Answer to Wang Lanxing's comments: Hello, I'm glad to have you as an expert and a serious colleague. The teaching purpose mentioned in my above answer is written from memory. After investigation, the original words of Russian (Second Foreign Language) compiled by Harbin Institute of Technology are: "After 150 class hours of study, it is required to master (-) to lay a preliminary language foundation for reading Russian scientific and technological books." Note: The word in (-) has been omitted. But the class hours given by the school's academic affairs office are just so much. They only plan to offer this course for one year, each semester 15 weeks, twice a week, with 2 class hours each time. Classes such as holidays are not occupied. Teachers are in a dilemma, paying attention to grammar and reading, but not to oral communication; Or on the other hand, even if Dallas has textbooks for oral communication in the auditorium, regardless of professional reading, 120 class hours can't reach the goal, and it is stretched. It's easy for a layman to say, but it's actually very demanding. Today you finally have to prove it. Can you achieve the purpose of scientific reading? I can only say that I have dabbled in it, heard of it, have an impression, know where to look, and have a foundation. In fact, at least the teaching purpose of Russian Syllabus for the First Foreign Language University (1987) is to "cultivate students' strong reading ability, certain listening and translation ability, and preliminary writing and speaking ability, so that students can use Russian as a tool to obtain the information they need for their major and lay a good a- foundation". I don't have an outline at hand, so I'll put it away for the time being. As a compulsory course of college Russian as the first foreign language, it is connected with Russian classes in middle schools (6 or 3 years) but not limited to this. It is divided into two stages: basic Russian teaching in college (2 years, 240-280 hours, a compulsory course for Russian teachers) and specialized Russian reading (1 year-1.5 years,100-). Look, after such a long time of study, we are close to achieving the teaching goal. However, the actual situation is that the special Russian reading stage has not been established, which is in name only. College Russian is a compulsory course, with a beginning and no end. So in 1987, Teacher Zhou of the Department of Foreign Languages of Harbin Institute of Technology wrote a paper, shouting: "College Russian should be studied from beginning to end. "
Hello, Miss Wang. We learned the following grammar items in Russian as a second foreign language: part of speech; Animal nouns and non-animal nouns; Sex (yin and yang), number (simple plural) and case (1 to 6) of nouns; Case of noun pronouns (1 to 6); Sex, number and case of adjectives, adjective pronouns and ordinal numbers; The consistent relationship between adjectives and nouns; Adjectives long tail and short tail; Primary, comparative and superlative; The comparative degree of adverbs of nature,-* *; Quantitative figures and sequential figures; Quantitative figures (above 1, 2-3-4, 5), non-quantitative figures and their 1-6 grids,-* *; Adverbs; Transitive verbs and intransitive verbs; Verbs with ся; Verb tenses (past, present, future) and aspect (end, unfinished); Verb modification method (No.65438+0/2); Phonetic changes during displacement; Verb forms (statement, hypothesis and 1/2/3 person imperative sentences); Formal verbs (active and passive, past and present, long tail and short tail of passive verbs); Auxiliary verbs (ending-successively, unfinished-simultaneously); Sentence components (subject, predicate, attribute, form, complement); Consistent attribute and inconsistent attribute; Simple predicates, nominal synthetic predicates and verbal synthetic predicates; Usage of infinitive (subject, predicate, definite, form, complement); Simple sentences and complex sentences; Types of simple sentences (personal sentences, indefinite personal sentences, impersonal sentences,-,* *); Coordinate complex sentences and master-slave complex sentences; Connectives, related words and deixis; Subject clause, predicate clause, attributive clause, complement clause, adverbial clause (e.g. time. Place and conditions. Cause, purpose, result, concession, way, degree, comparison, special); It can be seen that we have learned almost all the grammar in middle school, and added some grammar that is not in middle school. The teacher himself simply added some grammar that was not loaded in the textbook, and here it was replaced by-* *. For example, questions with interrogative words, questions without questions, choice questions and rhetorical questions; Quantitative numerals 2-3-4, 5 and the direct and indirect cases of quantitative numerals; We study this book, grammar and sentence patterns, and read it intensively? There are 1056 words, all of which need to be recited. Among the extensive reading materials, "there are 352 words, which are also included in the general vocabulary for reference." You know, the words in middle school for six years are only 1800. It can be seen that our learning progress has exceeded your expectations, and we have carried out intensive teaching. This is due to the teaching materials, the talents and efforts of students, and the contributions of teachers. But there are also some shortcomings, which are obtained at the expense of students' skilled practice time. If students don't review and apply after class, they will forget a lot. I think this is the limit. It should be admitted that if someone wants to pursue a certain high speed, even I can't do it, it's really impossible. Students work hard and are tenacious, and finally they can learn. Can the teacher stop them from passing the exam? Thank you, Miss Wang, for your concern and communication.
