The theoretical courses are very important for the students in the postgraduate phase because the students must have a good command of the theories and principles of the field to do their own research later. However, ...The theoretical courses are very important for the students in the postgraduate phase because the students must have a good command of the theories and principles of the field to do their own research later. However, the issue of how to teach English major graduates theoretical courses effectively is the big headache both for teachers and students of English to tackle. The paper aims to introduce an integrated method of teaching English theoretical courses adopted by a teacher in Foreign Language School of Xi＇an Jiaotong University who taught ETTM course （English Teaching Theory and Methodology course）. And the method has employed the collaborative learning strategy and through a survey conducted among the students attended the course, and we find that the method has gained some effective teaching results. And the author of the paper also hopes that more attention should be paid to the probing better ways of teaching theoretical and specialty courses to English major graduates.展开更多
Many higher education institutions around the world have established quality control systems to maintain standards. This study reports on the issue of comparing English language curricula by means of an institutional ...Many higher education institutions around the world have established quality control systems to maintain standards. This study reports on the issue of comparing English language curricula by means of an institutional review in a northeast province in China in 2012. The study was essentially a qualitative inquiry with data collected online through documents submitted by the institutions and through semi-structured follow-up interviews. Thirty-seven participants from 12 institutions participated in the study. Research findings indicated that curriculum orientations varied across institutions and were reflected in their curriculum designs. Such a modus operandi, it is anticipated, may shed useful light on the understanding of curriculum reform currently being conducted in China in light of the rising demand for, and the needs of, internationalized and localized curricula, as well as providing an understanding of curricula at various institutions.展开更多
文摘The theoretical courses are very important for the students in the postgraduate phase because the students must have a good command of the theories and principles of the field to do their own research later. However, the issue of how to teach English major graduates theoretical courses effectively is the big headache both for teachers and students of English to tackle. The paper aims to introduce an integrated method of teaching English theoretical courses adopted by a teacher in Foreign Language School of Xi＇an Jiaotong University who taught ETTM course （English Teaching Theory and Methodology course）. And the method has employed the collaborative learning strategy and through a survey conducted among the students attended the course, and we find that the method has gained some effective teaching results. And the author of the paper also hopes that more attention should be paid to the probing better ways of teaching theoretical and specialty courses to English major graduates.
基金the project of the Education University of Hong Kong "Investigating and Comparing English Departments in Institutional Reviews: Developing a Measure for Meaningful Comparisons" funded by the Education University of Hong Kongthe Key Project of the National Social Science "Corpus-based Criterial Featured Parameter Study of College English Language Competence" (13AYY005) funded by theNational Planning Office of Philosophy and Social Science
文摘Many higher education institutions around the world have established quality control systems to maintain standards. This study reports on the issue of comparing English language curricula by means of an institutional review in a northeast province in China in 2012. The study was essentially a qualitative inquiry with data collected online through documents submitted by the institutions and through semi-structured follow-up interviews. Thirty-seven participants from 12 institutions participated in the study. Research findings indicated that curriculum orientations varied across institutions and were reflected in their curriculum designs. Such a modus operandi, it is anticipated, may shed useful light on the understanding of curriculum reform currently being conducted in China in light of the rising demand for, and the needs of, internationalized and localized curricula, as well as providing an understanding of curricula at various institutions.
