A study on english teaching of higher education in Mainland China

• Main Author: 葉俊士
• Other Authors: 周祝瑛
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/57557880894477691990

碩士 === 國立政治大學 === 行政管理碩士學程 === 90 === In the recent fifty years, a global village has formed substantially due to globalization、changing high-tech computer technology、developing transportation and frequent interaction in industries. In this “village”, “English” has become a common language because of diplomatic、scientific and international trade needs, therefore, English learning wave has been brought out in countries in the world. China has developed entirely Russian education since 1949 due to political factors. “Modernization” and “Three Dimensions” after the Third Plenary Session of the 11th Central Committee of the Chinese Communist Party in 1978 asserted “Reformation Opening”, and trained actively students’ English ability. Since 1978, English teaching of higher education had oriented to systematic collectivity, “English pedagogy program of four-year science and engineering university” instructive normalization in 1980 and “University English Pedagogy Program” revisions in 1985, 1986 and 1999 had completed furthermore university English education.College English Test （CET）had been launched continually to review “University English Pedagogy Program” effects; the exam indeed encouraged English learning and improved university students’ English ability, “The Fourth and Sixth Exam Committee” responsible for exam affairs is gradually formalized. Moreover, to satisfy stricter needs required in new times, oral test is added in recent two years and advanced English reading test is taken place after the College English Test to improve furthermore university students’ English ability. To synthesize English teaching of higher education in 1985 and the fourth-sixth level exam in this thesis, the conclusions are as below: The deficiencies on English teaching of higher education (1) Biased teaching content (2) Formalized and test-meeting teaching has an impact on teaching procedure (3) Different requirements or teaching methods can’t be given cause of region, school and student’s individual difference. (4) Social needs can’t be satisfied owing to the lack of professional and high-standard foreign language talents (5) Short of teachers or the level needs to be improved (6) High-level professional reading education can’t be carried out (7) Confused material revision and poor content (8) Unreasonable teaching hours. The achievements on English teaching of higher education (1) Explicit and unified teaching management system (2) Improvement of students’ overall English ability (3) Inspiration of knowledge outside language skill (4) Enforcement and appreciation of teacher capacity (5) Encouragement to people’s English learning.