（外国语言学及应用语言学专业论文）高中及大学英语教材衔接的研究.pdf

湖 北 工 业 大 学 硕 士 学 位 论 文 i 摘要 在过去的 20 余年中，中国的大学英语在教学水平，教材建设，教学方法，教 学环境等诸多方面都有了很大的发展，大学英语教学取得了巨大的成就。但是突 飞猛进的社会发展和日益加速的全球化对中国人才的外语素质和能力提出了新的 要求，向大学英语教学发出了新的挑战，外语不仅仅是一种交流的工具，而且是 提升国家在国际化进程中竞争力的手段。而中国大学生仍然存在“费时低效”的 现象，大学生仍然不能用英语进行较为流畅的表达和交流，仍然“听不懂，说不 出，写不来” 。这就是长期困扰我国英语教学的“哑巴英语，聋子英语” 。造成大 学英语教学“费时低效”的原因是多方面的，其中忽略大学英语与中学英语教材 的过渡与衔接也是一个非常重的原因。本研究的目的就是要进一步明确有关高中、 大学英语教材衔接问题的真实性，找出教材衔接不当的原因所在。 本文先通过对比和分析高中以及大学英语教材的特点，找出两个阶段的英语 教材的相似点以及不同的地方。然后从武汉的不同的大学随机抽取的 200 名 09 级 的大一新生作为研究对象。通过数据分析，可以确定高中和大学英语教材的衔接 确定存在问题。学生进入大学以后，大部分的学生都是一个月或者 2 个月甚至更 长的时间来适应大学教材，这些宝贵的时间用来适应新的教材，对于学习者来说 实在可惜。有些学生因为适应不了教材，干脆放弃对于英语的学习。通过数据的 分析，本研究发现导致高中及大学英语教材衔接不当的原因可以说是有这几个方 面：其一，教材本身的原因，目前大学教材多样化，而大部分的高中都是使用人 教版的课程。大学教材相比较高中教材难度大，跨度大。其二，学生使用教材自 身的原因。由于英语是高中 3 大主课（语文，数学，英语）之一，高考的存在也 给高中学生无形的压力，使学生不得不学习英语。而进入大学以后，英语对于非 专业的学生来讲下降为“公共”课的位置，英语的学时也没有高中的学时多，随 着学习环境的变化，英语教材的难度的增加，使学生对待英语学习的态度也发生 了变化，学习英语的兴趣也随之下降。其三，教师使用英语教材时的原因。许多 大学英语老师都不熟悉高中教材，不清楚高中英语的教学目标。原因四，现在高 中，大学都是分离办学体系。高中和大学英语老师没有直接的交流的机会。本文 的结尾部分对高中及大学教学的衔接提出可行性的建议。如老师在授课的时候， 复习和授新同时进行。加强与高中老师的合作与交流。 关键词关键词： 大学, 高中, 英语教材, 衔接 湖 北 工 业 大 学 硕 士 学 位 论 文 ii abstract in the past 20 years, chinas college english teaching have great development on teaching materials, teaching methods, and teaching environment. the rapid development of social and the increasingly accelerating globalization set the new request to chinese talents diathesis and ability and also give a big challenge to college english education. english is not only a communicative tool; it can also promote the competitive power in the countrys process of internationalization. the chinese college students still have the phenomenon of time-consuming and inefficient to study english. students still can not be more fluent in english expression and communication with english, the students is still did not understand to english, can not tell english, can not writing in english. this is a main reason long plagued for english teaching in china. there have many reasons causing college english teachings “time-consuming and inefficient”, which main reason is inappropriate transition of english textbooks from senior high school to college. this research aimed to investigate the problems that exist in the transition of english teaching textbooks from high school to college, and to improve college teaching and learning. this paper analyzing the senior high english textbooks and the college english textbooks, and find the problems on transition of english textbooks from senior high school to college. this paper makes 15 questionnaires that are answered by two hundred students of grade one from different college in wuhan. when they enter university, most of the students will spend one or two months or even more time to adapt college english textbooks. it is a pity to use such a precise time to adapt new textbooks. some students even give up english learning, since they can not adapt to the textbooks. according to data analysis, it is found several aspects may lead to the divergence between high school textbooks and college textbooks. firstly, college textbooks are diversified, but most of high school textbooks are published by nsefc. compared with the latter, the content of the former is harder. secondly, students learning attitude. since english is one of the three major subjects (english, math, chinese), students have to pay a lot of time to learn english. however, when they enter university, english subject is being classified as general course, and the class hour is being cut. beyond that, the textbooks are more difficult than before. so many reasons result in the change of students attitude to english. their interests decrease day by day. thirdly, problems may occurs when teachers using textbooks. many teachers do not familiar with the text books; some even do not clear about the teaching subject. since high school and college are separate from each other, the teachers have no time to communicate. at the end of this thesis, some feasible suggestions on the connection between high school textbooks and college books are suggested. such as, review and teaching new content can go hand in hand when teachers giving classes, or strength the cooperation and communication with high school teachers. key words: college， senior high school， textbooks， transition 学位论文原创性声明和使用授权说明 原创性声明原创性声明 本人郑重声明：所呈交的学位论文，是本人在导师指导下，独立进行研究工 作所取得的研究成果。除文中已经标明引用的内容外，本论文不包含任何其他个 人或集体已经发表或撰写过的研究成果。对本文的研究做出贡献的个人和集体， 均已在文中以明确方式标明。本声明的法律结果由本人承担。 学位论文作者签名： 日期： 年 月 日 学位论文版权使用授权书学位论文版权使用授权书 本学位论文作者完全了解学校有关保留、使用学位论文的规定，即：学校有 权保留并向国家有关部门或机构送交论文的复印件和电子版，允许论文被查阅和 借阅。本人授权湖北工业大学可以将本学位论文的全部或部分内容编入有关数据 库进行检索，可以采用影印、缩印或扫描等复制手段保存和汇编本学位论文。 学位论文作者签名： 指导教师签名： 日期： 年 月 日 日期： 年 月 日 湖 北 工 业 大 学 硕 士 学 位 论 文 1 1 introduction 1.1 the research problem of the research this research aimed to investigate the transition of english textbooks from senior high school to college, and to improve college english teaching. the research question is whether the english textbooks transition from senior high school to college is effective and smooth. to study this problem, there are some sub-questions needed to answer. the sub-questions are as follows: are the textbooks that provide the guidelines to the teaching in consistent with each other? what is the college english teachers understanding of textbooks? how do college students feel about the transition of english textbooks from senior high school to college? 