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For many years, the reforms of college curricula have always been among the priorities of our work. English major is of no exception. However, when we approach this problem, we are stumbled as the courses have comprehensively covered the four basic abilities of language learning. Despite of great ambition of reform, we are distressed for having nothing to start with.
Actually, the cause of the problem is not the curricula arrangement, but the way we conduct our teaching and learning. In other words, in the process of learning, we have attached too much importance on what we learn, instead of how we learn. And that provokes our thinking about the goal of higher education in English.
Many experts support“the whole people education”. This principle can be applied to many disciplines including English teaching. That is not meant to make students good at all fields, which is impossible, of course. The whole people education is to help students have the ability of independent thinking. That independent thinking matters is because it is our foundation to form our own value, so as to judge properly and make wise choices in the future. English teaching as higher education should follow this principle, as well. More importantly, how can we think independently or have our own opinion? By reading. And that is exactly what Chinese students of English major lack.
1. Larger amount of reading is needed
Compared with American students, Chinese students don’t do much reading. The knowledge Chinese students take in is only from the limited resources of the textbooks. American students will read four or five books to have the basic knowledge on one topic and have an overall understanding of different opinions. Based on these fresh and diverse materials, students may agree with some opinions and then have their own views. Therefore, the obscure concept will blossom into the independent thinking.
Higher education is not the basic learning like high school where teachers feed students with knowledge. Higher education requires student to take the initiative to read and learn.
2. We need to read in an effective way.
2.1 marking the book to “own” it
When students of English major get an English article to read, the most work they do is to look up every new words. But after reading an article, they fail to get the main idea or distinctive understanding from the author. Therefore, students need to mark the book and highlight the important argument while we are reading. In this way, students can train themselves to pay attention to the valuable points on purpose. 2.2 making connection
As Confucius said, we can learn new knowledge by reviewing the previous one. This can be applied to English learning. Learning is to integrate the learned knowledge into the process of learning new things. Students should try to find the connection, using the old knowledge to test and the new knowledge to supplement. Making connection can help students to have active reading as well as active thinking.
2.3 raising questions
Raising questions is a result of active thinking or what we call critical thinking. As students read extensively, they start to question or even oppose some opinions. For example, students could think the author’s evidence is not persuasive enough and challenge for more supportive material.
3. Vigorous class atmosphere
The English classes in universities reserve the class format of lecturing like high school. However, that’s not proper, because students need a platform to share and exchange ideas, hence group discussion is a more dynamic and interesting way. It can motivate all the students to participate in the class and spark more marvelous points through brainstorm.
A qualified student is more than a student having mastered all the English words or English grammar. A student of English major is, first and foremost, a student in humanity. Effective reading, writing and oral expression are basic standards for them. The bilingual abilities arm the students with the access to the wisdom and essence of two civilizations. Making the most of this advantage, students can fully prepare themselves for the future.
Actually, the cause of the problem is not the curricula arrangement, but the way we conduct our teaching and learning. In other words, in the process of learning, we have attached too much importance on what we learn, instead of how we learn. And that provokes our thinking about the goal of higher education in English.
Many experts support“the whole people education”. This principle can be applied to many disciplines including English teaching. That is not meant to make students good at all fields, which is impossible, of course. The whole people education is to help students have the ability of independent thinking. That independent thinking matters is because it is our foundation to form our own value, so as to judge properly and make wise choices in the future. English teaching as higher education should follow this principle, as well. More importantly, how can we think independently or have our own opinion? By reading. And that is exactly what Chinese students of English major lack.
1. Larger amount of reading is needed
Compared with American students, Chinese students don’t do much reading. The knowledge Chinese students take in is only from the limited resources of the textbooks. American students will read four or five books to have the basic knowledge on one topic and have an overall understanding of different opinions. Based on these fresh and diverse materials, students may agree with some opinions and then have their own views. Therefore, the obscure concept will blossom into the independent thinking.
Higher education is not the basic learning like high school where teachers feed students with knowledge. Higher education requires student to take the initiative to read and learn.
2. We need to read in an effective way.
2.1 marking the book to “own” it
When students of English major get an English article to read, the most work they do is to look up every new words. But after reading an article, they fail to get the main idea or distinctive understanding from the author. Therefore, students need to mark the book and highlight the important argument while we are reading. In this way, students can train themselves to pay attention to the valuable points on purpose. 2.2 making connection
As Confucius said, we can learn new knowledge by reviewing the previous one. This can be applied to English learning. Learning is to integrate the learned knowledge into the process of learning new things. Students should try to find the connection, using the old knowledge to test and the new knowledge to supplement. Making connection can help students to have active reading as well as active thinking.
2.3 raising questions
Raising questions is a result of active thinking or what we call critical thinking. As students read extensively, they start to question or even oppose some opinions. For example, students could think the author’s evidence is not persuasive enough and challenge for more supportive material.
3. Vigorous class atmosphere
The English classes in universities reserve the class format of lecturing like high school. However, that’s not proper, because students need a platform to share and exchange ideas, hence group discussion is a more dynamic and interesting way. It can motivate all the students to participate in the class and spark more marvelous points through brainstorm.
A qualified student is more than a student having mastered all the English words or English grammar. A student of English major is, first and foremost, a student in humanity. Effective reading, writing and oral expression are basic standards for them. The bilingual abilities arm the students with the access to the wisdom and essence of two civilizations. Making the most of this advantage, students can fully prepare themselves for the future.