大學英語教師教學策略的探析

Abstract:With the development of the 21th century and the new demands for talented people， the traditional education cannot meet the new demands for the college English curriculum that are proposed for the new situation， the improvements of teaching strategies has become the key point of the English teaching for teachers in the new century.

摘 要：隨著21世紀社會發展對人才的需要，傳統的教學模式已不能滿足形勢對高中英語課程提的要求，教學策略的完善成為新世紀英語老師教學的一個重點。

Key Words： College English Teachers; Teaching Strategies; Cooperative Learning.

關鍵詞：大學英語教師、教學策略、合作教學

[中圖分類號]：G420 [文獻標識碼]：A

[文章編號]：1002-2139(2012)-03-0086-02

The typical traditional teaching method is “teacher-students-teacher”. In this mode， teachers always are the center ， teachers are merely inculcators of knowledge. However， in view of the overall and healthy development of students， a true qualified teacher should be， first of all， a teacher full of personality charm; he should be the imparter of students’ thoughts， the fosterer of students’ moral character， the sculptor of students’ health， the guide of students’ sociability; he should be responsible for students’ whole life in earnest. The teaching strategies teachers should have.

1. Introducing the Cooperative Learning

Nowadays， more and more people find the traditional teaching method can’t be suit for the students’ language competence. So as an English teacher， we have been researching in how to change the traditional “duck feeding”， “full-filling” teaching? How to develop the students’ ability to use the language? In order to solve these problems， teachers must find new teaching approaches. In this thesis， I introduce the cooperative learning method to all the English teachers in the college.

Cooperative learning means learning language in the group. It is related to and depends on the acknowledgement of human， social nature and the mode of learning which emphasizes the social skill development and foxes on the cooperation and its influence on learning. As is known to us， English is a foreign language to our Chinese. The main purpose of English learning is to communicate with English-speaking people. So in order to learn another language in the foreign language environment， people must grasp every opportunity to practice the language with others. The cooperative learning makes the practice possible. We Chinese Learn， English， a foreign language to us， mainly in class. So we must make the best of class time and make the environment good language learning atmosphere. Firstly， teachers must have the necessity of communicating in English. Once the students have the necessity， they will try their best to find ways. Secondly， the students should be given enough chances to express freely， and then they can talk with each other about what they want to. Thirdly， conditions for good language situation asks for the implement of cooperative learning in class to create.

The aims of cooperative learning include academic aim and cooperative skill aim. Traditional teaching only pays attention to the knowledge teaching and master， rather than skills training. Superior to traditional teaching， cooperative learning has its aims advantage. What’s more， it emphasizes the students’ cognitive development and meanwhile it tries to make the students get happiness from learning. It gets cognition， feelings， determination and action mixed into a body. With the cooperative learning in a group， students will realize each of us can do something in the group and in much of life， but nobody can do everything.

To learn and use cooperative strategies， teachers need methods to extensive professional development including: ① the cooperative learning theory and philosophy ② the cooperative methods demonstrations ③ ongoing coaching and collegial support at the classroom level. [1]

2. The ability of assessment

There is virtually nothing that we do is not inspired and driven by a sense of purpose or goal， and， as for directing one’s behavior， the most powerful factor is the anticipation of reward. So， the English teacher should make full use of assessment to stimulate the students’ interests in learning. As the spectator in the classroom teaching， teachers can appreciate the importance of the immediate administration of rewards such as praise for correct responses (“Very good”， “Nice job”). Also teachers can use constructive classroom implications:① Praise and encourage the students at once as a form of short-term reward( just to make the students confident in their ability， and they will participate in the class actively in the future). ② Encourage students to reward each other compliments and supportive actor. ③ Be enthusiastic and excited. If you are dull and in low spirits， you can make sure that it will be a boring class. ④ Get the students to see the long-term rewards in English learning. Teachers can point out the following things: What can they do with English? Where do they live? What advantages do they have in seeking for jobs if they are free to use English?

Also， teachers should be patient， and they need to put up with certain interlanguage error forms， which may result from a students’ logical development process. Remind the students “No one is perfect” and “Mistakes means progress”. Meanwhile， teachers should provide chances to make the students correct themselves， if so， the students will form a good habit of the ability to self correct and they will be ready to use the language regularly， and they are able to use that form correctly gradually.

3. Teachers should improve their cultural attainment

Culture has taken an important place in English teaching and learning studies. It has been widely recognized that culture and language are interrelated and that language is used as the main medium through which culture is expressed. Language is the carrier of culture. [2] The process of learning a foreign language should be the process of learning the cultural contents of this language at the same time. We may really master a foreign language only when we can understand its cultural connotation. From the perspective of cultural lingustic， to teach a language is to teach another culture， and to learn a language is to learn another culture. The teachers should make great efforts to cultivate students’ cultural awareness first.

Traditional foreign language teaching hasn’t stressed culture factor for a long time. But the structure of the language is mainly focused on in the English class. Learning some language is not enough， and what we must learn is how to use-grasp the competence to communicate， Apart from using them in a particular situation， successful foreign language teaching must let the students master the knowledge of language rule. Different nation has different culture pattern and some unique， language， the carrier of culture， shows every country’s culture character. So the teachers must master all kinds of culture characteristics and take according language action.

“Not treat others as you could not like to be treated.” Teachers must familiar with English-speaking countries’ culture first. There are many ways that teachers can get the knowledge of cultures of English-speaking countries， such as books， maps， TV， radio， computer and Internet. Computer and Internet are products of technological development. On Internet， a great deal of information and many resources that are useful for English can be found， which greatly help teachers in their work.

4. Conclusion

Under the curriculum of the new education， the traditional image of teacher is out of date gradually. Teachers should learn more useful strategies to due with the complicated teaching environment.

Bibliography:

[1]、楊春葉. 合作學習在中學英語中的運用[DB/OL]. http://www.wanfangdata.com.cn. 2006.

[2]、陳玲. 英語教學中的文化因素[DB/OL]. http://www.wanfangdata.com.cn. 2006.