1.2 significance of the research english, as the international language, plays an importance role in the world. for chinese, english is the major resource of the international information outside china. in particular, with chinas entry to the wto, more people study the english. in recent year, the scale of english teaching in our country has been expanding. english teaching has made great achievements, but there are still many problems in our english education, one of which is that the transition of english textbooks from senior high school to college is not very appropriate. this research found some problems that exist and showed many reasons for the problems in the transition of english teaching materials from high school to college. for instance, the teaching in senior high school in order to help students lay a solid foundation, and that of college english aims help students use it in their jobs . so there are different in english textbooks. with a smooth and effective transition in english textbooks from senior high school to college, it would be easier for college students to become accustomed to college english study, and to improve their english more quickly. 1.3 relevant researches on the present transition since 1990s, the study of the improvement and reform of english teaching has been conducted throughout the country. studying the transitions of english teaching of different levels and stages aroused a lot of interests of many educators and english 湖 北 工 业 大 学 硕 士 学 位 论 文 2 teachers. scholars have achieved a lot in the research on the periods from primary school to middle school and from middle school to college. on the transition of english teaching from primary schools to middle schools, chen shiyin published a research report in 2002, initiating some good ideas and opinions on the reform of tradition teaching. in his view, the transition of english teaching from primary schools to middle schools should be advanced step by step, for example, from sentence pattern to conversations and then to short passage. and on the transition of english teaching from junior middle schools to senior high schools, lu chunfen pointed out that english teaching from junior middles school to senior high school remains a large transition gap in an article in 1998, which attracted a great deal of attention throughout the country. as for the study of the transition of english teaching from senior high school to college, until now there has been no satisfactory result. many articles talk about transition of english teaching materials from high school to college. on the transition of english teaching from senior high school to college school, gao ping published journal of ninbo university( educational science) in 2004, initiating some good ideas and opinions on the english teaching materials. in his view, the senior english teaching textbook is the single in china, many senior english teaching textbook is the crystallization of peoples education press. but college english materials are more flexible, currently teachers can options a lot of textbooks. the teaching materials are elaborately selected, and they are written in modern, live language about everyday life. and on the flt in china: problems and suggested solution in 2004, shu dingfang pointed out textbooks play an important part in teaching. any set of textbooks should have the following evident features: objective-oriented, systematic, authoritative and referential. shao youxue (2006) pointed out it is necessary to discuss the transition of english teaching materials. according to published articles, many scholars have achieved a lot in the research on the periods from primary school to middle school and from middle school to college. much attention is put into all the facts (include english materials, teaching strategies, 湖 北 工 业 大 学 硕 士 学 位 论 文 3 learning strategies, english test and so on). but few scholars have a point from a single detailed to research on the periods from primary school to middle school and from middle school to college. as we known, english textbooks play an important part in english teaching. textbooks are one of the most important channels from which the foreign language learners get language input, as they learn it in a situation that lacks of language use environment. thus, textbooks should not only provide language material, but also should take learners special learning rules into account, and provide language knowledge systematically to learners, which enable learns to grasp basic rules of foreign language, and lay a good foundation for their learning. good textbooks and appropriate use of textbooks may help learner dramatically. so i chose the research on transition of english teaching materials from high school to college. 1.4 structure of the thesis the structure of this thesis is as follows: chapter 1 introduces the problem, the significance, the relevant researches on the present transition and the structure of this thesis chapter 2 introduces the literature review of transition and curriculum, the input hypothesis, cognitive theory of lanuage, constructivist learning theory, gagens informantion processing learning theory. chapter 3 focuses on the research methods employed in this thesis, which includes the subjects, instruments and procedures. chapter 4 is the dicussion of the results of the analysis. chapter 5 give some suggestions of how to study english 湖 北 工 业 大 学 硕 士 学 位 论 文 4 2 literature review 2.1the definition of transition and curriculum according to the explanations of dictionaries, we can find several definitions of transition as follows: “transition means changing, change from one condition or set of circumstances to another”(oxford advanced learnings dictionary of current english with chinese translation);“transition means(an act of)changing or passing from one stage, subject, or place to another.”