中国通识教育背景下人文类英语课程教育模式创新英文.doc

中国通识教育背景下人文类英语课程教育模式创新 (英语语言文学专业) 学生 刘秋岑 指导教师 左红珊 “通识教育”概念的提出与成型要追溯到二十世纪三四年代的美国芝加哥大学。而在中国，通识教育则要等到二十世纪末的1995年才被引起真正的重视。英语教育在中国改革开放大背景下有了三十多年长足发展。而人文类课程在启迪心智、加深文化认同与传承方面有着不可磨灭的作用，故而英语教学始终强调着学生学习人文学科知识的重要性。本文以独特的视角，通过对网易公开课中耶鲁大学人文类（英语）课程教学模式与我国国内人文类英语公开课课程教学模式的简单对比，认识到我国国内通识教育背景下人文类英语课程教学实践的现状、教学模式不成熟和对学生低要求等方面的不足，并通过分析与思考提出对我国国内人文类英语课程实践的改进与创新的建议。 关键词：耶鲁大学；通识教育；人文类（英语）课程；教学模式 ABSTRACT The concept of general education was put forward and formed by Chicago University, U.S.A., dating back to the 1930s and 1940s. However, in China the idea of general education was not paid real attention to till the year of 1995. English education has made enormous strides of development even since China’s opening-up reform. Humanities enlighten students’ mind, help improve cross-cultural identitiy and belongingness, and promote cultural heritages, thus entailing English education’s constant emphasis on establishment of humanity courses for university/college students. From a unique perspective, the paper compares the open English courses in the humanities offered by Yale University with those offered by a certain number of universities in China, both of which are available on the Internet website Wangyi (Netease). It aims at figuring out the setbacks, like the unripe education patterns and the non-strict requirements of the students who attend the courses in the humanities, that are exposed to the practices of English courses in the humanities in China. Suggestions on the improvements and innovation of the practices of English courses in the humanities within the context of general education in China is to be offered based on the reflections and considerations on the comparison and analysis. Key Words: Yale University; General Education; English Courses; Humanities; Education Patterns Contents 1. Introduction 1 2. The Methods Adopted for the Comparative Study 3 3. Comparison Tables and Analysis 4 4. Inspiration Drawn from the Humanities