇ job burnout in secondary schools lie in external factors, such as unreasonable school policy, student-management pressure, exam pressure, etc. and internal factors, such as knowledge exhaustion, lacking self-adjustment, etc.
