Since EAP(English for Academic Purposes)courses have been introduced into China's educational institutes around a decade,teachers seldom have relevant teaching experience.Also,seldom researches about the relevant ...Since EAP(English for Academic Purposes)courses have been introduced into China's educational institutes around a decade,teachers seldom have relevant teaching experience.Also,seldom researches about the relevant course syllabus and teaching methods have been undertaken in Chinese education fields(Cai 2011;Su and Chen 2010).This essay will compare the syllabi and teaching methodologies used for GEAP(General English for Academic Purposes)courses of two higher educational institutions in China and America to find a practicable solution to develop a better GEAP course for China's universities.展开更多
为顺应时代的发展,应用型本科大学要积极探索合适的大学英语教学方法。为了将通用学术英语(English for General Academic Purpose,EGAP)课程教学模式实践于应用型本科院校,本课题研究组从听、说、读、写四个维度出发,培养学生的专业英...为顺应时代的发展,应用型本科大学要积极探索合适的大学英语教学方法。为了将通用学术英语(English for General Academic Purpose,EGAP)课程教学模式实践于应用型本科院校,本课题研究组从听、说、读、写四个维度出发,培养学生的专业英语能力。本文通过问卷调查收集课程改革反馈信息,经分析课程改革反馈信息发现,课程实际感受、课堂设计、获得感、小组任务设置、材料与测试以及课堂活动的丰富程度与课程满意度显著相关,且课程满意度与课程口碑、课程推荐度显著相关。因此,在今后的课程改革中,应用型本科大学要围绕以上四个维度进行深耕。展开更多
文摘Since EAP(English for Academic Purposes)courses have been introduced into China's educational institutes around a decade,teachers seldom have relevant teaching experience.Also,seldom researches about the relevant course syllabus and teaching methods have been undertaken in Chinese education fields(Cai 2011;Su and Chen 2010).This essay will compare the syllabi and teaching methodologies used for GEAP(General English for Academic Purposes)courses of two higher educational institutions in China and America to find a practicable solution to develop a better GEAP course for China's universities.
文摘为顺应时代的发展,应用型本科大学要积极探索合适的大学英语教学方法。为了将通用学术英语(English for General Academic Purpose,EGAP)课程教学模式实践于应用型本科院校,本课题研究组从听、说、读、写四个维度出发,培养学生的专业英语能力。本文通过问卷调查收集课程改革反馈信息,经分析课程改革反馈信息发现,课程实际感受、课堂设计、获得感、小组任务设置、材料与测试以及课堂活动的丰富程度与课程满意度显著相关,且课程满意度与课程口碑、课程推荐度显著相关。因此,在今后的课程改革中,应用型本科大学要围绕以上四个维度进行深耕。
