基于问题的教学在非英语专业博士生专门用途英语教学中的效用研究
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摘要
本文旨在通过探询基于问题的教学在非英语专业博士生专业英语教学中的效用,为教师更顺利地在该群体中开展专门用途英语教学提供依据。全文共分五章。
引言部分介绍了进行此项研究的目的及必要性。
笫一章通过对我国颁布的非英语专业博士生英语教学大纲、中外与专门用途英语和基于问题的教学有关的文献进行综述阐述了此研究的基础,并指出了基于问题的教学在非英语专业博士生专门用途英语教学中的效用研究是目前还未涉及的领域。
第二章涉及对此项实验研究的设计。设立了实验班和对照班以及来自不同学科背景的教学协作团队。实验前进行了需求分析,并于实验前后进行翻译和写作笔试以及有关元认知水平的问卷调查。
第三章介绍了数据的分析结果。实验班的学生对英语学习的兴趣、动机增强,更具合作、用英语解决实际问题以及在学习过程中分析和自主学习的意识,而在笔试中并未发现差异性。
第四章对结果进行了讨论并探讨了该项研究对该群体的专门用途英语教学的启示。强调了基于问题的教学在提升学生兴趣动机和构建良好的合作环境方面的有效性;提出了增强其实施效果的建议。
结论部分概括了全文的内容,并指出了此项研究可能存在的不足之处和进一步研究的方向。
This study is performed to investigate how effective and feasible problem-based learning (PBL) is in the English for Specific Purposes (ESP) program for non-English doctorial candidates in the Chinese background. It aims to provide teachers with some insights into how to smoothly carry out ESP program in this very community. The whole thesis consists of the following parts.
The introduction presents the aim and rationale of this study.
Chapter One gives a review of English Syllabus for (doctorial candidates) postgraduates-and related studies on ESP and PBL both at home and abroad.
Chapter Two describes the design of this study. The selected students were divided into experimental class and control class, and a teaching team consisting of teachers from different disciplines set up. A case analysis before the experiment, along with a written test for abstract translation and letter writing and a questionnaire concerning meta-cognition before and after the experiment was conducted.
Chapter Three presents the results of data analysis. Data collected suggest students from the experimental class boast stronger interest in and motivation for language learning, and more intense awareness for cooperation, problem solving, analytical thinking and autonomous learning. However no distinction is observed in the written test.
Chapter Four goes on with the discussion of the results and implications of these findings for the management of ESP program in the specific population. We emphasize the effect PBL imposes upon enhancing students'interest in and motivation for language learning and developing a favorable collaborative environment. We also put forward some advices for more efficient implementation of PBL.
The conclusion gives a summary of the whole essay. It also points out the possible shortcomings of this study and suggests the further studies to be conducted.
引言部分介绍了进行此项研究的目的及必要性。
笫一章通过对我国颁布的非英语专业博士生英语教学大纲、中外与专门用途英语和基于问题的教学有关的文献进行综述阐述了此研究的基础,并指出了基于问题的教学在非英语专业博士生专门用途英语教学中的效用研究是目前还未涉及的领域。
第二章涉及对此项实验研究的设计。设立了实验班和对照班以及来自不同学科背景的教学协作团队。实验前进行了需求分析,并于实验前后进行翻译和写作笔试以及有关元认知水平的问卷调查。
第三章介绍了数据的分析结果。实验班的学生对英语学习的兴趣、动机增强,更具合作、用英语解决实际问题以及在学习过程中分析和自主学习的意识,而在笔试中并未发现差异性。
第四章对结果进行了讨论并探讨了该项研究对该群体的专门用途英语教学的启示。强调了基于问题的教学在提升学生兴趣动机和构建良好的合作环境方面的有效性;提出了增强其实施效果的建议。
结论部分概括了全文的内容,并指出了此项研究可能存在的不足之处和进一步研究的方向。
This study is performed to investigate how effective and feasible problem-based learning (PBL) is in the English for Specific Purposes (ESP) program for non-English doctorial candidates in the Chinese background. It aims to provide teachers with some insights into how to smoothly carry out ESP program in this very community. The whole thesis consists of the following parts.
The introduction presents the aim and rationale of this study.
Chapter One gives a review of English Syllabus for (doctorial candidates) postgraduates-and related studies on ESP and PBL both at home and abroad.
Chapter Two describes the design of this study. The selected students were divided into experimental class and control class, and a teaching team consisting of teachers from different disciplines set up. A case analysis before the experiment, along with a written test for abstract translation and letter writing and a questionnaire concerning meta-cognition before and after the experiment was conducted.
Chapter Three presents the results of data analysis. Data collected suggest students from the experimental class boast stronger interest in and motivation for language learning, and more intense awareness for cooperation, problem solving, analytical thinking and autonomous learning. However no distinction is observed in the written test.
Chapter Four goes on with the discussion of the results and implications of these findings for the management of ESP program in the specific population. We emphasize the effect PBL imposes upon enhancing students'interest in and motivation for language learning and developing a favorable collaborative environment. We also put forward some advices for more efficient implementation of PBL.
The conclusion gives a summary of the whole essay. It also points out the possible shortcomings of this study and suggests the further studies to be conducted.
引文
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Flyvbjerg, B.2006. Five Misunderstandings About Case-Study Research. Qualitative Inquiry 12,2: 219-245.
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Hymes. D.H.1971. On Communicative Competence. In J.B.Pride and J.Holmes (eds) Socioliguistics.Selected Readings. Harmondsworth:Penguin.269-293.
Johnson. K. E.1995. Understanding Communication in Second Language Classrooms. Beijing: Foreign Language Teaching and Research Press.
