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随着国民教育需求的提高,国家对于高职教育发展更加重视并加大投入,高职教育规模持续扩大。英语作为一门公共基础课,一直倍受广大师生重视。但是大多数高职学生在中学期间英语基础相当薄弱,进入高校后无法顺利掌握大学英语的知识。这就要求英语教师调整自己的教学模式,尤其是注意授课语言,以适应学生的现状。那么教师的个人因素对于授课语言选择是否有影响呢?哪些因素?如何影响?如何有效地利用教师的个人因素来正面影响教学效果?本文将就此问题作简单的讨论研究。
With the improvement of national education demand, the state places more emphasis and investment on the development of higher vocational education, and the scale of higher vocational education continues to expand. As a public basic course, English has always been valued by teachers and students. However, most of the students in vocational colleges have a rather weak foundation of English in high school and can not acquire the knowledge of college English smoothly after they enter colleges and universities. This requires English teachers to adjust their own teaching mode, with particular attention to the language of instruction, to adapt to the status quo of students. So how do the teacher’s personal factors affect the choice of teaching language? Which factors affect the effectiveness of the teaching? How to make effective use of the teacher’s personal factors to positively affect the teaching effect? This article will briefly discuss the issue.