Literary Studies Linguistics Research Regional Studies Translation Studies Special Purposes English Studies Business English Translation Practice Medical English Science and Technology English into the employment team, after several years of employment, some people choose to apply for master's degree. In order to prepare for the two hands, students are likely to take courses in the academic and applied courses. Therefore, the second and third level classifications here are more for the faculty leaders to set up the curriculum service English professional talents training type of classification practice multiple talents view of the challenges presented by the author's interpretation of the concept of multiple talents. If we want to practice such a talent training system in English majors, what challenges will we face? 2.1 How to meet the individual needs of students, different levels and different types of schools should establish different training objectives, which seems to be incompetent. Controversy, but whether students entering the same type of school have the same or similar interests and graduation destinations. In order to answer this question, the author has checked the employment situation of different types of college English major graduates. The following is an example of the report “Investigation and Analysis of the Employment of English Majors in Anhui Province†written by Cheng Jiafu and Zhang Weihong (2013). Their report covers 11 colleges and universities in Anhui Province, including 3 national key universities (China University of Science and Technology, Hefei University of Technology, Anhui University) and 5 provincial key universities (Anhui Normal University, Anhui Agricultural University, Anhui University of Science and Technology, Anhui). Industrial University, Anhui University of Finance and Economics, and 3 independent colleges (Anda Jianghuai College, Annong University Economics and Technology College, Anshi University Minjiang College), the graduation period covered by 2004, 2006 and 2009, the total number of graduates It is 3502. Table 1 lists the number of graduates of the three different levels of school students and their proportions.
Table 1. Graduates of English majors at different levels in Anhui Province (Cheng Jiafu, Zhang Weihong 2013: 102) Private enterprises, primary and secondary schools, state-owned enterprises, institutions, national/local projects, three-funded, unemployed, other nationals, provincial-level, independent, number of colleges. According to the data provided by Cheng Jiafu and Zhang Weihong (2013), the author has made appropriate adjustments to the order of the projects.
Based on the above survey results, it can be seen that the employment destinations of English majors at different levels are similar, but the proportions of different categories are different. From this, it can be inferred that the division of talent training by school is a “single talent concept†in disguise, which cannot meet the individual needs of students. How to consider the different levels of the school and the individual differences of students is the first challenge facing each department leader.
How to avoid conflicts with the connotation of the subject. At present, the English major belongs to the first-level discipline of foreign language and literature. After the students complete their studies, they will be awarded a bachelor's degree in literature. From the perspective of disciplines, what is the connotation of English majors? Many scholars believe that the definition of English professional training is defined as a composite talent, and the relevant knowledge courses and the English major courses are placed in the same position, weakening the subjects of English majors. Attributes. For example, Wang Shouren (2001: 42) believes that "the basic elements of the English subject are English language, literature and culture" Hu Wenzhong and Sun Youzhong (2006: 46) advocate that "English majors should establish English-American literature, linguistics and English-speaking countries (including cultural studies). At the same time, the dominant position of the discipline is actively expanding into the relevant fields of the humanities. Zhang Shaojie (2010) called for an accurate subject orientation for English majors to return to the professional features of language, literature and culture.
According to the above scholars' interpretation of the connotation of the subject, there are many courses in the English majors of the school that have a large distance from the subject requirements. For example, the Peking University School of Medicine opened a five-year program in biomedical English in 2002. The admissions brochure on the website describes the talent training objectives and their graduation destinations as follows: aiming to develop students' solid English language knowledge and application skills; to provide basic medical and clinical medicine courses in the middle and post-study courses; graduates are proficient The use of English and medical expertise in the field of medical and health enterprises, public health, medical information management, medical English education, international exchanges and other fields engaged in foreign affairs, administrative, oral translation, English editing, teaching and research work. Upon completion of their studies, students receive an undergraduate diploma and a Bachelor of Arts degree. The curriculum introduced in the Admissions Guide clearly lacks English language, literature and culture courses that represent the characteristics of the subject. In the face of this English major with more than 10 years of history, Can we simply say that they do not meet the academic connotation of English majors? How to consider both the connotation of the subject and the existing part of the specialized English specialty, this is the second challenge we face.
How to deal with the rapid changes in society, Wang Yidan (2013) pointed out that due to the rapid changes in society, the mobility of individual work has also increased significantly. In response to the high mobility of work, the ILO has proposed “portability of skillsâ€, which can be divided into two broad categories: core skills and vocational/technical skills. Core skills include cognitive/solving skills;) social skills; 3) communication skills; 4) behavior/morality; 5) learning ability. Occupational/technical skills refer to the ability to have appropriate technical, professional or business knowledge and to apply this knowledge to practice.
