学术英语教学研修项目(线上+线下)

    报名时间 :2021.02.01 ~ 2021.03.22
    活动时间:2021.03.25 ~ 2021.04.01
    举办地点:西交利物浦大学
    主办方:西交利物浦大学教育与领导前沿院
¥ 4000.00 线上课程:2021年3月25日 - 2021年4月1日,780元/人。线下课程:时间待定,4000元/人,早鸟价3500元/人。线上 + 线下一起购买:4080元/人。个人会员享受线下课程标准价及早鸟价八五折,满5人报名八五折;高校教师发展中心可持续发展联盟单位在教师发展中心统一报名且转账支付的情况下,享有线下课程标准价八五折及“满十赠一”的优惠政策。

详情介绍

A、项目背景

全球化时代培养学生的国际视野是大学的重要目标,特别是提升学生进行跨文化沟通、理解异国文化、运用英语开展学术交流与创作等成为学生竞争力的重要来源。在此背景下,要求高校学生用英语听学术讲座、参与学术讨论、撰写学术论文、和同行进行学术交流的呼声越来越高。这对长期以来以通用英语为主导的我国大学英语教学提出了挑战,也引起了外语界越来越多的学者对学术英语的关注。中国高校大学英语教学向学术英语教学的转变势在必行。

西交利物浦大学(以下简称“西浦”)作为高等教育示范区内的主要中外合作办学单位之一,一直以来遵循英国教育模式的全英文教学模式,因此开设学术英语课程,并且拥有亚洲最大的英语语言中心之一,将中国学生培养成有国际视野和竞争力的的国际化人才。西浦在学术英教学方面做了一系列探索,其英语教学模式对于想要改革的中国大学有一定的借鉴意义,并基于西浦英语语言中心的教学积累和领导与教育前沿院的教学改革理念开发了学术英语教学研修项目,以期对国家和区域的高校英语教师队伍建设和英语教学能力提升做出贡献。

本次研修项目是西交利物浦大学对高校一线英文教师专门定制的学术英语教学研修项目。该项目将围绕如何进行“以学生为中心”的教学理念和学术英语教学的主题展开,通过线上线下结合的方式,分阶段开展启发式讲座、混合式工作坊、互动交流等以实践为基础的模式,帮助参与者将自我角色定位从传统“以教师为中心”的中心位置和课堂控制者转变为“以学生为中心”模式下的学习支持者和引导者,并探讨如何从学生的实际学术发展需要出发,提升参与者在新时代和新环境下的学术英语教学能力。

 

B、项目目标

本次学术英语教学研修项目旨在为有志于投身学术英语教学的教师提供学术英语课程设计和授课的相关研修。我们会帮助参与者从不同的角度进行自我反思,提升对学术英语教师角色的理解,探讨相应语言学理论,并以线上线下相结合的方式促进参与者将所学方法应用到实践中。项目参与者可获得以下收益:

•     了解英语作为国际通用语在中国教学所面临的挑战以及学术英语改革趋势;

•     增强参与者“以学生为中心”的教育理念,提升参与者自身的批判性学术思维;

•     思考如何通过学术英语教学方法来培养学生批判性思考的能力和自主学习能力;

•     提升参与者学术英语课堂上不同模块的教学技能技巧;

•     通过合适的学术英语课程设计和考核设计来促进学术英语教学发展。

 

C、项目流程

第一阶段:学术英语教学线上研修

通过线上研修,从听,说,读,写四个方面的学术英语教学理念出发,帮助参与者更好地区分通用英语和学术英语之间的本质区别;基于学术英语听,说,读,写四个模块的教学难点分析,分享具有针对性的教学方法和教学活动设计,拓宽参与者的教学思维并给予参与者有效建议。

 

第二阶段:反馈问卷调查

问卷调查基于第一阶段线上的研修内容,收集和整理参与者关于学术英语教学的疑问和建议,并挑选有效且实施性和操作性较强的的教学方法和活动,从而在第三阶段的线下工作坊中进行更深入地探讨和实践。

 

第三阶段:学术英语教学线下研修

围绕以学生为中心的学与教,采用启发式讲座、突出混合式工作坊和互动交流等以实践为基础的教学方式,共同探讨如何设计和实施以学生为中心的学术英语教学模式,以及如何提高师生之间的互动并激发学生学习的兴趣和自主性。

 

D、模块设置

模块一:学术英语听,说,读,写课程简析

主题1:学术英语听力简析

通过分析和解答学术英语听力技能的意义和重要性,分享适用于学术英语听力教学的教学方法和课堂活动设计。

 

