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数字教育时代学术英语写作课堂的重构
广东工业大学《学术英语写作》课程介绍
(2016年春季)
彭圆
广
东
工
业
大
学
课程总览
课程目标
课程定位
课程实施架构
心得与问题
微课示例
广
东
工
业
大
学
《学术英语写作》:课程目标
• 服务于广东工业大学‘千生计划’
• 项目背景
重点本科
广东省‘重点建设大学’
广
东
工
业
大
学
千
生
计
划
全球视野
国际竞争力
前瞻性、求胜心
广
东
工
业
大
学
《学术英语写作》:课程定位
1. 教学应具有包容性,能满足不同语言水平学生的需求;
2. 教学应与学生的学科专业结合,提前帮助学生了解本专业领
域的学术交流活动和学术规范;
3. 语言与专业教师合作教学,最大的激发学生的学习自主性;
理念更新
广
东
工
业
大
学
《学术英语写作》:教学实施架构
I. 内容特色
II. 方法特色
III. 实施架构
IV. 问题与反思
广
东
工
业
大
学
I. 《学术英语写作》的内容特色
1. 分散培养、整体产出;
2. 语境驱动的任务型写作;
3. 基于语料库的学术高频词、高频短语显性教学;
4. 全过程式写作教学,帮助学生充分理解学术语体
的结构与语篇特色;
广
东
工
业
大
学
语料库在学术英语写作中的作用
8
• 直接将学生置于目标语境中;
• 提供真实的语例;
• 提供辞典或语法规则中没有提及的语言使用倾向和习惯;
• 鼓励“归纳式”和“研究式”学习(Inductive Learning);
• 鼓励学生自主学习;
广
东
工
业
大
学
示例:“I”在学术写作中的用法
语料
• 理工:‘Research article (RA) corpus’:
120,000 words
• 人文:‘MBA corpus’: essays, 220,000
words
广
东
工
业
大
学
MBA corpus
on TV or from magazine, I am in the opinion that service
more consumption of fuels. I am almost certain that there
world imports composition. I believe services commodities
s composition. In the future I believe there will be a new
osing a million dollars. So I believe services commodities w
ector. As a result of this, I can predict that there will
mports appeared. After 1987, I do not think that there was a
mports about one third. But I don't think it will grow so
er. As a result, therefore, I expect that the countries
more than other commodities. I expect service industry will
ervices" and is intangible. I feel that the intangible
veloped in the next future. I personally see the above idea
world. But, before I go on, I should make a point. After
ore detail analysis, I think I should take deeper consideratio
a long term point of view, I suppose the composition of
广
东
工
业
大
学
MBA corpus
on TV or from magazine, I am in the opinion that service
more consumption of fuels. I am almost certain that there
world imports composition. I believe services commodities
s composition. In the future I believe there will be a new
osing a million dollars. So I believe services commodities w
ector. As a result of this, I can predict that there will
mports appeared. After 1987, I do not think that there was a
mports about one third. But I don't think it will grow so
er. As a result, therefore, I expect that the countries
more than other commodities. I expect service industry will
ervices" and is intangible. I feel that the intangible
veloped in the next future. I personally see the above idea
world. But, before I go on, I should make a point. After
ore detail analysis, I think I should take deeper consideratio
a long term point of view, I suppose the composition of
广
东
工
业
大
学
RA corpus
uring the estimation period. I also computed Patell's (1976, p.
y. The question: When should I buy? has one logical answer:
(SVR) metric (in all cases), I choose to present only the result
he wall' statements such as 'I don't care how you do it, just do
on environment. In addition, I examine several subhypotheses bas
Size Test. In this section, I first test the hypothesis of diff
y perennial question: should I invest now or wait for the
as a long way from reality: 'I just did not want to be part of a
ep asking themselves,'How do I know? What evidence is there?' Th
y? By information technology I mean the hardware and software, c
I were doing this what would I need?' Another useful heuristic r
ed per ASR No. 190. That is, I test the hypothesis that inflatio
e key questions such as: 'If I were doing this what would I need
h domestically and globally. I will, therefore, focus more on th
Journals: published writing
广
东
工
业
大
学
RA corpus
uring the estimation period. I also computed Patell's (1976, p.
