英语教学通识教育论文提纲

论文题目：需求分析视角下的英语专业课程设置研究

摘要：课程设置涉及计划、执行、评估教学活动等阶段,是教育规划的一项重要指标。为确保课程设置的有效性,不同视角的需求分析是首要条件和必备前提。但目前而言,基于需求分析视角对英语专业课程设置进行探索的研究较少。据此,本研究从多维视角对英语专业课程设置的需求状况展开了调查与分析,以获取多方对现阶段课程设置及实施过程的看法,并为优化课程建设建言献策。本研究共选取包括英语专业在校生、毕业生、教师及不同用人单位的人力资源经理在内的四类研究对象。针对课程目标、课程类别、课程内容、课时安排、课程考核方式等课程设置中所涉及的要素,研究对象发表了自身看法。本研究通过问卷调查、半结构化访谈等途径获取研究数据。定量分析过程涉及对频数、百分比、均值及标准差的处理,均来自调查问卷收集的数据,并在总体课程设置状况和其要素之间进行了相关分析;而定性分析过程主要是对访谈及问卷开放性问题所回答的关键词进行分类并分析,进一步支撑相应的定量分析结果。研究发现,他们对于英语专业教育的主要需求是扎实的语言技能和广博的英语专业知识及通识知识。他们对阅读技能、文学知识水平最为满意,但对口语技能、商务英语及百科知识水平最不满意。同时,他们都认为现阶段英语专业课程设置较为合理,但英语口语课、商务英语课在课程实施过程中仍存在问题。输出型语言技能课程、专业知识课程、通识教育核心及选修课程以及实践类课程的比重较少,但通识教育必修类课程中关于马克思理论、军事理论、历史等方面的课程比例过高。此外,在考核体系中,过程性考核所占比例较低。基于对上述研究成果的讨论,本研究得出如下结论:现阶段英语专业课程设置基本能满足学习者及社会的需求,但涉及口语技能、商务英语知识及专业实践等方面的课程仍存在不足。因此,今后需要进一步改善课程设置,如增加输出型语言技能课、专业知识课、通识教育核心和选修课以及实践课的比例,降低部分通识必须课比例,加大过程性考核比重等,以培养具备通识知识的复合型人才。最后,本文指出了研究的不足之处并对今后研究提出了建议。

关键词：课程设置;英语专业教育;需求分析

学科专业：英语语言文学

Abstract

摘要

Chapter One Introduction

1.1 Background of the Study

1.2 Statement of the Problem

1.3 Rationale of the Study

1.4 Purpose and Method of the Study

1.5 Significance of the Study

1.6 Organization of the Thesis

Chapter Two Literature Review

2.1 Introduction

2.2 Studies on Needs Analysis

2.2.1 Definitions of Needs in Language Learning

2.2.2 Classifications of Needs in Language Learning

2.2.3 Models for Needs Analysis

2.2.4 Studies on Needs Analysis for Language Teaching and Learning

2.3 Studies on Curriculum Design

2.3.1 Definitions of Curriculum

2.3.2 Importance of Curriculum Design

2.3.3 Key Elements of Curriculum Design

2.3.4 Studies of Curriculum Design for Language Teaching and Learning

2.4 Studies on Needs Analysis and Curriculum Design

2.4.1 EGP Curriculum Design Based on Needs Analysis

2.4.2 ESP Curriculum Design Based on Needs Analysis

2.4.3 EAP Curriculum Design Based on Needs Analysis

2.5 Research Gaps and Research Questions

2.6 Chapter Summary

Chapter Three Methodology

3.1 Introduction

3.2 Participants

3.3 Sources of Data

3.3.1 Questionnaires

3.3.2 Semi-structured Interviews

3.4 Data Collection Procedure

3.4.1 Conducting the Pilot Study

3.4.2 Administrating the Questionnaires

3.4.3 Conducting the Interviews

3.5 Data Analysis

3.5.1 Analyzing the Questionnaire Responses

3.5.2 Eliciting the Interview Transcripts

3.6 Chapter Summary

Chapter Four Results and Findings

4.1 Introduction

4.2 Reported Needs for English-major Education

4.2.1 Needs to Undergraduates

4.2.2 Perceived Needs from Teachers

4.2.3 Needs to Graduates

4.2.4 Perceived Needs from Employers

4.3 Evaluation on Current Curriculum Design and Its Implementation

4.3.1 Undergraduates' Evaluation

4.3.2 Teachers' Evaluation

4.3.3 Graduates' Evaluation

4.3.4 Employers' Evaluation

4.4 Suggestions for the Improvement of Curriculum Design

4.4.1 Undergraduates' Suggestions

4.4.2 Teachers' Suggestions

4.4.3 Graduates' Suggestions

4.4.4 Employers' Suggestions

4.5 Commonalities and Discrepancies among the Stakeholders

4.5.1 Shared Viewpoints

4.5.2 Different Perceptions

4.6 Chapter Summary

Chapter Five Discussion

5.1 Introduction

5.2 Language Proficiency and Extensive Knowledge as the Main Needs

5.3 Unbalanced Skill Courses and Knowledge Courses as the Main Problem

5.3.1 Insufficient Output-oriented Skill Training Courses

5.3.2 Unsatisfactory Knowledge-oriented Courses

5.4 Optimization of Output-oriented Skill Courses and Knowledge Courses

5.5 Chapter Summary

Chapter Six Conclusion

6.1 Summary of the Study

6.2 Pedagogical Implications

6.3 Limitations of the Study

6.4 Suggestions for Future Studies

References

Appendix Ⅰ

Appendix Ⅱ

Appendix Ⅲ

Appendix Ⅳ

Appendix Ⅴ

Acknowledgements