主题2:学术英语口语简析

介绍学术英语口语的实际运用价值和课堂教学中教师和学生可能面临的困境,并针对这些问题分享适用于学术英语口语课堂的有效解决办法。

 

主题3:学术英语阅读简析

分享学术英语和通用英语在培养学生阅读能力上的区别;介绍学术英语阅读教学方法,并分享能够培养学生使用批判性思维进行自主阅读的教学活动设计。

 

主题4:学术英语写作简析

通过具体阐述学术英语写作技能的重要意义,帮助参与者更好地了解学术写作教学的实际内涵。从“以学生为中心”的视角来介绍能够帮助学生提高学术英语写作批判思维和提升写作逻辑的教学方法和课堂活动。

 

模块二:教学改革与金科建设

主题5:如何打造“金科”:研究导向型教学

从教学的理念、目标、学习方式、学习过程、学习环境等维度与参与者共同探讨为什么需要研究导向型教学,以及什么是研究导向型教学。

 

模块三:“以学生为中心”未来大学的价值及内涵

主题6:西浦“以学生为中心、研究导向型、融合式教育”

从互联网和人工智能对人类社会发展的影响说起,探讨世界范围内对人才的新需求所引发的高等教育变革,包括人才观念的调整、教育理念的改变以及育人过程与教学方式的重塑;基于西交利物浦大学的实践案例,深度研讨“以学生为中心、研究导向、产教融合”的高等教育体系的内涵及重要性。

 

模块四:学术英语项目体系与设计

主题7:学术英语发展历程

基于对学术英语国内外发展历程的分析,以及目前学术英语所面临的困境与挑战,共同探讨学术英语未来的发展如何满足学生、教师和社会对于学术英语的总体需求。

 

主题8:学术英语项目体系与设计:西浦实践

通过分享西交利物浦大学语言学院学术英语项目的总体体系和设计,并介绍具有西浦特色的教学大纲和考核系统,来综合探讨如何更好地设计出“以学生为中心”的学术英语课程。

 

模块五:学术英语教学工作坊

主题9:学术英语教学活动设计研讨:听力工作坊

基于听力教学中所面临的挑战,交流和探讨能解决实际问题的学术英语听力教学方法,并针对课堂中的实际问题来设计课堂活动,共同探讨如何高效地运用听力教学技巧来设计学术英语听力课程。

 

主题10:学术英语教学活动设计研讨:口语工作坊

基于第一阶段的线上反馈,探讨如何运用具体的学术英语口语教学技巧来提升学生们的口语表达自信心;针对具体的教学问题来设计教学活动,从而有效地提高学生们的课堂互动参与度和学术英语口语表达能力。

 

主题11:学术英语教学活动设计研讨:阅读工作坊

针对学术英语阅读教学的重难点,共同讨论如何设计教学方法,培养学生的学术英语阅读技巧,从而提升学生的综合学术阅读能力,使学生更好融入学术英文教学环境。

 

主题12:学术英语教学活动设计研讨:写作工作坊

根据线上课程的反馈信息,具体探讨如何解决写作教学中的实际问题,设计具有针对性的教学方法和活动,培养学生学术英语写作的逻辑思维和批判思维,帮助学生综合提高学术英文写作运用能力。

 

模块六:学术英语课程考核系统设计

通过分享西交利物浦大学学术英语课程考核系统的特点,分析和探讨如何将传统的考核系统转变为更有利于学生成长发展的,“以学生为中心”的英语课程考核系统。

 

E、 培训安排

培训形式:线上和线下混合式研修

集中研修时间:2021年3月25日至2021年4月1日 (线上)

                        2021年下半年(时间待定,线下)

F、培训对象

各高校国际处/国际交流学院、语言类二级学院英语教师,外国语大学、学院教师发展中心负责人,中外合作办学类院校教师发展中心负责人,中外合作办学类项目项目负责人,外语类培训机构一线英语教师等。

 

推荐酒店

西交利物浦国际会议中心

地址:苏州工业园区仁爱路99号(西交利物浦大学北校区)

联系人:洪经理 15162412885

价格:标准间 420元/晚(双早),大床房 380元/晚(单早)

 

联系我们

报名缴费请联系梁老师:

0512-88973005

ting.liang@xjtlu.edu.cn


开票请联系艾老师:

0512-81889055

Xin.Ai@xjtlu.edu.cn

拟邀嘉宾(部分)

