大学英语说课稿

大学英语说课稿

各位领导，老师:

下面由我来进行大学英语的说课。

我将从以下7个方面进行说课:课程简介教材分析教法和教学手段学法实

践性教学环境教学团队课程改革及设想

一课程简介

1课程的性质及地位

大学英语课程作为大学生整体人文素质培养的一个重要环节，是

我院的重点基础课，大学英语是全院非英语专业所有高职学生的

公共课，必修课，是高中英语学习的延伸,拓展是各个专业英语学

习的基础。本课程以国内外先进的外语教学理论为指导，在充分

考虑到中国学生的外语学习特点与本国外语教育国情的基础上，

以培养学习者的英语语言知识与应用技能、提高学习者的跨文化

交际意识与能力、以及提升学习者的语言学习策略为主要内容，

是集多种教学模式和教学手段为一体的教学体系。

2课程作用

拓展学生知识面，为专业英语学习打下良好的基础，培养学生

良好的学习习惯，成为学生了解世界及本专业最前沿信息的工

具。

3培养目标

培养具有国际视野、满足国家与社会需求的高素质，复合型创新人才为目标:1)就总体教学模式与教学理念而言，期望以本校资源为主

1

要依托，借助校外优质资源，通过丰富的课程体系、教学模式和学习资源与渠道，实现自主式、个性化、立体化和多媒体化的英语学习;2)具体到语言技能的培养上，则旨在以听说能力为突破口，培养学生较强的英语语言综合应用能力，同时增强其文化素养和可持续学习能力，获得就业或继续学习的优势;3)培养自主学习的能力，通过A级或B级考试，

二教材分析

1教材。

有符合高职教学培养要求的、新颖的教学大纲，并严格执行。

选用优秀高职高专教材,属于”十一五”国家级规划教材:《当代高职

高专英语教程》，教材内容符合高职培养目标要求。

具有时代性、知识性、趣味性、可思性、实践性和语言规范性。

每一单元都由一个主题展开，本着“实用为主”的原则层层展开，

环环相扣，相互促进，不断提高，从个方面向学生提供丰富的语

言文化方面的知识，并为学生提供全面实践所学知识的平台。

本教材计划开设一学年，每周4学时，共计128学时。计划如下:

(略)

2(本课程的重点:

(1)全面落实大学英语教学要求，以分类指导与因材施教为

原则，提高学生的英语综合应用能力、特别是英语听说能力，同

时增强其文化素养和可持续学习能力;2)运用先进的教学理念，

通过丰富的课程体系与多样的学习资源建设，实现自主式、个性

2

化、立体化和多媒体化的英语教学与学习。

3(本课程的难点:

1) 如何将对学习者的语言能力培养与通识教育相结合;2) 如

何在课程建设与学习资源开发中有效实现分类指导与因材施教。

4(考试考核方法

在“评价”上寻出路:不以学期、学年的一次考试评定学生，坚

持形成性评价和终结性评价并重的原则，既关注结果，又关注过

程。教师可通过平时观察、考勤、作业等形式，对学生的学习情

感、习惯和态度等方面进行评价，实行等级制评价与分数制评价

相结合。其中形成性评价占30%，终结性评价占70%。试题要有

一定的语境和情景，要减少单纯的语法结构、语法规则题，降低

语法试题难度，减少知识性的客观题，增加主观题的比例，不出

仿题、怪题和超纲题。注重考查学生掌握基础知识、基本技能的

情况和运用知识分析问题、解决问题的能力，注重发挥学生的创

造性。按教考分离的要求命题.

三教法和教学手段

我国外语教学普遍存在着“费时较多，收效较低”的现象，我们必须积极进行外语教学法的改革，研究、完善、推广好的外语教学方法，在不增加学生负担的前提下，通过改进教学方法提高效率，用较少的时间使学生掌握更多的知识和能力;积极大胆地从我国青少年学习外语的规律和优势出发，充分调动学生学习外语的积极性、主动性，有效地培养和提高学生运用外语的能力，全面实现外语教学的目的;同时，还要注意学习和吸收国外现代外语教学法思想，博采众长，兼收并蓄，创造出本院的外语教学法。