y. The question: When should I buy? has one logical answer:
(SVR) metric (in all cases), I choose to present only the result
he wall' statements such as 'I don't care how you do it, just do
on environment. In addition, I examine several subhypotheses bas
Size Test. In this section, I first test the hypothesis of diff
y perennial question: should I invest now or wait for the
as a long way from reality: 'I just did not want to be part of a
ep asking themselves,'How do I know? What evidence is there?' Th
y? By information technology I mean the hardware and software, c
I were doing this what would I need?' Another useful heuristic r
ed per ASR No. 190. That is, I test the hypothesis that inflatio
e key questions such as: 'If I were doing this what would I need
h domestically and globally. I will, therefore, focus more on th
Journals: published writing
广
东
工
业
大
学
RA corpus
uring the estimation period. I also computed Patell's (1976, p.
y. The question: When should I buy? has one logical answer:
(SVR) metric (in all cases), I choose to present only the result
he wall' statements such as 'I don't care how you do it, just do
on environment. In addition, I examine several subhypotheses bas
Size Test. In this section, I first test the hypothesis of diff
y perennial question: should I invest now or wait for the
as a long way from reality: 'I just did not want to be part of a
ep asking themselves,'How do I know? What evidence is there?' Th
y? By information technology I mean the hardware and software, c
I were doing this what would I need?' Another useful heuristic r
ed per ASR No. 190. That is, I test the hypothesis that inflatio
e key questions such as: 'If I were doing this what would I need
h domestically and globally. I will, therefore, focus more on th
Journals: published writing
广
东
工
业
大
学
Conclusion: “I”的使用倾向
15
• 人文:I + reporting verbs (think/feel/believe/suppose, etc.)
• 理工:
I. I + experimenting verbs
(examine/test/investigate/computer/compare, etc.)
II. think to oneself
广
东
工
业
大
学
II.《学术英语写作》的方法特色
1、在线学习与课堂教学相结合的‘混合式学习’;
2、基于‘数字移动平台’的形成性评价标准
广
东
工
业
大
学
III. 实施架构
1) 教学条件
2) 混合式学习
3) 形成性评价
4) 教学过程
5) 教学设计
广
东
工
业
大
学
学期与学时
大二下学期;共32学时
(每周一次课,2学时;
共16周)
现有教材选编;
英语教师与专业
教师自编;
‘创新人才’与
‘卓越工程师’
班,共11个班,
约750名学生;
博士学位;
省级教学竞赛获
奖;
学生
教材
教师
1.
教
学
条
件
广
东
工
业
大
学
2. 教学方式:混合式学习
LEARNING
SPOC
Online
discussions
In-class
discussion
In-class
Instruction
Online
drills
广
东
工
业
大
学
20
广
东
工
业
大
学
21
广
东
工
业
大
学
第1阶段学习
• Week 2-5
第2阶段学习
• Week 6-8
第3阶段学习
• Week 9-11
整体产出阶段
• Week 12-14
5. 教学设计
广
东
工
业
大
学
23
Course Schedule 2016: EAP Writing
广
东
工
业
大
学
6. 微课案例广
东
工
业
大
学
7. 心得
• 混合式教学能更好地满足不同能力
水平学生的学习需求;同时还能适
应不同学生的学习习惯;
• 以产出为导向(production-
oriented,文秋芳,2016)的写
作教学更有操作性,更能激发学习
热情;
• 形成性评价方法不仅特别适合写作
类技能课程;而且间接地培养了良
好的语言学习习惯;
广
东
工
业
大
学
8. 问题
• 教材支撑
• 教育技术支持 广
东
工
业
大
学

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数字教育时代大学英语写作课堂的重构