Lead: Team building should be an effective communication process. In this process, participants and promoters will enhance mutual trust, be honest with each other, and be willing to explore the core issues that affect the outstanding role of the working group.
Paper Keywords College English Teaching Team Teaching Quality
This paper studies how to strengthen the construction of college English teaching team and improve the quality of English teaching in an all-round way from four aspects: adhering to graded teaching, constructing a three-dimensional language learning model, combining various types of courses and establishing a comprehensive academic evaluation system.
Team is a concept in human resource management, which is defined as "a group of individuals with complementary skills and working together for the same goal". In 1980s, the concept of peer assistance in team theory was applied to the field of teachers' work, which advocated teachers to work together to form a partnership, learn from each other, improve teaching strategies and improve teaching quality through joint learning, demonstration teaching and systematic teaching practice and feedback.
In 2007, the Ministry of Education and the Ministry of Finance pointed out in the Opinions on Implementing the Undergraduate Teaching Quality and Teaching Reform Project in Colleges and Universities: "Strengthen the construction of undergraduate teaching teams, focus on selecting and building a number of teaching teams with high teaching quality and reasonable structure, establish an effective team cooperation mechanism, promote the reform and research of teaching content and methods, promote the exchange of teaching experience, develop teaching resources, and promote the combination of old, young and middle-aged teaching work." With the release of this document, the construction of teaching team in colleges and universities has become an important research topic for college educators to carry out teaching research and improve the quality of education. This paper will discuss the measures to strengthen the construction of college English teaching team and improve the teaching quality based on the reality of our school.
College English course is a compulsory course for non-English majors at the basic stage. Wide coverage (all students), long course period (4 semesters), many class hours (256 class hours) and high frequency of teaching (twice a week), which has a great influence on students (graduation, postgraduate entrance examination, employment and going abroad all require English scores). It is called a window course by many people, so it has attracted the attention of colleges and universities.
College English teachers have a heavy task (the teaching workload is usually 12 class hours/week). In order to independently complete the teaching of all courses (listening, speaking, reading, writing and translation) of College English 1 ~ 4, the work to be completed includes learning textbooks, compiling teaching plans, teaching platform, correcting homework, counseling and answering questions, proposition examination, marking and grading. For a long time, teachers have been walking alone on the long "assembly line" over and over again, and the level of personal ability determines the teaching effect of this course. However, with the deepening of teaching content and the continuous improvement of teaching requirements, any teaching process has become extremely complicated, and the traditional "single-handedly" teaching mode is becoming more and more inadequate. Therefore, it is necessary to establish a team teaching mode composed of teachers with complementary professional ability, knowledge and skills and expertise, and improve the quality of college English teaching through team cooperation.
In order to complete the primary task of college English course construction and achieve the ultimate goal of improving the quality of English teaching, we set up a college English teaching team, relying on college English course as a teaching platform, and made efforts to explore and practice from the aspects of teaching mode reform, curriculum system setting, academic evaluation methods and online autonomous learning, so as to improve the quality of college English teaching.
Adhere to the teaching principles of graded teaching and classified guidance? In order to solve the outstanding problem of "top students don't have enough to eat, and poor students don't have enough to eat" in administrative classes with different English levels in our school, according to the principle of "classified guidance and teaching students in accordance with their aptitude" put forward in the College English Curriculum Requirements promulgated by the Ministry of Education in 2007, 89 freshmen in grade 20 10 were taken as the pilot, and the students were divided into three grades according to their English scores in college entrance examination and entrance grading examination. The three levels have different teaching materials, different teachers, different teaching requirements, different learning objectives and different assessment methods. According to their different levels, students use the corresponding level of teaching materials and follow the corresponding teaching requirements, and complete the study of College English 1 ~ 4 in 2 ~ 4 semesters from A to C in turn. Only after passing the course examinations at all levels can they take the CET-4. A-level and B-level are each assigned a China teacher and a foreign teacher, while China lays a solid language foundation for students and focuses on cultivating students' language application ability; At the same time, foreign teachers' classes provide students with a real environment to practice foreign languages.
We assign teachers to different levels of teaching groups according to the age, personality and professional knowledge of team members. The teaching materials of each grading teaching group are unified, the teaching content is the same, the teaching progress is the same, the group prepares lessons collectively, and the division of labor cooperates to compile teaching materials and make classroom teaching courseware. Teachers share teaching resources and exchange teaching experience through meetings, emails, text messages, telephone calls, etc., and change the state of being relatively closed in the past and being in the repetitive operation of their own experience, thus forming a team atmosphere of unity and mutual assistance, learning from each other's strengths and improving together.
Second, build a three-dimensional teaching model of "trinity" of the first classroom, the second classroom and multimedia network-assisted teaching, and pay attention to cultivating students' autonomous learning ability.
The reform of teaching mode is the most important task for the college English teaching team to deepen the teaching reform, and it is also an important way for college English teaching to change from a teacher-centered teaching mode that simply teaches language knowledge and skills to a student-centered teaching mode that cultivates language application ability and autonomous learning ability. According to the Curriculum Requirements, "the new teaching mode should be supported by modern information technology, especially network technology, so that English teaching can develop in the direction of personalized learning, learning without time and place restrictions and active learning". Efforts should be made to build a three-dimensional language learning environment that combines face-to-face instruction with autonomous learning, the first classroom with the second classroom, and online learning with traditional learning.
The content of face-to-face courses should focus on the teaching of reading, writing and translation, taking into account the teaching of listening and speaking. Autonomous learning is embodied in making full use of the online autonomous learning platform of college English in our school and striving to promote the cultivation of students' personalized autonomous learning habits. There are three platforms in our school: AsiaInfo, New Age Interactive English and Spode Course. The content and functions of each platform have their own emphasis and complement each other. Students can go to the College English Autonomous Learning Center for autonomous learning, or log on to the Internet for online learning anytime and anywhere. Students must complete the assigned content (mainly listening and speaking, supplemented by grammar, vocabulary and writing exercises) on the 30-hour college English learning platform as required, and organize three related tests on the topics of the learning content. At the end of the semester, they will evaluate their autonomous learning performance according to their test scores and study hours (accounting for 65,438+05% of the total semester scores).
We advocate the teaching principle of applying what we have learned to promote learning, and attach importance to the construction of the second classroom. Over the years, we have encouraged and organized students to take an active part in the school examinations of national english contest for college students, CCTV Cup English Speech Contest, 265438+20th Century Cup English Speech Contest and other national competitions, and take this opportunity to carry out the annual school-level English contest, vocabulary and grammar competence contest and reading listening contest. The whole competition was videotaped, and the organizing committee of the competition presented certificates and prizes to the winners, so that the students could experience the fun and joy of learning to use English. While students' foreign language practical ability has been exercised and improved, it has enriched the foreign language cultural atmosphere on campus and strongly supported and supplemented the first classroom teaching.
The construction of three-dimensional teaching mode puts forward higher requirements for team members' teaching ability and modern educational technology level. Mainly take advantage of expertise, division of labor and cooperation. On the one hand, using the rich teaching experience of old teachers to guide young teachers to improve their professional quality and teaching effect; On the other hand, young and middle-aged teachers are active in thinking, energetic, receptive to new ideas and new knowledge, able to master the skills of using and managing the online autonomous learning platform in a relatively short period of time, and become the main force in implementing the new teaching mode and developing the second classroom. In such an environment of unity, cooperation and interaction, the knowledge and skills of each team member can be improved to a certain extent and become a cooperative teacher group.