如何理智看待TEM-4前后阶段教学  

作　　者：尚静[1] 

机构地区：[1]南京航空航天大学金城学院,江苏南京211196

出　　处：《科技信息》2009年第5期137-138,共2页Science & Technology Information

摘　　要：针对备考英语专业四级考试(TEM-4)前后出现的教学反差,本文试图反思过去两年对英语专业本科基础阶段的教学经历和困惑,指出TEM-4始终应被看作检测的手段,它既不能"指挥"基础阶段教与学,也不能被看作基础阶段的终极目标。理智看待TEM-4在四年英语专业教学中的地位与作用,充分发挥它作为压力传感器与检测手段的正效应,有效激发学生学习的内在动机,扭转功利浮躁的学风,减少它对学生心理、情感、学习过程以及教师、教法等的负效应,为高年级学习打好语言和心理基础。With regard to the sharp contrast of English teaching before and after TEM-4, this paper attempts to retrospect the teaching experiences and confusions on the fundamental stage of English majors for the past two years and point out that TEM-4 should be consistently regarded as the examining means rather than the commanding stick and even worse, the ultimate goal of the fundamental stage. With sober mind to the role of TEM-4 in four-year＇s college life, teachers and students are expected to make full use of its positive effects as pressure sensor and examining means to effectively stimulate intrinsic motivation, turn over the utilitarian and blundering atmosphere, and lessen the negative effects of TEM-4 on learners＇ psychology, emotion, learning process, teachers and teaching methodology for the sake of solid linguistic and psychological base for the advanced level of learning.

关 键 词：英语专业四级考试 基础阶段教学 学习动机 学习目标 

分 类 号：G712[文化科学—职业技术教育学] H15[文化科学—教育学]