有关教学效果的调查


1999-2000学年第一学期

外语系为英语专业(经贸英语方向)三年级学生开设英国文学史及作品选读课(选修),周学时为3

主讲教师受美国“多媒体与反应式文学教学法”的启发,第一次把英国文学史的主要内容做成了Frontpage网页形式,利用隔周在多媒体教室授课一次的机会向学生演示,吸引了学生;虽然选修人数是24人,听课人数却超出了24人。

2001-2002学年第二学期

外语系为英语专业(英语语言文学方向)三年级5个班的学生开设英国文学史及作品选读课(必修),周学时为4。主讲教师制作Powerpoint幻灯片,每周利用多媒体教室上一次2学时的合堂课(160人),由教师讲授(偶尔欣赏电影片段,如《王子复仇记》,《简 ·爱》);每周一次2学时的小班课,以讨论为主。

调查问卷表明:Powerpoint内容演示使学生对英国文学史的发展有了较清晰的认识,但是因为时间关系,幻灯片上的很多东西无法保证每个同学做好笔记;电影欣赏可以激发学生的兴趣,加深对作品的理解;课堂讨论的话题设计欠佳。

2003-2004学年第二学期

外语学院为英语专业(英语语言文学方向)三年级4个班的学生开设英国文学史及作品选读课(必修),周学时为2

主讲教师为了让学生充分领略文学作品的精彩之处,安排了更多的对作品的讨论和分析。但是,有关文学常识方面的内容也是理解作品的基础,所以,再次通过Frontpage网页的形式,利用网上课堂把每个时期的主要背景、流派、作家一一列出,条理清晰;还提供了对重要作品的分析内容,学生如果在课上感觉有疑惑,可以在网络空间上得到补充和解答。由于课时有限,有些需要学生深入探索的内容在课上只能点到为止,网络空间为此提供了无限空间,所以,在网络空间,学生可以了解到有关文学论文的选题、写法,文学评论的方法和文学翻译等相关内容,从而根据个人兴趣深入探索、研究。

对于课堂讨论的话题,我们直接使用教材中每个片段后的问题,课上讨论生动、有趣,教师适时穿插有一定深度的内容,学生收获很大。另外,在分析诗歌的基础上,师生共同欣赏由英国著名演员朗读的著名诗歌,提高了学生对诗歌的理解和朗读水平。

课上教师还通过有关英国文化的图片,给学生一种视觉印象,从而增加了他们的审美体验,有助于对文学的艺术性的领悟。

英国文学网上课堂于2004年6月14日完成,9月,我们设计“关于英国文学网上课堂对传统课堂教学的补充作用的问卷”(由陈明老师完成):

    此问卷侧重英语专业学生对英国文学网上课堂的补充作用的认识。请在合适的选项上划“√”或对问题做出简要的回答。

 1.       您对英国文学的喜爱程度:

a.非常   b. 一般   c. 不喜欢

2.       您最喜欢英国文学中的:

a.小说   b. 诗歌   c. 戏剧   d. 其他

3.       自从英国文学网上课堂建设完毕(615日)到上学期末(714日),您访问了几次?

4.       您认为我们最好能在什么时间完成网上课堂的建设以方便您的学习?

a. 平时   b. 开学前   c. 考试前   d. 写论文前   e. 其他_____________

5.       您访问英国文学网上课堂的目的是:(如多选,请按照主次排出次序)

a  对传统课堂英国文学知识的补充

b  为了考试

c  为了写论文

d  为了兴趣

e  仅是随意浏览

6.  您认为英国文学网上课堂“学习指南”部分对您学习英国文学有指导作用吗?如果有,是什么?

7.       您认为我们提供的参考书足够吗?

a.是   b. 不是

8.       您认为我们可再加入何种类型的参考书?(如多选,请按照主次排出次序)

a  关于如何赏析英国文学作品的

b  关于如何增强阅读能力的

c  关于英国作家生平轶事的

d  关于英国文学作品背景知识的

e  其他

9.     我们在“授课内容”部分从英国文学的各发展阶段划分开始,有各阶段的历史背景、主要作家、主要作品特点介绍,适时介绍有关文学常识。这一部分的网页上有时会有相关图片,给学生以感性认识。您对“授课内容”部分满意吗?您认为我们应在“授课内容”方面再增加哪方面的内容?

 10.   “深入探索”介绍如何选择文学话题写论文、文学评论的9

 11.   为了满足学生欣赏英诗的要求,该网页还有一个联接是MP3 

 12.   您最喜欢英国文学网上课堂的哪部分?(可多选)

原因是?

13.   您认为英国文学网上课堂对传统课堂的优势主要体现在哪些方面?(可多选)

其他优势:

14.   您对我们进一步改进英国文学网上课堂有何建议?

15.   您对美国文学网上课堂的建设有何建议?

问卷调查结果分析


A Comparison Between the Language Lab and the Classroom

On 18 May, 2004, we had a chance to have a 50-minute lesson in a multimedia classroom, where I used the Power-point slide to display the main content of my teaching plan. After class, I asked my students about their opinions about the lesson. Here is a summary of their opinions:

First of all, in the aspect of environment, language lab outshines the classroom. Since language lab is a quiet room, where our attention can be better concentrated on the lesson. However, when we have lessons in the classroom, the noise outside the classroom or even a tree may distract us from the lesson.

Secondly, in the language lab, we can be provided with much more information of a lesson. As there are modern facilities available, such as multimedia equipment, the teacher can conveniently show us a large amount of information prepared before the lesson, and can give us a full and clear explanation of the plot of literary works and a detailed answer to the question. Also, with the multimedia, there is no need for the teacher to write important points on the blackboard, so much time is saved. In contrast, the space of blackboard in common classroom is limited, and writing on the blackboard often takes quite a lot of time. Therefore,  teaching is more effective in the language lab.

Thirdly, with the multimedia equipment, the teacher is able to show us pictures more clearly than she does in normal classrooms, where she uses her own lap-top computer, which is so small.

Fourthly, in the interactive activities between teachers and students, common classroom plays a more important role than the language lab. The atmosphere seems to be more formal and serious in the language lab, while we feel more relaxed in the common classroom. Therefore, in the classroom, we are more active, and  feel free to speak out our views towards a certain topic or a question, whereas in the language lab, we feel less relaxed and  think over and over again about what we want to say, trying to make a perfect answer and an accurate and standard pronunciation.

In conclusion, there are both strong and weak points in these two ways of teaching.

Suggestions: We may try to combine the advantages of the two forms of class into one whole. For example, as to usual lessons when it is important for students to practice their ability of thinking and speaking actively, teachers can give lessons just in the classroom. However, if a certain literary work is difficult for students to understand by themselves, and there is a lot of background information to be explained to them by the teachers, teaching in the language lab is a better choice.

                                            ------ Class 3, Grade 2001, English Major


HOME