Book ***34 lessons. There has been a lot of reading since 16. I have learned all the main texts before lesson 27. Class 28-32 only learned grammar and sentence patterns, and even the main text was too busy to learn. Lesson 33-34, I have never learned it at all, including its grammar "how many clauses are there in the subject-subject complex sentence". All or part of the texts we have studied are: schools, factories, electric energy, instrument factories, precision instrument laboratories, the struggle for modernization, the past and present of China industry, coal, electric energy as a convenient energy source, metals and alloys and automation. It can be seen that the learning content is still on the edge of scientific reading. I think that if we give another year, that is to say, a total of ***240 class hours, instead of 150, let alone 120, the learning effect of non-Russian majors from 0 will be obviously improved. If we have more time, we can stop learning ordinary scientific Russian and read professional scientific Russian effectively.
Hello, Miss Wang. 1, the students I'm talking about here are non-Russian majors who are studying a second foreign language. They have other majors and a large number of related courses to learn, so they can't use the standard of the first foreign language (6 years of middle school plus at least 2 years of college), let alone the standard of the foreign language of their major (4 years of college), and can't blurt out, communicate fluently, practice a lot, read skillfully, reread, change words and transpose, and have a large vocabulary. I also said, "If we give it another year, that is to say, the total class hours will be ***240,-and if we give it some more time,-",once this happens, students will not be a second foreign language for non-Russian majors. 2. Leaving aside the second foreign language of college Russian, even if it is the first foreign language of college Russian, the Russian syllabus is not arranged in the order of listening, speaking, reading, writing and translation, and reading is the first. I am a student in the experimental class of the middle school affiliated to Beijing Normal University, and the time is from June 3rd, 65438 to 1966. Experimental purpose: to shorten the school system and change the middle school system from 6 years to 5 years. In my opinion, the process of several rounds of teaching college Russian as a second foreign language in the 1980s and 1990s was also experimental and tentative. The textbook used in the last round neatly wrote my lesson preparation notes. What are my successes and failures, whether the combination of rhythm and effect is appropriate, the quality of teaching materials, the reproduction rate of words, and whether the emergence of new words in the text is too steep, all left data that can be reviewed and commented. I have at least proved that compared with middle schools, compared with some training courses and specialized courses, there is room for speeding up the progress, but it cannot be greater. 4. Second language learning, especially Russian learning and Chinese learning, is really time-consuming and laborious. This point should be made clear to the students. Impetuous people and utilitarian people can't learn Russian well. All you can learn is Iron Man. 5. CET-4 takes college Russian instead of middle school Russian. It's no use studying in college. Even if you get it right, you can only get an average grade at most. In my opinion, even if the middle school syllabus is deleted, there will be no doubt about the university syllabus. We can avoid and replace these two when writing and speaking, but we can't avoid them when reading and listening. As a Russian learner whose mother tongue is not Russian, listening is the most difficult and cannot be bypassed and replaced. 7. Fluency in spoken English is not only achieved through oral practice, but also a comprehensive performance. I don't specialize in practicing oral English. My comprehensive quality lies in choosing sentence shelves and trying to get them in place, so my oral English will naturally improve. If I speak half a sentence of Russian, the Russians will get the message and my mistake will be pushed to a lower level. 8. Stress is not difficult. For example, let's talk about Russian adjectives, just tell students that "the more syllables of adjectives, the more stable the stress will be when the word form changes". Speaking Russian adjectives short tail, just tell students that the compound words of yin and yang include dry tail and dry tail (ясен,-,-), dry tail and tail (ёгок,-) and dry tail and dry tail. 9, needless to say, 2000, a few more 2000 is not enough. 10, thank you for exchanging the needed goods with me, and thank Baidu for providing the platform.