英語專業(yè)復(fù)合型人才培養(yǎng)課程教學(xué)研究

內(nèi)容概要

　　《英語專業(yè)復(fù)合型人才培養(yǎng)課程教學(xué)研究》作研究關(guān)注的是英語教育政策的影響，依托"全球力量影響 國(guó)家政策斡旋
組織機(jī)構(gòu)及個(gè)人能動(dòng)反應(yīng)"的理論框架，具體研究分析了相關(guān)專業(yè)課程的內(nèi)容依托教學(xué)的產(chǎn)生及其對(duì)英語專業(yè)學(xué)生學(xué)術(shù)及職業(yè)發(fā)展的影響。希望通過這項(xiàng)實(shí)證研究更好地認(rèn)識(shí)通過相關(guān)專業(yè)課程的內(nèi)容依托教學(xué)培養(yǎng)復(fù)合型人才帶來的影響，以期為英語專業(yè)教育政策的制訂和教育機(jī)構(gòu)的管理人員提供可以參考的實(shí)證研究結(jié)論。

作者簡(jiǎn)介

　　?？≤S，大連外國(guó)語學(xué)院英語學(xué)院院長(zhǎng)，博士，教授，碩士生導(dǎo)師，中國(guó)教育語言學(xué)常務(wù)理事，中國(guó)外語教學(xué)研究會(huì)特別用途英語專業(yè)委員會(huì)常務(wù)理事。曾獲得大連市優(yōu)秀教師、市優(yōu)秀專家、市勞動(dòng)模范、市歸國(guó)留學(xué)人員創(chuàng)業(yè)英才、大連市特殊津貼專家、市首批領(lǐng)軍人才、省優(yōu)秀青年骨干教師、省級(jí)和校級(jí)教學(xué)名師等榮譽(yù)稱號(hào)。此外，獲校級(jí)科研獎(jiǎng)等和教學(xué)成果獎(jiǎng)勵(lì)數(shù)十次，獲省級(jí)教學(xué)成果一等獎(jiǎng)及國(guó)家級(jí)教學(xué)成果二等獎(jiǎng)。負(fù)責(zé)的教學(xué)團(tuán)隊(duì)獲省級(jí)優(yōu)秀教學(xué)團(tuán)隊(duì)，主持建設(shè)的課程獲省級(jí)精品課程，負(fù)責(zé)建設(shè)的英語專業(yè)獲教育部第六批高校特色專業(yè)建設(shè)點(diǎn)。在國(guó)內(nèi)外學(xué)術(shù)期刊發(fā)表論文55篇；主編、主譯作品76部，參編5部，3部在臺(tái)灣出版；主持完成國(guó)家社會(huì)科學(xué)基金項(xiàng)目1項(xiàng)，省級(jí)項(xiàng)目5項(xiàng)，市級(jí)項(xiàng)目1項(xiàng)，校級(jí)項(xiàng)目7項(xiàng)。在國(guó)內(nèi)英語專業(yè)基礎(chǔ)階段率先系統(tǒng)開展內(nèi)容依托式課程改革，主編并出版CBI內(nèi)容依托系列英語教材11部，推出的教學(xué)研究成果“英語專業(yè)基礎(chǔ)階段內(nèi)容依托課程體系的創(chuàng)新與實(shí)踐”獲第六屆高等教育國(guó)家級(jí)教學(xué)成果獎(jiǎng)。

書籍目錄

邁克爾·博特利教授序言
邁克爾·博特利教授序言(譯文)
汪榕培教授序言
前言
Chapter 1 Introduction
Chapter 2 Literature Review
Chapter 3 Research Methodology
Chapter 4 Data Analysis (I) -Positive and Negative Aspects of
the Localised CBI of Applied Specialism Coues
Chapter 5 Data Analysis (II)-Problems with the Localised CBI
ofApplied Specialism Coues
Chapter 6 Conclusion
Bibliography
Appendices

章節(jié)摘錄

　　In studying the issue of the localised CBI of applied specialism courses in China，this research focused on one institution due to the consideration of the feasibility of the very research.It was also because DUFL constituted a typicalor representative case as was illustrated in Section 3.3.　　On the basis of the typical case of DUFL，I carried out the sampling at two levels： the level of specialisms and the level of individuals.　　At the level of specialisms，I chose international trade and tourism &hospitality management.Firstly，they were typical in terms of national and institutional interest.Without the experience of quick birth and quick death of some specialisms，they were relatively stable and were more worthy of attention in research.Secondly，they had been practised for a long time and had achieved a certain degree of maturity.Thirdly，they could provide all.The possible respondents required in the research.　　At the level of individuals，I intended to examine the perceptions of those who were most relevant to the practice so as to understand the impact of the localised CBI of applied specialism courses.Therefore，the samplinginvolved：　　1）8 fourth-year undergraduates who had experienced the localised CBI of applied specialism courses and had some knowledge of the job market，　　2）2 groups of undergraduates who had been experienang the localised CBI of applied speaalism courses，　　3）4 lecturers who had been providing the applied speaalism courses in English，　　4）4 graduates who had experienced the localised CBI of appliedspecialism courses and were pursuing further education or working inrelevant areas，　　5）4 administrators who had been coordinating or organising the teaching of applied specialism courses in DUFL.　　While selecting each of these groups，I tried to ensure their representativeness of the relevant population according to their involvement in the localised CBI of applied speaalism courses.　　Undergraduate samples were obtained through "simple randomsampling" （Cohen et al.2000，p.l00）.When I availed myself of the completelists of the fourth-year undergraduates who had been experiencing the localised CBI of applied specialism courses，I selected eight from the namelists，reached them with the help of their advisors in charge，and got their permission to conduct interviews.　　……

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