大学英语课程教学要求英文版College_English_Curriculum_Requirements

CollegeEnglishCurriculumRequirements（2007）-WithaviewtokeepingupwiththenewdevelopmentsofhighereducationinChina,deepeningteachingreform,improvingteachingquality,andmeetingtheneedsofthecountryandsocietyforqualifiedpersonnelinthenewera,CollegeEnglishCurriculumRequirements(Requirementshereafter)hasbeendrawnuptoprovidecollegesanduniversitieswiththeguidelinesforEnglishinstructiontonon-Englishmajorstudents.Becauseinstitutionsofhigherlearningdifferfromeachotherintermsofteachingresources,students’levelofEnglishuponenteringcollege,andthesocialdemandstheyface,collegesanduniversitiesshouldformulate,inaccordancewiththeRequirementsandinthelightoftheirspecificcircumstances,ascientific,systematicandindividualizedCollegeEnglishsyllabustoguidetheirownCollegeEnglishteaching.I.CharacterandObjectivesofCollegeEnglishCollegeEnglish,anintegralpartofhigherlearning,isarequiredbasiccourseforundergraduatestudents.Undertheguidanceoftheoriesofforeignlanguageteaching,CollegeEnglishhasasitsmaincomponentsknowledgeandpracticalskillsoftheEnglishlanguage,learningstrategiesandinterculturalcommunication.Itisasystematicwhole,incorporatingdifferentteachingmodelsandapproaches.TheobjectiveofCollegeEnglishistodevelopstudents’abilitytouseEnglishinawell-roundedway,especiallyinlisteningandspeaking,sothatintheirfuturestudiesandcareersaswellassocialinteractionstheywillbeabletocommunicateeffectively,andatthesametimeenhancetheirabilitytostudyindependentlyandimprovetheirgeneralculturalawarenesssoastomeettheneedsofChina’ssocialdevelopmentandinternationalexchanges.II.TeachingRequirementsAsChinaisalargecountrywithconditionsthatvaryfromregiontoregionandfromcollegetocollege,theteachingofCollegeEnglishshouldfollowtheprincipleofprovidingdifferentguidancefordifferentgroupsofstudentsandinstructingtheminaccordancewiththeiraptitudesoastomeetthespecificneedsofindividualizedteaching.TherequirementsforundergraduateCollegeEnglishteachingaresetatthreelevels,i.e.,basicrequirements,intermediaterequirements,andhigherrequirements.Non-EnglishmajorsarerequiredtoattaintooneofthethreelevelsofrequirementsafterstudyingandpracticingEnglishatschool.Thebasicrequirementsaretheminimumlevelthatallnon-Englishmajorshavetoreachbeforegraduation.Intermediateandadvancedrequirementsarerecommendedforthosecollegesanduniversitieswhichhavemorefavorableconditions;theyshouldselecttheirlevelsaccordingtotheschool’sstatus,typesandeducationgoals.Institutionsofhigherlearningshouldsettheirownobjectivesinthelightoftheirspecificcircumstances,strivetocreatefavorableconditions,andenablethosestudentswhohavearelativelyhigherEnglishproficiencyandstrongercapacityforlearningtomeettheintermediateoradvancedrequirements.Thethreelevelsofrequirementsaresetasfollows:Basicrequirements1.  Listening:Studentsshouldbeabletofollowclassroominstructions,everydayconversations,andlecturesongeneraltopicsconductedinEnglish.TheyshouldbeabletounderstandEnglishradioandTVprogramsspokenataspeedofabout130to150wordsperminute(wpm),graspingthemainideasandkeypoints.Theyareexpectedtobeabletoemploybasiclisteningstrategiestofacilitatecomprehension.2.Speaking:StudentsshouldbeabletocommunicateinEnglishinthecourseoflearning,toconductdiscussionsonagiventheme,andtotalkabouteverydaytopicsinEnglish.Theyshouldbeabletogive,aftersomepreparation,shorttalksonfamiliartopicswithcleararticulationandbasicallycorrectpronunciationandintonation.Theyareexpectedtobeabletousebasicconversationalstrategiesindialogue.3.  