Acknowledgments Process of this thesis has smoothly come to an end, and I would like to extend sincere gratitude to the following people for their constant patience and and selfless contribution to my thesis. 20571
My fervent gratitude firstly goes to Mrs. Liao Jing, my supervisor, for her constantly patient guidance and encouragement in the ups and downs of my writing. She gave me sharp and constructive advice, practical and profound suggestions on the completion of my paper. It is under her thoughtful and patient guidance that I begin to get a clear idea of the overall paper and the basic frame of this thesis. Without her support and help, the smooth completion of the present paper could never be possible.
I would like to express my heartfelt gratitude to the teachers who have ever taught me throughout my college years, especially Mrs Sun Hongying, Mrs Huai Peixin, and Mrs Yuan Bing. Their rich knowledge and techniques in teaching methods and quite sound English academic knowledge led me into the world of English language, western culture and western conception as well. They also inspired me to make efforts in English learning. Another excellent teacher, Kall, my oral English Teacher, excellent in inspiring students to be actively engaged in Spoken English activities, which has left deeply influence on me.
Abstract
Recently people tend to attach more importance to practical use of English, in particular the desire for good command of speaking and listening skills. However current listening and speaking teaching mode in college obviously proves to be outdated. An increasing number of English teachers and experts seek for a variety of theories or methods to improve the effectiveness and efficiency of college English listening and speaking course, among which Piaget’s Theory of Cognitive Development is supposed to be one of the best. It casts light on the importance of subject’s activeness, psychological feature, and environment stimulation in the process of learning. Based on the theory, the present paper is to prove that student-oriented teaching method in College Speaking and Listening Curriculum turns out to be feasible, which attaches more importance to the significance of students’ role, students’ performance in learning and enhances the effectiveness of the curriculum as well as improves overall capacity of students’ listening and speaking.
The paper falls into five parts. The first part serves as an introduction; The second part aims at present current situation of Listening and Speaking Curricula in College, including effectiveness of the curriculum, feedback of students as well as response from teachers; the third part mainly analyze underlying problem in the curriculum, from the aspect of textbooks, teaching methods in class and arrangement of curriculum. The fourth part focuses on how to solve current problem, propose some feasible solutions in accordance with relevant problems.
Key Words: Piaget’s cognitive theory, Listening and speaking curriculum of college English, Student-oriented teaching method
摘要近来人们愈来愈重视英语实用性，尤其是人人都想要熟练掌握英语听说能力，然而现今大学听说英语教学模式显然已经过时。人们都寻求不同的理论和方法拉提高英语听说水平，皮亚杰认知发展理论被认为是其中被普遍认可有效的方法之一。皮亚杰认知发展理论阐述强调在学习过程中主体主动性、主体心理特征、环境刺激的重要性。基于此理论，本论文旨在论证以学生为中心的大学英语听说教学方是可行的，它强调了学习过程中学生角色、学生参与，旨在增强了听说课程有效性和提高学生整体听说能力。
本论文分为五部分，第一部分为引言部分，介绍当今大学听说课程问题和皮亚杰理论基本内容；第二部分旨在介绍大学听说课程现状，包含课程有效性、学生的反馈以及老师的反响；第三部分主要分析该课程存在问题原因，分别从教学用书上、教学方法上以及课程安排上三方面。第四部分根据问题提出相应的解决方法；第五部分为全文总结及文献综述。 基于皮亚杰学习理论的大学听说课程教学实践的原则与方法初探:http://www.youerw.com/yingyu/lunwen_12397.html