目前,大学英语听力课教学中有一种相当普遍而又值得注意的倾向,即以播放录音、判断正误、答案解析等为主要传授反馈方式,并以此作为听力课教学的全部或主要内容。笔者认为,这样的听力课教学其主旨虽仍然在于培养提高学生的听力技能和技巧,但由于其教学手段主要是以测验方式展开的,也就是说,这种教学方法是把教师置于主导地位,而把学生作为被动接受角色而设定的;因此便不可能充分实行现代教育的双向积极交流,因而在落实与实施《大学英语教学大纲(以下简称《大纲》)的教学目标方面,仍有一些不尽如人意的地方。 At present, there is a fairly common but noteworthy tendency in the teaching of college English listening, which is to use feedback methods such as playing recordings, judging errors and correct answers, and analyzing the answers, and use this as the whole or main content of listening teaching. The author believes that the main purpose of such listening teaching is still to cultivate and improve students’ listening skills and skills, but because the teaching methods are mainly conducted by means of tests, that is, this teaching method is to place teachers in a dominant position. , and students are set as passively accepted roles; therefore, it is impossible to fully implement the two-way active exchange of modern education, and thus there are still some teaching goals in implementing and implementing the College English Teaching Syllabus (hereinafter referred to as the “Outline”). Some unsatisfying places.