(longman dictionary of american english). according to the above definitions, we can make a conclusion that transition teaching means to change (including teaching needs, teaching models, teaching methods, etc.) from one teaching stage to another. for example, from kindergarten to primary school, from primary school to junior middle school and from junior middle school to senior middle school and so on, step by step, with a scientific and reasonable link. thus, both teaching and learning will go smoothly and successfully. this thesis mainly deals with the teaching materials transition between high school and college. what does curriculum mean? allen (1984) defines curriculum as a very general concept that involves consideration of the whole complex of philosophical, social and administrative factors that contribute to the planning of an educational program. according to rogers (1976), curriculum is a far broader concept; curriculum is all those activities in which children engage under the auspices of the school. this includes not only what pupils learn, but how they learn it, and how teachers help them learn, using what supporting materials, styles and methods of assessment, and in what kind of facilities. 2.2 relevant theories 2.2.1 the input hypothesis krashen and terrell (1983, p.32) define the input hypothesis as we acquire (not learn) language by understanding input that is a little beyond our current level of (acquired) competence. krashen (1983) claims that learning will occur when unknown items are only just beyond the learners present level. context will help this happen, but so will other devices found in simplified codes and employed by caretakers - such as using gestures (e.g. pointing at things), focusing on the here and now, repeating items. above all, the learner needs the help of a friendly language provided, and modify her language so that it does not wander too far away from the learners level of competence. 湖 北 工 业 大 学 硕 士 学 位 论 文 5 krashen (1983) has a formula that neatly expresses his idea of comprehensible input. he describes the acquirers present level of compentence as i, and the level immediately following i as i+1. the input hypothesis claims that learners progress by understanding language containing i+1; language just above present competence. in this formulation, we may say that rough tuning consists of knowing, roughly, what a learners i is, and hence being able to gauge i+1. 2.2.2 cognitive theory of language the concept of cognitive structure is core to piagets theory. the patterns of physical or mental action are cognitive structure which underlined specific acts of intelligence and accord with the stages of child development. there are four primary cognitive structures according to piaget(1960): sensor-motor, pre-operations, concrete operations, and formal operations. in the sensor motor stage (0-2 years), intelligence take form of motor actions. in the pre-operation period (3-7 years), intelligence is instinctive in nature .the cognitive structure during the concrete operational period (8-11 years) is logical but relate on specific referents. in the last stage of formal operations (12-15 years), thinking concerns abstractions. the age of junior students fall into the final stage, during which they start to form abstract thinking. based on the theory of jean piaget, the cognition process is grow from the known to the new, and english teaching is not beyond. its process is an organic whole. english teaching should become advanced gradually, thats from simple to complex, from easy to difficult. from the view of the perspective of cognition, we learned that students understand new knowledge according to their knowledge now and change their cognitive structures in order to adapt to some new information. jerome bruner(1966)share the same opinion with piaget that learning is an passive process in which students form their own thought of things and this understanding will vary among different people. he enlarged piagetian theory and build up his own cognitive theory. as we know, the learners cognitive characteristics vary from different stages. first, the senior high schools mean a special period of life time for the students. they developed their physical or mental health rapidly .they are expecting new things and active in class. they still like to imitate what is heard or seen. the abstract thinking ability is in a leading position in thinking. their half-mature psychology makes them flexible in many aspects and makes them learn things very quickly. they start to learn and remind something comprehensively instead of mechanically. secondly, the college students are more independent and mature than senior high school students. their mental development is approach to an adults. they are not inquisitive to the things they 湖 北 工 业 大 学 硕 士 学 位 论 文 6 never saw it before and not so energetic in class, but they have a good feeling of observation. they can do mostly abstract logical thinking. most of them have set up a rather steady aim, as a result they can control themselves most of the time. and they remember things comprehensively instead of mechanically. 2.2.3 constructivist learning theory constructivist learning theory emphasizes that the relationship of learners new knowledge and existing old knowledge, and applying the knowledge into real situations. the famous american psychologist spiro and others think that learning can be divided into primary study and high study. primary study is the lower stage of learning. at that stage, students learn some important concepts and facts, and regenerate the original knowledge in the test. the main content here is good structure area. constructivist theory emphasizes learners initiative, constitutive during the learning process and propose that top-down instructional design, ideas and knowledge construction plays an important role in teaching. constructivism learning theory knowledge view, teachers and students view is in great contrast with traditional teaching. the core idea of constructivist theory is that the students understand knowledge according to their predecessors. curriculum implementation process is the process that teachers promote students to construct knowledge actively. constructivist learning theory is a development of study theory. this theory emphasizes the positive of the learning process, and understanding of the meaning of the construction of new knowledge. it emphasizes the importance of social nature study, a