Set new foreign language teaching pattern centered on students

1、 建立以學生為主體的外語教學模式set new foreign language teaching pattern centered on studentscontentsabstract.1keywords.1introduction.21the drawbacks of traditional teaching pattern22characteristics of new foreign language teaching pattern.33teachers role change in the new foreign language teaching pattern.54a com

2、parison between online english language teaching and classroom english language teaching.7（1）an analysis of classroom english language teaching7（2）an analysis of online english language teaching.8（3）a comparison between classroom english teaching and online english teaching.9conclusion14reference.14

3、set new foreign language teaching patterncentered on students摘 要：在過去的幾年里，在大學英語教學改革中以學生為中心的新教學模式取得了較大的成功。文章介紹了以學生為中心的新教學模式，對新教學模式的特征和教學活動的安排作了有益的探索，并提倡在外語教學中積極采用利用多媒體技術的交際教學法。為了適應時代的變化和需要，我們必須打破傳統(tǒng)的教學模式，這樣我們可以建立適應社會的有用的能力。新的教學模式將激發(fā)學生的興趣并能意識到教師與學生角色的轉換的重要性，這將有助于大大提高語言教學能力。21世紀對外語人才的需求將呈不斷上升的趨勢，新的外語教學模式

4、將適應社會的需要并使教師進入到一個全新的角色。關鍵詞：英語 教學模式 多媒體abstract：great success of the reform has been made in college english teaching in the past few years.this paper introduces new pattern of college english teaching, which centered on students. in order to adapt to times change and requirement, we must break the c

5、hain of traditional class teaching pattern centered on students. thus we can cultivate useful talents needed by our society. the new teaching pattern centering on students will fully stimulate students interest，realize the role transfer between teachers and students，and improve language teaching so

6、much。there is a rising trend for the demand of talents in foreign language.as a higher institute english teaching in our university should meet the needs of society and new teaching pattern and bring english teachers into full play.it is reported that network-based technology has brought an explodin

7、g increase in the number of innovations in foreign language teaching throughout the world. creating and using a new foreign language teaching pattern centered on students is integral to the process of creating learning communities. the concept is simple but its implications are far-reaching: student

8、s and their ability to learn are at the center of what we do. this means that we focus on the process of learning rather than the content that the content and the teacher adapt to the students rather than expecting the students to adapt to the content, that responsibility is placed on students to le

9、arn rather than on professors to teach.key words：english teaching pattern multimediaset new foreign language teaching patterncentered on studentsintroduction:the university is placing emphasis on listening and speaking of foreign languages to ensure that students can be equipped with foreign languag

10、e proficiency when they work for their country in the international community。 the demand for foreign language specialists is on the rise, not only in foreign affairs but other areas as well amid deepening exchanges and cooperation between countries and development of science and technology. the rec

11、lusive country is slowly reaching out to the outside world as it seeks to improve its relations with the world。for a long time, the university english teaching of our country follows the traditional teaching mode of regarding teacher as the center. basically, such traditional classroom instruction m

12、ode puts undue emphasis on teacher's knowledge of teaching, students accept knowledge, it has not carried out this principle that the knowledge of “outlines " combines with ability conscientiously. the relations between teaching and learning are basic relations in all english teaching of th

13、e university relations, and the traditional teaching mode of regarding teacher as the center is wrong. the teacher is a protagonist in the classroom, the classroom instruction is taught for the center with the teacher, students do not have enough practice chance; their main task is to listen to the

14、talk and take notes. this kind of teaching mode is to lay stress on teaching instead of learning, which make light of being studied in fact, its drawback is obvious. so we must set new teaching pattern centered on students and we can cultivate useful talents needed by our society. creating and using

15、 a new foreign language teaching pattern centered on students is integral to the process of creating learning communities. the concept is simple but its implications are far-reaching: students and their ability to learn are at the center of what we do. this means that we focus on the process of lear

16、ning rather than the content that the content and the teacher adapt to the students rather than expecting the students to adapt to the content, that responsibility is placed on students to learn rather than on professors to teach.1. the drawbacks of traditional teaching pattern:(1) the university en

17、glish is a course of very strong practicality; the exaltations of various languages technical ability can't do without the students practice. but under the traditional teaching mode of" take teacher as the center", the teachers explained in detail take main time of the classroom, havin

18、g a class to take teacher as the center, students who become the negative and passive language accepters in the teaching process, because of have no enough opportunity of usage language, the student's actual expression ability is badly, this kind of mode disadvantages do not transfer students ze

