英語專業(yè)教學(xué)大綱的比較研究.pdf

1、Above all, we have compared the former syllabus and the new one. And now, we can see the features of the new syllabus explicitly and systematically. Firstly, the original syllabus covers two parts for primary grades

2、 and high grades, and the new syllabus merges them into one entirety. In this way, the universities and the teachers can plan the four years' teaching as a whole process. Secondly, according to the development of th

3、e society and the development of modem education, the new syllabus put forward the new destination of education and new undergraduates' quality, which leads to the transformation in the English course design,teaching req

4、uirement, teaching methods, teaching instruments and so on. Thirdly, the new syllabus explicitly tells us to offer three types of courses, English major technology, English major knowledge, and English major relevan

5、t knowledge. In this way, the universities can avoid some courses without necessaries, and can offer to the students the courses that are proper to the development and needs of that areas. Of course, in that case, the un

6、iversities in different areas can have a little various courses, which is not contradictory to the spirit of the syllabus, however, which is the reflection of the spirit of the syllabus, for this variety is what the vari

7、ous students and the teaching environment need. And just from this point of view, we can say this new syllabus is a communicative one and is the combination of many elements in several kinds of syllabuses. Fourthly,

8、 the new syllabus put the emphasis on the students' competence of creation. And this requirement in the new syllabus is asked to the students from primary grades to high grades. As long as the students possess the compet

9、ence of use English as a tool, they can use this tool to master more knowledge and skills. That is to say to master the English is not the final target of English major students, and is the first step to learn more knowl

10、edge to serve the society. At the same time, we should say there are more features in the new syllabus such like the avocation of student-centered teaching, the new vocabulary with broader quantity, the bigger amoun

11、t of reference books and so on. All of these we should understand in the process of teaching and learning. So we say the 1990 syllabus and the 2000 one are both different and concerned, the latter developed from the

12、 former, and just like the human being's brain developing from young to mature which can tell the person to do more correct and suitable actions. The essence of the education is development. The syllabus as the ref

13、lection of education should be in the process of development alongside the education. Therefore, the syllabus also reminds us the policies of the nation's development, stresses the learners' creational spirit and the pra

14、ctical ability, and reflects humanism. We have the reasons to believe that as time goes by, the new syllabus will realize its value, turn our hope into reality, and become more suitable and closer to the educational dest

15、ination, the educational environment and the society. The purpose of this paper, on one hand, is to better understand these underlying principles so that, hopefully, we will be able to make appropriate choices in th

16、e content and in the tools we select for course instruction, on the other hand, in narrow scope, is to examine the currents running through the syllabuses and to highlight the issues relevant to teachers considering crea