3

1激发兴趣，减负增效

兴趣是学好语言的动力，兴趣教学是实施素质教育的重要前提，是英语学科素质教育的着眼点。实施兴趣教学可以减负增效，使学生学得积极主动、轻松愉快。

2(实施成功教育，激发兴趣

在平时的教学中，介绍名人学外语的经验、事迹，让学生现身说法，互相交流学习体会;善于发现、发挥、发掘每个学生的优势和特长，对学生在自身基础上所取得些微长进，都要给予肯定、鼓励，让他们享有成功的喜悦，不断强化其学习动力，增强学习兴趣，鼓舞他们向新的成功迈进。

3(改革课堂教学，提高兴趣

, 我们要优化课堂教学过程，提高50分钟的课堂教学效率，在“精”字上做文章:精心备课，精心辅导，精选作业题，改革作业形式，使其具有目

的性、趣味性、选择性、层次性、创造性、适量性、多样化的特点;在“点”

字上求突破:抓住重点、突破难点、落实知识要点;在“能力”上求发展:

充分利用直观教具、多媒体辅助教学，设置一些形象逼真的情景，让课本

内容“活”起来，使学生沉浸其中，培养学生的学习能力;。在英语课堂

中，可以使用的教学方法有讨论法、师生互动法、任务驱动法、案例教学

法、以学生为中心法，当然也可以借助先进的教学手段促进教学，如语言

实验室、多媒体教室、各种音像资料等。

四学法

引导学生采用如下学习方法:小组竞赛法、合作学习法、问题导向式学法、交际法、联想式学法、体验式学法、任务式学法

实践性教学环境五

4

英语学习需要在实践中提高,需要语言环境与氛围,为此,我们努力

在校园内构建一个模拟的二语习得的语言环境，营造浓厚的英语

学习氛围。 1. 强化课堂教学活动中的实践1)组织交际性、互动

性强的课堂活动; 2)采用任务教学法，要求学生以团队合作方

式，进行某项专题研究，撰写研究报告，在课堂进行展示。

2. 利用网络资源进行的教学实践

1)利用各种针对课程的资源，支持学生开展研究性学习;

2)利用网络互动平台、面谈、等沟通方式，关注学生的个性需求。 3.开展第二课堂的教学实践

1)组织各种联系实际、体现学生特点和个性需求的生动有趣的英语活动。开展英语课堂展示大赛、演讲大赛等活动,英语晚会等吸引各专业各层次学生的踊跃参与，让学生利用英语充分展示才能。 2)教师指导学生自主编辑、管理的英语报刊、网络报道等。

图书馆、英语角、网络、第二课堂如英语口语协会，与外教交流

六教学团队

任课教师中无专科学历者，中高级职称教师比例高于20%。近三

年内该课程高职称的教师的上课率达到80%。近三年内该课程教

师70%以上参加过校内外的业务继续教育。45以下青年教师全部

参加过岗前培训并考核合格。采用引进来，走出去的方式对教师

5

进行培养。曾邀请陕师大和西外的专家教授对我们的教师进行培训交流。每年还会选派教师去北京外国语大学或深圳职业技术学院进行学习和培训。科研成果有姚老师的省教育厅的项目，已结题，论文及编写教材情况如下。

七课程改革与设想

, 加强教师队伍建设要求年龄在35岁以下的青年教师都要提高学历，参加硕士研究生学习。

, 在网站上建立信息化平台，利用网络互动平台等沟通方式，关注学

生的个性需求，也可把优秀的讲课视频放到校园网上，供学生

学习。

, 实行学分制。

, 分层次教学

根据学生的实际情况与社会的实际需求，本着因材施教的原则，将非英语专业大学生的英语能力培养分为一般要求、较高要求、与更高要求三个层次。各系根据学生的实际英语水平，实行入校学生英语水平一、二、三级的分级教学制，为不同起点的学生制订不同的教学目标，实行个性化教学。考虑到我校学生生源状况和入学英语水平、学能倾向、学习需求等方面差异较大的特点，我们确定“主抓中间、兼顾两头”的指导思想，在充分照顾群体目标的基础上，尊重个体差异，根据不同层次学生的需求，设计相应的课程学习计划，允许学生根据入学英语水平、学能倾向、学习需求等情况选择需要达到的标准。

从培养层次的角度而言，要求所有学生在完成相当于B级的学习之后，达到一般要求层次;所有二级起点的学生在达到一般要求后，还有一个学期的英语后续课程，以帮助他们达到“较高要求”层次;而三级起点的学生则将在两个学期的英语后续课后，可望达到“更高要求”层次;这样最终达到“较

6

高要求”的学生将占全体学生总数的85%以上，而达到“更高要求”层次的学生将有15%-30%。

7

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