19、al, initiatives and creativity.(2) the development of the foreign language teaching should develop with the demand of the social development. an outstanding problem of our country foreign language teaching is:" time-consuming low effect", the graduates start to learn english from the junio

20、r high school, learning for eight years at least, but in the present condition, the effective demand that the english level of the graduates can't adapt to communicate outward, even holding four and six class certificate, also can't be free to chat with the foreigner, can't accurately co

21、mprehend and translate the professional cultural heritage. some units of making use of personnel have to carry on" return to stove" and train them again. result in this kind of condition of reason is surely a lot of, such as the language environment problem, english teachers problem etc.,

22、but, the teaching mode that adopt" take teacher as the center" has caused the students dummy english and the deaf english. practice is certifiable that this kind of traditional teaching mode has already adapted our demands in the new period, it also can't satisfy the objective demands

23、of our country economy society development and opening to the outside world to the university english teaching outward, so we should and must take into the reform.2. characteristics of new foreign language teaching pattern: order thinks:" the valid language teaching shouldnt disobey the natural

24、 process, but should adapt the natural process; shouldn't hinder the study, but should contribute to the study and promote the study. cant let the students adapt the teachers and teaching materials, but should let the teachers and teaching materials adapt the students. the initial mission of eng

25、lish study is" the students learn", not,” the teachers teach”. students should complete their study mission, find the problem and realize their target. controlling the english knowledge, developing and raising various technical abilities of reading, hearing, saying, writing and translating

26、 depend on giving free rein to their subjective. therefore, the student is the center of the teaching, the corpus of the teaching. so, to reform the traditional teaching mode is to change" take teacher as the center" as" with student for center of the topic teaching mode”. this kind o

27、f teaching mode divides english teaching into two big pieces. one is the development of the comprehensive applied ability of language in the class. the other is the students initiative reading, hearing, saying, and writing. passing extracurricular and a great deal of training inside student's le

28、sson, attains finally to the ability that english carry on the social intercourse.(1) the comprehensive applied ability of the development inside the lesson and the exaltation languages comprehensive applied development ability. the contents and activities of the teaching material should embody the

29、comprehensive ability of hearing, saying, reading, and writing, and center on a common topic which students interest and can cause the thinking. the purpose is that the students have the opportunity to contact the topic of the language phenomenon of different layer and digest in time these languages

30、 of backlogs, participating the activity, expressing own standpoint. the teacher's function is to positively encourage students to participate and discover their difficulty in time, to provide the help, to make various fulfillment activities. the practice activity of language that designed shoul

31、d involve various language technical abilities, and possibly embody actual language environment which the language technical ability make use of. concrete classroom arrangement can follow several aspects: ) the language activity that take hearing as the center. let students hear the same topic mater

32、ial, guide them to comprehend the gist and the detail contents. on this foundation, request the student to complete diverse exercise, for example, you can organize students to hear the dint material, discuss their standpoints and express their own viewpoint etc. encourage the students who are weak a

33、t hearing. ) let the students see the slide in the multimedia classroom. first prepare several minutes and then let the students and students or teachers and students carry on the question and answer practice, or let the students retell again the language material that just saw, or carry on the disc

34、ussion then send the representative's speech. thus, at the time of the vernacular speech ability is elevated; also arouse the study of the written language. ) regards the reading as the center . reading is one of the important skills in english learning. its purpose is to enlarge their vocabular

35、y and familiarize themselves with background information about english and to cultivate(培養(yǎng)) students' careful observation and their logic thinking. what is more, it is to improve students' comprehension. i have tried to train my students in the following ways: skimming and scanning, author&#

36、39;s viewpoint, structure of the passage, structure of paragraphs, students' anticipation, punctuation and summarizing. let the students complete a reading material of the same topic in the prescriptive time, then, the teachers organize the students to discuss and answer the questions of reading

37、 comprehension, and complete the activity of other forms. make them be able to obtain more of relevant information. ) the language activity that regards the writing as the center . gives the students a few different titles, and let them choose freely, but all the titles center on the same topics lau

38、nch, requesting the student to complete a relevant topic in rule time.(2) the teacher guides the students to hear, say, read and write. the arrangement of this part mainly includes the teacher guide students activity of hearing, saying, reading and writing. particularly the activity of hearing and r

