从《要求》到《指南》：解读《大学英语教学指南》中的课程设置  

Understanding the Changing College English Curriculum in China: From the Requirements to the Guide

作　　者：周学恒[1,2] 战菊[1] 

机构地区：[1]吉林大学 [2]盐城工学院

出　　处：《中国外语》2016年第1期13-18,共6页Foreign Languages in China

基　　金：教育部第三批大学英语教学改革示范点项目(2011)

摘　　要：本文以课程设置为例比较了我国大学英语教学的两份纲领性文件。新制订的《大学英语教学指南》汲取《大学英语课程教学要求》中"宏观设置""分类指导"和"因材施教"的思想,保留其课程设置的七大特点,优化了大学英语课程结构。新的课程设置强调面向各校实际,注意英语教育中的"大中衔接",细化了课程级别,进一步凸显了课程的人文特征。新的课程体系以"通用英语""专门用途英语"和"跨文化交际英语"三大类课程为载体,注重培养学生应用英语的能力,既彰显了后现代课程观对泰勒原理的重塑与超越,也体现了切合我国英语教学现状和服务国家战略需求的特点。The paper compares two important documents of tertiary English education in China. The newly designed College English Teaching Guide adopts the fundamental principles of ＂The College English Curriculum Requirements＂ including the ＂holistic outline＂＂different guidance for different schools＂ and ＂differentiate teaching＂. The seven features of the former document are also found in the latter. The Guide modifies and improves the overall structure of the College English Curriculum. It stresses on the teaching fitting the specific context of each college and university, bridges the teaching cohesively and coherently between secondary and tertiary English education in China. The Guide also details the modules of deferent English courses with the emphasis of humanity aspect of foreign language learning. The new curriculum includes courses of ＂General English＂ ＂English for Special Purposes＂ and ＂Inter-cultural Communication＂, which collectively help the students to enhance their English profi ciency. The College English Teaching Guide reveals the application of Taylor＇s principles with modifications and demonstrates the two major features that the newly designed curriculum is feasible in the context of tertiary education in China and also meets the needs of its national strategic development.

关 键 词：大学英语 课程设置 英语应用能力 后现代课程理论 国家战略需求 

分 类 号：H319[语言文字—英语]