论文部分内容阅读
从目前的大学英语课程设置来看,在非英语专业的大学英语教学中泛读课长期被忽视,精读课程一直占据着教师教学、学生学习的主要时间和精力。将泛读课的评估体系纳入精读课之中是笔者所作的尝试性教学实验。实验结果表明:学生对于阅读兴趣和对自身阅读能力的评价都有了很大的提高。由于实验教学实施时间较短,对比两个班级的期末成绩平均分,虽略高于对照班,但差异不大。值得注意的是,分数优势主要集中在阅读和写作两题,说明此方法对提高学生的阅读和写作能力最为有效。实验教学证明了将泛读评估纳入大学英语课堂的有效性,同时也证明了其局限性:对于成绩较差的学生,效果并不显著。
From the current setting of college English courses, the extensive reading of non-English majors in college English teaching has long been neglected. Intensive reading courses have always occupied the main time and energy of teacher teaching and student learning. It is the tentative teaching experiment made by the author to include the evaluation system of extensive reading class in intensive reading class. The experimental results show that students have greatly improved their reading interest and their reading ability. Due to the short implementation of experimental teaching, compared with the average scores of the final scores of two classes, although slightly higher than the control class, but little difference. It is noteworthy that the score advantage mainly focuses on reading and writing two questions, indicating that this method is most effective in improving students’ reading and writing ability. Experimental teaching has proved the effectiveness of incorporating the extensive reading assessment into college English classes, as well as its limitations: the effect is not significant for students with poor grades.