Kaufman, D.M. and Mann, K.V.1999. Achievement of Students in a Conventional and Problem-Based Learning (PBL) Curriculum. Advances in Health Sciences Education 4,3:245-260.
Larsen-Freeman, D. and Long, M. H.2000. An Introduction to Second Language Acquisition Research. Beijing:Foreign Language Teaching and Research Press.
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Ausra J. and Ligija, K.2006. Problem-Based Learning in the Academic Setting:Language Teaching Issues. Coactivity 2:79-87.
Babbie, E.2005. The Basics of Social Research. Beijing:Foreign Language Teaching and Research Press.
Barrows, H. S. and Tamblyn, R. M.1980. Problem-based learning; an approach to medical education. New York:Springer Pub. Co.
Bond, D. J. and Feletti, Grahame I.1997. The challenge of problem-based learning. London:Kogan Page.
Blown, H. Douglas.2001. Teaching by principles:An interactive approach to language pedagogy. Beijing:Foreign Language Teaching and Research Press.
Brown, J.D.2001. The Elements of Language Curriculum:A Systematic Approach to Program Development. Beijing:Foreign Language Teaching and Research Press and Thomson Learning.
Celce-Murcia, M.2006. Teaching English as a Second or Foreign Language. Beijing:Foreign Language Teaching and Research Press.
Colliver, J. A.2000. Effectiveness of Problem-based Learning Curricula:Research and Theory. Academic Medicine 75,3:259-66.
Cook, V.2000. Second Language Learning and Language Teaching. Beijing:Foreign Language Teaching and Research Press.
Dewey, J.1916 (1955), Democracy and Education. New York:The Macmillan Company.
Dewey, J.1997, Democracy and Education. New York:Free Press.
Duffy, T. M. and Cunningham, D. J. Constructivism:Implications for the Design and Delivery of Instruction. Retrieved November 20,2009, from http://www.aect.org/intranet/publications/edtech/07/index.htm
Dunlap, J. C.2005. Problem-Based Learning and Self-Efficacy:How a Capstone Course Prepares Students for a Profession. Educational Technology, Research and Development 53,1:65-85.
Ellis, Rod.1999. The Study of Second Language Acquisition. Shanghai:Shanghai Foreign Language Education Press.
Ellis, Rod.2000. Second Language Acquisition. Shanghai:Shanghai Foreign Language Education Press.
Fisher, R. W. and Lynagh, M. C.2005. Problem-based learning:a dissemination success story? The Medical journal of Australia 183,5:258-260.
Flyvbjerg, B.2006. Five Misunderstandings About Case-Study Research. Qualitative Inquiry 12,2: 219-245.
Gardner, R. C.2001. Language Learning Motivation:The Student, the Teacher, and the Researcher. Texas Papers in Foreign Language Education 6,1:1-18.
Glasgow, N. A.1996. New curriculum for new times:A guide to student-centered, problem-based learning. CA:Corwin Press.
Grabowski, B. Kim, Y. and Koszalka, T.2004. Toward a model for web-enhanced pbl. In T. Oon Seng (ed.). Enhancing thinking through problem-based learning:International perspectives. Singapore: Thomson Learning.167-186
Gwee, M.C.E.2004. PBL in Medical Education:Curriculum Reform and Alignment of Expected Outcomes. In T. Oon Seng (ed.). Enhancing thinking through problem-based learning: International perspectives. Singapore:Thomson Learning.117-132.
Hedge, T.2002. Teaching and Learning in the Language Classroom (Oxford Handbook). Shanghai: Shanghai Foreign Language Education Press.341-343.
Hendry, G. and Murphy, L.1995. Constructivism and problem-based learning:Key features for monitoring evaluation. Research and Development in Problem-Based Learning 3:210-219.
Howard, J.B. Using a social studies theme to conceptualize a problem. Retrieved December 12.2009. from http://www.highbeam.com.
Hutchinson, T. and Waters, A.2002. English for Specific Purposes. Shanghai:Shanghai Foreign Language Education Press.
Hymes. D.H.1971. On Communicative Competence. In J.B.Pride and J.Holmes (eds) Socioliguistics.Selected Readings. Harmondsworth:Penguin.269-293.
Johnson. K. E.1995. Understanding Communication in Second Language Classrooms. Beijing: Foreign Language Teaching and Research Press.
Kaufman, D.M. and Mann, K.V.1999. Achievement of Students in a Conventional and Problem-Based Learning (PBL) Curriculum. Advances in Health Sciences Education 4,3:245-260.
Larsen-Freeman, D. and Long, M. H.2000. An Introduction to Second Language Acquisition Research. Beijing:Foreign Language Teaching and Research Press.
Marincovich, M.2000. Problems and promises in problem-based learning. In Tan, O.S.. Little, P.. Hee. S.Y., Conway, J. (eds). Problem-based Learning:Educational Innovation Across Disciplines-a Collection of Selected Papers. Singapore:Temasek Centre for Problem-based Learning.3-11.
Mathews-Aydinli, Julie. Problem-Based Learning and Adult English Language Learners. Retrieved August 10,2009, from http://www.cal.org/caela/esl_resources/briefs/Problem-based.pdf
Maudsley, G.1999. Do we all mean the same thing by "problem-based learning"? A review of the concepts and a formulation of the ground rules. Academic Medicine 74,2:178-85.
Norman, G. R. and Schmidt, H.G.1992. The psychological basis of problem-based learning:a review of the evidence. Academic Medicine 67,9:557-65.
Rogers, C. R.1969. Freedom to learn:a view of what education might become. Columbus. Ohio: Charles E. Merrill Publishing Company.
Savery. J. R. and Duffy, T. M.1995. Problem Based Learning:An Instructional Model and Its Constructivist Framework. Educational Technology 35:31-38.
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