Gardner (2008) suggests that schools need to develop five qualities that students need in the future: disciplinary thinking, comprehensive thinking, innovative thinking, respectfulness, and morality. Disciplinary thinking refers to a way of thinking based on a certain subject area (such as history, mathematics) or a certain profession (such as lawyers, doctors). This way of thinking can continue to solve new problems after the end of formal studies. Integrated thinking refers to the ability to select important information from vast amounts of information and organize it to articulate a problem. Innovative thinking refers to the ability to propose new problems, new solutions, and new ideas on top of existing knowledge and comprehensive capabilities. Respect for the heart means being able to give a compassionate understanding and positive response to the differences between individuals and groups, and seek to work effectively with them. Morality refers to the ability to be consistent in words and deeds, to link individual wishes with social development, to pursue excellence in work and the perfection of citizenship.
At present, there are three syllabuses for English majors: the English syllabus for English majors in colleges and universities in 2000 (the English syllabus), the undergraduate teaching requirements for business English in higher education institutions in 2009 (referred to as the business syllabus) and the 2011 colleges and universities. Undergraduate teaching requirements for translation (referred to as translation outline). Although the three syllabuses differ in their written expressions, they basically cover the portability skills mentioned by the ILO and the four thinking skills emphasized by Gardner (2008). The shortcoming is that the three outlines do not explicitly raise the cultivation of disciplinary thinking, and at the same time, the specific links in the development of these future capabilities are not clearly stated in the outline. How can we focus on the future when we practice the concept of multiple talents, and make students have the five qualities of portability and service for the future. This is the third challenge we face.
Suggestions for meeting the challenges In order to cope with the above three challenges, the author believes that English majors must have a common framework for setting up courses to reflect the common characteristics of different levels and different types of schools. This is the rationale for issuing the same degree certificate. At the same time, this common framework must be sufficiently expandable, so that the courses set by each school can meet the individual needs of students, solve the problem of discipline conflicts, and train talents for the future.
3.1 The characteristics of the common framework lists the common framework for the curriculum of English majors. The framework consists of three sections: language education, professional education, and general education. The practice education is located in the center and is closely connected with the three peripheral sections. Each section can specify compulsory and elective credits.
The expansion of this common framework is characterized by four characteristics. The first feature is flexibility, that is, the content between the three peripheral sections can be flexibly replaced. For example, for students who are committed to regional research in the future, English and American cultural knowledge can be listed in the professional education section. For students who are determined to pursue medical English in the future, this module can be placed in the language education or general education section. in. The second characteristic is “fundamentalityâ€, that is, the teaching requirements of language, major and general education must be mutually infiltrated. For example, the teaching requirements of language skills are mainly achieved in the language education section, but in the professional education and general education, the cultivation of English and Chinese bilingual ability must not be neglected. For example, general education is to broaden students' knowledge and improve students' humanistic qualities, but the concept of general education must be implemented in language education and professional education. The third feature is "practical." The practice education section is clearly listed in the common framework, which aims to show that the practice link must be included in the compulsory course of the curriculum, allowing students to use the knowledge they have learned. These courses must have a syllabus, a teaching plan, and a course evaluation system to distinguish them from general extracurricular activities or social activities in which individuals volunteer. The fourth feature is "difference." Although the curriculum of each school has four sections: language education, professional education, general education, and practical education, different levels and types of colleges and universities should establish different standards.
The 32 language education language education section focuses on cultivating students' English and Chinese bilingual ability and cross-cultural competence. No matter whether the academic framework does not include all the basic courses that undergraduate students need to take, such as political thought theory classes, physical education classes, etc.
Due to space limitations, the teaching requirements for the four aspects of language education, professional education, general education and practical education are not discussed further.
Type talents, or the cultivation of applied talents, all need to start from language education, and language education must go through the whole process of undergraduate education. What kind of materials are used for language education? With the improvement of English level of high school graduates, the content of language education can choose English and American newspaper articles, English and American short stories, and Chinese and foreign philosophical thoughts and Chinese and foreign traditional cultural readings written in English. Introduction to linguistics.
Students who choose a special-purpose English orientation are not allowed to spend time specializing in English and American literature, linguistics or cultural programs. When using cognitively challenging language materials as the content of language education, you must not relax the training of language knowledge and skills. A solid language basic skill is the most important sign that English senior professionals are different from the English proficiency of non-English majors.
It is also important to emphasize that while improving students' English proficiency, they must continue to exercise their native language skills. After all, English majors are always walking in both English and Chinese in their future work. Most graduates use their native language to write more than foreign languages. It is impossible for foreign language learners to forget their mother tongue. Learning during undergraduate studies does not require writing in the mother tongue, which can lead to the deterioration of the ability to write in the native language. In order to overcome the difficulties of setting up a native-language writing class and insufficient teachers, the development of mother-tongue writing ability can be used in the compilation of English-Chinese translation, as well as in the general education and practice education.