Reading:StudentsshouldgenerallybeabletoreadEnglishtextsongeneraltopicsataspeedof70wpm.Withlongeryetlessdifficulttexts,thereadingspeedshouldbe100wpm.Studentsshouldbeabletodoskimmingandscanning.Withthehelpofdictionaries,theyshouldbeabletoreadtextbooksintheirareasofspecialty,andnewspaperandmagazinearticlesonfamiliartopics,graspingthemainideasandunderstandingmajorfactsandrelevantdetails.Theyshouldbeabletounderstandtextsofpracticalstylescommonlyusedinworkanddailylife.Theyareexpectedtobeabletoemployeffectivereadingstrategieswhilereading.4.?Writing:Studentsshouldbeabletocompletewritingtasksforgeneralpurposes,e.g.,describingpersonalexperiences,impressions,feelings,orsomeevents,andtoundertakepracticalwriting.Theyshouldbeabletowritewithin30minutesashortcompositionofnolessthan120wordsonageneraltopic,oranoutline.Thecompositionshouldbebasicallycompleteincontent,clearinmainidea,appropriateindictionandcoherentindiscourse.Studentsareexpectedtobeabletohaveacommandofbasicwritingstrategies.5.   Translation:Withthehelpofdictionaries,studentsshouldbeabletotranslateessaysonfamiliartopicsfromEnglishintoChineseandviceversa.ThespeedoftranslationfromEnglishintoChineseshouldbeabout300EnglishwordsperhourwhereasthespeedoftranslationfromChineseintoEnglishshouldbearound250Chinesecharactersperhour.Thetranslationshouldbebasicallyaccurate,freefromseriousmistakesincomprehensionorexpression.6.   RecommendedVocabulary:Studentsshouldacquireatotalof4,795wordsand700phrases(includingthosethatarecoveredinhighschoolEnglishcourses),amongwhich2,000areactivewords.Studentsshouldnotonlybeabletocomprehendtheactivewordsbutbeproficientinusingthemwhenexpressingthemselvesinspeakingorwriting. Intermediaterequirements:Listening:StudentsshouldgenerallybeabletofollowtalksandlecturesinEnglish,tounderstandlongerEnglishradioandTVprogramsonfamiliartopicsspokenataspeedofaround150to180wpm,graspingthemainideas,keypointsandrelevantdetails.Theyshouldbeabletounderstand,byandlarge,coursesintheirareasofspecialtytaughtinEnglish.2.   Speaking:StudentsshouldbeabletoholdconversationsinfairlyfluentEnglish.Theyshould,byandlarge,beabletoexpresstheirpersonalopinions,feelingsandviews,tostatefactsandreasons,andtodescribeeventswithcleararticulationandbasicallycorrectpronunciationandintonation.3.   Reading:StudentsshouldgenerallybeabletoreadessaysongeneraltopicsinpopularnewspapersandmagazinespublishedinEnglish-speakingcountriesataspeedof70to90wpm.Withlongertextsforfastreading,thereadingspeedshouldbe120wpm.Studentsshouldbeabletoskimorscanreadingmaterials.Whenreadingsummaryliteratureintheirareasofspecialty,studentsshouldbeabletogetacorrectunderstandingofthemainideas,majorfactsandrelevantdetails.Writing:Studentsshouldbeabletoexpress,byandlarge,personalviewsongeneraltopics,composeEnglishabstractsforthesesintheirownspecialization,andwriteshortEnglishpapersontopicsintheirfield.Theyshouldbeabletodescribechartsandgraphs,andtocompletewithin30minutesashortcompositionofnolessthan160words.Thecompositionshouldbecompleteincontent,clearinidea,well-organizedinpresentationandcoherentindiscourse.Translation:Withthehelpofdictionaries,studentsshouldbeabletotranslateonaselectivebasisEnglishliteratureintheirfield,andtotranslatetextsonfamiliartopicsinpopularnewspapersandmagazinespublishedinEnglish-speakingcountries.ThespeedoftranslationfromEnglishintoChineseshouldbeabout350Englishwordsperhour,whereasthespeedoftranslationfromChineseintoEnglishshouldbearound300Chinesecharactersperhour.Thetranslationshouldreadsmoothly,conveytheoriginalmeaningandbe,inthemain,freefrommistakesinunderstandingorexpression.Studentsareexpectedtobeabletouseappropriatetranslationtechniques.RecommendedVocabulary:Studentsshouldacquireatotalof6,395wordsand1,200phrases(includingthosethatarecoveredinhighschoolEnglishcoursesandtheBasicRequirements),amongwhich2,200areactivewords(includingtheactivewordsthathavebeencoveredintheBasicRequirements).AdvancedRequirements:Listening:Studentsshould,byandlarge,beabletounderstandradioandTVprogramsproducedinEnglish-speakingcountriesandgraspthegistandkeypoints.TheyshouldbeabletofollowtalksbypeoplefromEnglish-speakingcountriesgivenatnormalspeed,andtounderstandcoursesintheirareasofspecialtyandlecturesinEnglish.Speaking:Studentsshouldbeabletoconductdialoguesordiscussionswithacertaindegreeoffluencyandaccuracyongeneralorspecializedtopics,andtomakeconcisesummariesofextendedtextsorspeechesinfairlydifficultlanguage.Theyshouldbeabletodeliverpapersatacademicconferencesandparticipateindiscussions.Reading:Studentsshouldbeabletoreadratherdifficulttexts,andunderstandtheirmainideasanddetails.TheyshouldbeabletoreadEnglisharticlesinnewspapersandmagazinespublishedabroad,andtoreadEnglishliteraturerelatedtotheirareasofspecialtywithoutmuchdifficulty.Writing:Studentsshouldbeabletowritebriefreportsandpapersintheirareasofspecialty,toexpresstheiropinionsfreely,andtowritewithin30minutesexpositoryorargumentativeessaysofnolessthan200wordsonagiventopic.Thetextshouldbecharacterizedbyclearexpressionofideas,richcontent,neatstructure,andgoodlogic.Translation:Withthehelpofdictionaries,studentsshouldbeabletotranslateintoChinesefairlydifficultEnglishtextsinliteraturerelatedtotheirareasofspecialtyandinnewspapersandmagazinespublishedinEnglish-speakingcountries;theyshouldalsobeabletotranslateChineseintroductorytextsontheconditionsofChinaorChinesecultureintoEnglish.ThespeedoftranslationfromEnglishintoChineseshouldbeabout400EnglishwordsperhourwhereasthespeedoftranslationfromChineseintoEnglishshouldbearound350Chinesecharactersperhour.Thetranslationshouldconveytheideawithaccuracyandsmoothnessandbebasicallyfreefrommisinterpretation,omissionandmistakesinexpression.RecommendedVocabulary:Studentsshouldacquireatotalof7,675wordsand1,870phrases(includingthosethatarecoveredinhighschoolEnglishcourses,theBasicRequirementsandIntermediateRequirements),amongwhich2,360areactivewords(includingtheactivewordsthathavebeencoveredintheBasicRequirementsandIntermediateRequirements).??Theabove-mentionedthreerequirementsserveasreferencestandardsforcollegesanduniversitiesinpreparingtheirownCollegeEnglishteachingdocuments.Theycould,inthelightoftheirrespectivecircumstances,makedueadjustmentstothespecificrequirementsforlistening,speaking,reading,writingandtranslationatthethreelevels.Indoingsotheyshouldplacemoreemphasisonthecultivationandtrainingoflisteningandspeakingabilities.?III.CourseDesignTakingintoaccounttheschool’scircumstances,collegesanduniversitiesshouldfollowtheguidelinesoftheRequirementsandthegoalsoftheirCollegeEnglishteachingindesigningtheirCollegeEnglishcoursesystems.Acoursesystem,whichisacombinationofrequiredandelectivecoursesincomprehensiveEnglish,languageskills,Englishforpracticaluses,languageandculture,andEnglishofspecialty,shouldensurethatstudentsatdifferentlevelsreceiveadequatetrainingandmakeimprovementintheirabilitytouseEnglish.IndesigningCollegeEnglishcourses,requirementsforcultivatingcompetenceinlisteningandspeakingshouldbefullyconsidered,andcorrespondingteachinghoursandcreditsshouldbeadequatelyallocated.Moreover,theextensiveuseofadvancedinformationtechnologyshouldbeencouraged,computer-andWeb-basedcoursesshouldbedeveloped,andstudentsshouldbeprovidedwithfavorableenvironmentandfacilitiesforlanguagelearning.CollegeEnglishisnotonlyalanguagecoursethatprovidesbasicknowledgeaboutEnglish,butalsoacapacityenhancementcoursethathelpsstudentstobroadentheirhorizonsandlearnaboutdifferentculturesintheworld.Itnotonlyservesasaninstrument,butalsohashumanisticvalues.WhendesigningCollegeEnglishcourses,therefore,itisnecessarytotakeintofullconsiderationthedevelopmentofstudents’culturalcapacityandtheteachingofknowledgeaboutdifferentculturesintheworld.Allthecourses,whethercomputer-basedorclassroom-based,shouldbefullyindividual-oriented,takingintoaccountstudentswithdifferentstartingpoints,sothatstudentswhostartfromlowerlevelswillbewelltakencareofwhilestudentswhoseEnglishisbetterwillfindroomforfurtherdevelopment.CollegeEnglishcoursedesignshouldhelpstudentstohaveasolidfoundationintheEnglishlanguagewhiledevelopingtheirabilitytouseEnglish,especiallytheirabilitytolistenandspeakinEnglish.ItshouldensurethatstudentsmakesteadyprogressinEnglishproficiencythroughouttheirundergraduatestudies,anditshouldencouragestudents’individualizedlearningsoastomeettheneedsoftheirdevelopmentindifferentspecialties.IV.TeachingModelInviewofthemarkedincreaseinstudentenrolmentsandtherelativelylimitedresources,collegesanduniversitiesshouldremoldtheexistingunitaryteacher-centeredpatternoflanguageteachingbyintroducingcomputer-andclassroom-basedteachingmodels.Thenewmodelshouldbebuiltonmoderninformationtechnology,particularlynetworktechnology,sothatEnglishlanguageteachingandlearningwillbe,toacertainextent,freefromtheconstraintsoftimeorplaceandgearedtowardsstudents’individualizedandautonomouslearning.Thenewmodelshouldcombinetheprinciplesofpracticality,knowledgeandinterest,facilitatemobilizingtheinitiativeofbothteachersandstudents,andattachparticularimportancetothecentralpositionofstudentsandtheleadingroleofteachersintheteachingandlearningprocess.Thismodelshouldincorporateintoitthestrengthsofthecurrentmodelandgiveplaytotheadvantagesoftraditionalclassroomteachingwhilefullyemployingmoderninformationtechnology.CollegesanduniversitiesshouldexploreandestablishaWeb-basedlisteningandspeakingteachingmodelthatsuitstheirownneedsinlinewiththeirownconditionsandstudents’Englishproficiency,anddeliverlisteningandspeakingcoursesviatheintranetorcampusnetwork.Theteachingofreading,writingandtranslationcanbeconductedeitherintheclassroomoronline.Withregardtocomputer-andWeb-basedcourses,face-to-facecoachingshouldbeprovidedinordertoguaranteetheeffectsoflearning.Thenetwork-basedteachingsystemdevelopedinanattempttoimplementthenewteachingmodelshouldcoverthecompleteprocessofteaching,learning,feedbackandmanagement,includingsuchmodulesasstudents’learningandself-assessment,teachers’lectures,andonlinecoaching,aswellasthemonitoringandmanagementoflearningandcoaching.Itshouldbeabletotrackdown,recordandchecktheprogressoflearninginadditiontoteachingandcoaching,andattaintoahighlevelofinteractivity,multimedia-useandoperability.Collegesanduniversitiesshouldadoptgoodteachingsoftwareandencourageteacherstomakeeffectiveuseofwebmultimediaandotherteachingresources.Oneoftheobjectivesofthereformoftheteachingmodelistopromotethedevelopmentofindividualizedstudymethodsandtheautonomouslearningabilityonthepartofstudents.Thenewmodelshouldenablestudentstoselectmaterialsandmethodssuitedtotheirindividualneeds,obtainguidanceinlearningstrategies,andgraduallyimprovetheirautonomouslearningability.Changesintheteachingmodelbynomeanscallforchangesinteachingmethodsandapproachesonly,but,moreimportant,consistofchangesinteachingphilosophyandpractice,andinashiftfromateacher-centeredpattern,inwhichknowledgeofthelanguageandskillsareimpartedbytheteacherinclassonly,toastudent-centeredpattern,inwhichtheabilitytousethelanguageandtheabilitytolearnindependentlyarecultivatedinadditiontolanguageknowledgeandskills,andalsotolifelongeducation,gearedtowardscultivatingstudents’lifelonglearningability.V.EvaluationEvaluationisakeycomponentinCollegeEnglishteaching.Acomprehensive,objective,scientificandaccurateevaluationsystemisofvitalimportancetotheachievementofcoursegoals.Itnotonlyhelpsteachersobtainfeedback,improvetheadministrationofteaching,andensureteachingqualitybutalsoprovidesstudentswithaneffectivemeanstoadjusttheirlearningstrategiesandmethods,improvetheirlearningefficiencyandachievethedesiredlearningeffects.Theevaluationofstudents’learningconsistsofformativeassessmentandsummativeassessment.Formativeassessmentreferstoproceduralanddevelopmentalassessmentconductedintheteachingprocess,i.e.,trackingtheteachingprocess,providingfeedbackandpromotinganall-rounddevelopmentofthestudents,inaccordancewiththeteachingobjectivesandbymeansofvariousevaluativemethods.Itfacilitatestheeffectivemonitoringofstudents’autonomouslearning,andisparticularlyimportantinimplementingthecomputer-andclassroom-basedteachingmodel.Itincludesstudents’self-assessment,peerassessment,andassessmentconductedbyteachersandschooladministrators.Formativeassessmenttakessuchformsaskeepingarecordofstudents’inandoutsideofclassroomactivitiesandonlineself-learningdata,keepingfilesonstudents’studyresults,andconductinginterviewsandholdingmeetings.Thisallowsstudents’learningprocessestobesubjectedtoobservation,evaluationandsupervision,thuscontributingtotheenhancementoftheirlearningefficiency.???Summativeassessmentisconductedattheendofateachingphase.Itmainlyconsistsoffinaltestsandproficiencytests,designedtoevaluatestudent’sall-roundabilitytouseEnglish.Thesetestsaimtoassessnotonlystudents’competenceinreading,writingandtranslation,butalsotheircompetenceinlisteningandspeaking.Tomakeasummativeassessmentofteaching,collegesanduniversitiesmayadministertestsoftheirown,runtestsattheintercollegiateorregionallevel,orletstudentstakethenationaltestaftermeetingthedifferentstandardssetbytheRequirements.Whateverformthetestsmaytake,thefocusshouldbeontheassessmentofstudents’abilitytouseEnglishincommunication,particularlytheirabilitytolistenandspeakinEnglish.Evaluationalsoincludesthatoftheteachers,i.e.,theassessmentoftheirteachingprocessesandeffects.Thisshouldnotbemerelybasedonstudents’testscores,buttakeintoaccountteachers’attitudes,approaches,andmethods;itshouldalsoconsiderthecontentandorganizationoftheircourses,andtheeffectsoftheirteaching.GovernmenteducationadministrativeofficesatdifferentlevelsandcollegesanduniversitiesshouldregardtheevaluationofCollegeEnglishteachingasanimportantpartoftheevaluationoftheoverallundergraduateeducationoftheschool.VI.TeachingAdministrationTeachingadministrationshouldcoverthewholeprocessofCollegeEnglishteaching.Toensurethatthesetteachingobjectivescanbeachieved,effortsshouldbemadetostrengthentheguidanceforandsupervisionoftheteachingprocess.Forthispurpose,thefollowingmeasuresshouldbetaken:1.Asystemforteachingandteachingadministrationdocumentationshouldbeestablished.DocumentsofteachingincludeCollegeEnglishCurriculumofthecollegesanduniversitiesconcerned,aswellasthedocumentsstipulatingtheteachingobjectives,coursedescription,teachingarrangement,contentofteaching,teachingprogress,andmethodsofassessmentforallthecourseswithintheprogram.Documentsofteachingadministrationincludedocumentsregisteringstudents’statusandtheiracademiccredits,regulationsofassessment,students’academicscoresandrecords,analysesofexampapers,guidelinesforteachingandrecordsofteachingandresearchactivities.2.TheCollegeEnglishprogramshouldadaptitselftotheoverallcreditsystemofthecollegesanduniversitiesconcernedandshouldaccountfor10%(around16)ofthetotalundergraduatecredits.Thecreditsstudentsacquireviacomputer-basedcoursesshouldbeequallyacknowledgedoncestudentspasstheexams.Itissuggestedthatthesecreditsshouldaccountfornolessthan30%ofthetotalcreditsinCollegeEnglishlearning.3.Facultyemploymentandmanagementshouldbeimprovedinordertoguaranteeareasonableteacher-studentratio.Inadditiontoclassroomteaching,thehoursspentonface-to-facecoaching,instructionsonnetworkusageandonextracurricularactivitiesshouldbecountedintheteachers’teachingload.4.Asystemoffacultydevelopmentshouldbeestablished.Thequalityofteachersisthekeytotheimprovementoftheteachingquality,andtothedevelopmentoftheCollegeEnglishprogram.Collegesanduniversitiesshouldbuildafacultyteamwithagoodstructureofage,educationalbackgroundsandprofessionaltitles,layemphasisonthetraininganddevelopmentofCollegeEnglishteachers,encouragethemtoconductteachingandresearchwithafocusontheimprovementofteachingquality,createconditionsforthemtocarryoutrelevantactivitiesinvariousforms,andpromoteeffectivecooperationamongthem,sothattheycanbetteradapttothenewteachingmodel.Meanwhile,opportunitiesshouldbecreatedsothattheteacherscanenjoysabbaticalsandengageinadvancedstudies,thusensuringsustainableimprovementintheiracademicperformanceandmethodsofteaching.