39、eading. because reading and hearing is to obtain the language knowledge, lay the basal outlet of good language, the student musts read and hear in great quantities and then can improve the speech. reading and hearing is language activity of student's individual to carry on and finished. because

40、of the difference between student dissimilarity, reading and hearing, the speed of the dint comprehension is different, so arrange a great deal of reading and hearing for teachers guide and carry on the student's independent activity is reasonable and viable.we begin by considering various possi

41、ble intentions for setting up a foreign language curriculum in the school.  one may be motivated by the intention to expose students to the study of a second language and culture.  a second motivation may be the intention to teach students a set of facts about a language, like what is a se

42、ntence in that language, what kind of patterns sentences have, what meanings a dictionary would list for some of its words, etc., as well as a set of fats about the language users, like what they eat for breakfast, or what they say when they greet one another, and so on.  a third intention in s

43、etting up a foreign language curriculum is to train students to perform as co participants in transactional interactions with speakers of that second language.  this third intention coincides gross mood with what foreign language educators have discussed under the rubric of the ability to use t

44、he language, free or liberated expression, advanced foreign language training, and so one. the instrumental motivation of studying a foreign language because it is a necessary part of the curriculum was created by the curriculum makers, in the first place, but in addition one can appreciate the fact

45、 that there is a vicious circularity to it whereby the content of the foreign language curriculum has been allowed to change in response to this motivation.  thus, the universal audio lingualization of the curriculum in the school over the past twenty years has gradually been specialized in the

46、 service of this purely educational motivation.  nowadays, given the wide use of standardized discrete point paper and pencil achievement tests, the foreign language class has been very efficiently geared to maximizing the number of students who can graduate with a foreign language study backgr

47、ound that enables them to pass these standardized tests.3teachers role change in the new foreign language teaching pattern there is a rising trend for the demand of talents in foreign language。as a higher institute english teaching in our university should meet the needs of society and new teaching

48、pattern and bring english teachers into full play。instead of being the dominating authority in the classroom, the teacher facilitates the communicative process among all the learners and between the students and the various tasks, giving guidance and advice when necessary. furthermore, teachers act

49、as independent participants within the learning-teaching group. any unnecessary intervention on the teachers part may prevent learners from becoming genuinely involved in the activities and thus hinder the development of their communicative skills. however, this does not mean that once a teaching ac

50、tivity is in progress, the teacher should become a passive observer. it is still the teachers obligation to develop the students potential through external direction. although the teacher may be nondirective in general, it is still the teachers responsibility to recognize the distinctive qualities i

51、n the students (han 1979) and to help the students develop those qualities. in contemporary english teaching, the teachers function should become less dominant than before, but no less important. for example, his/her role as an independent participant within the learning-teaching group is closely re

52、lated to the objective of his/her role as communicative activator. these roles include a set of secondary roles for the teacher: first, as an organizer of resources and as a resource; and second, as a guide and manager of activities. a third role for the teacher is that of researcher and learner, wi

53、th much to contribute in terms of appropriate knowledge, abilities, and actual and observed experience in the nature of learning (breen and candlin 1980). one of the important components of communicative competence is the ability to select a linguistic form that is appropriate for a specific situati

54、on (hymes 1981). hendon (1980) argues that "today language has been redefined as an integral part of the culture with which it is connected." there is plenty of evidence that a good command of english grammar, vocabulary, and syntax does not necessarily add up to a good mastery of english.

55、 there is a set of social conventions governing language form and behavior within a communicative group.in a classroom of twenty to thirty students there may be as many as three students who are poor readers, listeners or comprehend and these students are at risk of reading or comprehension failure

56、if they do not receive proper training and instruction. usually they are placed in the same groups as “normal” learners and when they do not keep up they are simply considered stupid, lazy or unwilling to learn, when, in fact, they just learn differently. these students struggle to learn and if they

57、 are not encouraged by teacher or parents, the learning process might become overwhelming and their level of achievement will be much lower than their potential. most of these children have an iq score close to normal, but still they have great difficulty learning. usually the child is able to learn

58、, but the issue is rather the teaching methods not being appropriate for the child in question. this is why the role of the teacher is of great importance in providing the right methods.teacher and student roles change: both teachers and students become engaged in learning the teacher shares respons

59、ibility for learning and measuring learning the teacher assumes ultimate responsibility for maintaining a safe learning environment, a focus and a sense of flow students assume ultimate responsibility for self control and self discipline individuality is expected and honored - with respect to how learning will occur, how it will be measured, the pace of learning