The professional education professional education section includes courses in different directions chosen by different types of talents. For example, literature series, linguistic series, translation courses, business English series, translation practice courses, medical English series courses, education series courses, international politics series courses, business series courses, financial series courses, journalism series courses . This is the place that best shows the characteristics of each school. Features can be reflected in two aspects.
First, schools can decide on the different proportions of the two major categories of academic and applied courses according to the different proportions of their school graduates. For example, the proportion of undergraduate graduates from Nanjing University and the University of International Business and Economics is more than 50%. The proportion of courses with research nature is higher than that of general provincial universities because their proportion of graduate students is less than 15 Secondly, each school can decide which series of courses to be offered in the academic and application categories according to the teacher's situation and student interest. Take the English course for special purposes as an example. Some choose Chinese medicine English, some are forestry English, and some are agricultural English. Another example is the linguistic series, some focus on theoretical linguistics, some on applied linguistics, and some on corpus linguistics. These professional courses can be undertaken by English-speaking teachers, and students can also take courses in other departments.
34 General education The general education sector includes courses in the humanities and social sciences and natural sciences. Fudan University took the lead in making important reforms in this regard. In order to break the simple "professional horizon" and "knowledge horizon", they constructed six modules: classical and cultural heritage, philosophical wisdom and critical thinking, civilized dialogue and world vision, ecological environment and life care, and artistic creation. And aesthetic experience (Zhao Libo 2008). According to the 2007 124 program, each student must choose one of three different modules in the four years of college and complete six credits to graduate. For a comprehensive university like Fudan University, the general education course is generally designed by the Academic Affairs Office and selected by the relevant professors of each department. However, English-speaking professional leaders can also ask the Academic Affairs Office to take some general-purpose courses from English-language professional teachers and teach them in English. For example, an overview of the British and American countries, classics of Chinese philosophy, classics of Western philosophy, and so on. This also frees up time for students who choose a foreign language + other major to study other professional courses.
3.5 Practical Education Whether it is language education, professional education and general education, it needs to be integrated in the practice section. This comprehensive practice is particularly helpful in cultivating students' ability to “do things†and “get things doneâ€. The author used the English Department of the School of Foreign Languages ​​of Nanjing University in the late 1990s, and created a “Comprehensive Quality Practice Course†by Wen Qiufang and Song Wenwei (1999). This course is a simulation practice that integrates multiple functions into one, cross-grade and cross-class. It can comprehensively combine students' learning in language education, professional education and general education. The teaching time of the professional courses per semester is compressed and freed up for 3-4 weeks to centralize this comprehensive practical activity. On the one hand, the activity requires students to use the English language knowledge and skills they have learned, and on the other hand, they need to develop their organizational skills, interpersonal skills, ability to analyze problems and solve problems, teamwork ability and initial ability of academic research. Practice has proved that such an organized and assessed simulation practice course provides an effective way for all students to develop the initial ability of their professional work and research.
Conclusion This paper first proposes a classification model for the types of English-speaking professionals, and then discusses the three main challenges in implementing the concept of multiple talents in the training of English-speaking professionals and suggestions for meeting the challenges. Challenge: According to the school level, a single talent training goal can not meet the challenges of individualized students' needs. Suggestions: Schools at different levels can decide different aspects of talent training according to the previous employment direction, but the curriculum still needs to take into account different types. Cultivation of talents. Challenge 2: The basic direction of the English major is linguistics, literature and culture. It cannot cover a considerable number of English majors in science and engineering colleges and institutions with obvious industry characteristics. Recommendation: Allow English majors to learn English. On the basis of studying other majors, the basic knowledge about English and American literature and linguistics can be learned through the language education section or the general education section. Challenge 3: The three syllabuses of the existing English major, business English major and translation major have not emphasized the subject thinking, nor have they specified the specific ways to deal with the talent quality required for the future change of the world. Suggestions: Strengthen discipline training in the professional education sector. In particular, it is necessary to increase the introductory course of research methods, and at the same time, add a practical education section in the common framework of curriculum setting to ensure that the comprehensive practical activities are implemented every semester, students' language use ability, organizational ability, teamwork ability, practical work and The ability to study work can lead to more comprehensive exercise. It should be emphasized that the common framework for the classification and curriculum of English majors proposed in this paper is only the author's initial vision. Is it feasible? It also requires the faculty leaders of the English majors and the teachers to participate in the discussion and practice. Try and fix it.
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