Study and Practice on English Teaching Innovation of Doctors of Non-English Majors
Bibliographic record
Abstract
At present, the duty of college English teachers is to change the education idea and foster qualified people with well-knit knowledge basis, energetic innovation spirit, and strong exploiting ability. In this aspect, many colleges have their experience and research achievements. Some of their theories and activities are quite worthy of reference. But there is no explicit thinking and compact concept of how to innovate English teaching for doctors of non-English majors. How to teach English to doctors of non-English majors? The author holds the idea that the most important duty of doctor English teaching is learning instead of teaching. The fostering of a doctor who is qualified in English is not just the fostering of a language technician, but a language intellectual. The object of English teaching for doctors of non-English majors should be the actual application ability of the user. The English language is just a tool, or simply a means for obtaining information, for cross-culture communication and professional and scientific research, but not a research subject. In this paper, the author probes into the question of how teachers of doctors of non-English majors should adjust their teaching ideas and methods, studies the innovation of classroom teaching mode from the aspects of classroom teaching and test forms, etc., and inquires how to supplement classroom teaching innovation through extracurricular activities. Key words: doctor English, innovation thought, research learning, intercourse ability, evaluation system, second classroom Resume: De nos jours, le devoir notable des professeurs de langue etrangere consiste a changer de concept de l’education pour former une nouvelle generation de talents dotes a la fois d’une base solide, de l’esprit de pionnier et de la capacite de renovation. Dans ce domaine, nous avons deja obtenu pas mal d’experiences sur la reforme de l’enseignement et de resultat de recherches, dont certaines idees et mesures concretes sont inspiratrices. Mais, en ce qui concerne la reforme de l’enseignement de l’anglais pour les doctorants non specialistes d’anglais , il semble qu’il n’y pas encore une conception precise et integrale. L’auteur pense que la premiere tâche de l’apprentissage de l’anglais des doctorants non specialistes est d’ « apprendre », non d’« enseigner ». On devrait les former plutot aux hommes de culture qu’aux techniciens de langue. Ainsi, l’enseignement de l’anglais doctorant devrait mettre l’accent sur la capacite d’utilisation de langue, voyant en anglais un outil de communication qui sert a la communication transculturelle et aux recherches scientifiques, au lieu d’une discipline purement theorique ou bien un moyen d’acquisition des informations. L’auteur etudie dans l’article present les problemes suivants : comment modifier la conception d’enseignement et les methodes d’enseignement ; comment proceder a la renovation sur les plans de l’enseignement en classe et de la forme d’examen ; comment utiliser les activites extra-scolaires pour promouvoir la renovation de l’enseignement en classe de l’anglais doctorant. Mots-cles: anglais doctorant, esprit de renovation, apprentissage a la recherche, capacite de communication, systeme d’evaluation, classe secondaire 摘要：當今，高校外語老師的神聖職責是如何轉變教育理念，棄舊汲新，培養出一代又紮實基礎，有創新精神，有開拓能力的高素質人才。在這方面，各地高校已有不少教改經驗和研究成果，其中不乏可資借鑒的理論觀點和具體做法。但是，如何在非英語專業博士生英語課堂教學中進行創新教育似乎還沒有一條明確的思路或一個完整的構想。非英語專業博士英語教學應該如何操作？筆者認為非英語專業博士英語學習的首要任務是“學習”而不是“教授”，博士外語人才的培養不應只是一種語言技術員的培養更應該是語言文化人的培養。博士英語教學的目標應是強調語言的實際應用能力，將英語作為一種交際工具，用於跨文化交流、服務於專業、科研的需要，而不是一門研究性的學科，或者是簡單地界定為獲取信息的手段。筆者在文章中探討了博士生英語教師應該如何調整教學思路和教學方法，研究如何從課堂教學、考試形式等方面進行非英語專業博士生英語課堂教學模式創新以及研究如何通過課外活動輔助博士生英語課堂教學創新等問題。 關鍵詞：博士英語；創新思維；研究性學習；交際能力；評估體系；第二課堂
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.011 | 0.024 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.003 | 0.003 |
| Scholarly communication | 0.003 | 0.002 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".