席酉民 教授

张晓军 副教授

邹斌

Helen Beech

Dara Sheahan

Danny Roberts

周莹

西交利物浦大学英语语言中心核心EAP课程副主管,英国高等教育学会成员,英国巴斯大学教育学博士在读。在西浦任教期间,曾担任大二至大四考务官。学术领域部分,先后在English Teaching in China, The Asian EFL Journal, 和 Chinese Semiotic Studies期刊上发表研究论文。

Kirsty Roberts

西交利物浦大学英语语言中心资深教师,出生于英国杜伦,毕业于英国桑德兰大学,在沙特阿拉伯,土耳其和中国等国家拥有八年以上的高等教育学术英语教学经验。她是一个注重培养学生独立性,提高学生自信心,并能将“以学生为中心”的理念融入教学过程中的老师。她的热情主动也能带动学生们更加积极地参与课堂活动。

Jennifer Usher

西交利物浦大学英语语言中心资深教师,毕业于爱尔兰利默里克大学,在爱尔兰,英国,法国,日本和中国拥有13年的高等学术英语教学经验。她热爱钻研如何为学生设计符合学生发展需要的教学任务和评价方式,从而帮助学生更自主积极地参与学术英语的学习过程。

用户反馈

  • Na Li, 2018

    The design of student-centered teaching and learning and the cultivation method of critical thinking inspires me.

  • Yang Na, 2017

    I believe that the CTEAP training course has improved my understanding and practical teaching skills as an EAP teacher to a great extent. Thanks to the training, my current teaching is very different from my previous one.

  • Frank Yang Chuan, 2017

    CTEAP training is useful for me in several ways. First, it helped me gain a comprehensive and in-depth understanding of EAP courses in their own rights within and across disciplinary domains. Apart from that, the workshop offered many valuable suggestions on syllabus and activity design... To make this experience even more rewarding is the opportunity to get to know EAP teachers from across the country, their stories enable me to reflect on my own circumstances, particularly with where I was and where I am going in teaching profession.

  • Joanne Ningjuan Wang, 2016

    The things I learned from this training are like wings which will enable me to fly higher and further in the realm of EAP.

  • Joanne Ningjuan Wang, 2016

    The stuff I learned from this training are like wings which will enable me to fly higher and further in the realm of EAP.

  • Alex Guihe Zhao, 2016

    The course was very inspiring, enlightening, and interesting not only providing theoretical knowledge, but also integrating very practical activities into each session. From this course, I know more concepts about EAP and it will benefit my future teaching as well as my career development. I benefit a lot from this excellent training course.

  • Frankie Wng Yang, 2017

    Has the CTEAP been useful to you as an EAP professional? How and why? Absolutely, YES! All the major development must be with EAP, because the international language is English, most of the important research or article comes from English version.

  • Stella Puxia Jin, 2016

    The training has enriched my confidence and pride as an EAP teacher.

  • Kris Wright, 2017

    Not only has CTEAP given me additional confidence and professional contacts at a time when I needed constructive feedback on my skillset both positively and assistive, but the program has also informed on leadership qualities… I had the opportunity to present and … coaching to improve in this ability with several practice sessions. This coaching had additional value due to the quality of those giving the feedback. I had already observed their ability to incorporate leadership in their coursework they were presenting to us. The class dynamic was positive and informative throughout the coursework.

  • Rebecca Yuyun Shang, 2016

    I realised CTEAP is a wholly new concept for English teaching and learning, different from the traditional way. I think the key factor for a successful class is hot to motivate learners and get involved into the class, cultivate their critical thinking and developing good learning habits and behaviour which will be beneficial for learners throughout their lives. All these teaching concepts will bring more inspiration and innovation into my real classes.

  • Gong Xun, 2017

    CTEAP has been useful to me as an EAP professional since it has offered me an clear navigating map about EAP, including the objective, methodology and assessment. If I may, to take me as an example, as a newly onboard EAP teacher, the CTEAP has managed to provide me with new concepts about EAP to re-position myself in the EAP teaching from a traditional English teacher to an English language specialist, with the means of offering students new ideas about EAP. For me, CTEAP has been an impressive pleasure of study, I personally enjoyed the process, thanks to all the flexible and constructive teaching methods from the professors from XJTLU. Not only have the different perspectives of native speakers regarding EAP been shared, but also the efficient pedagogic methodology and profound teaching philosophy have been delivered to the students including me. CTEAP will definitely contribute to my practice and future career by providing me a clear blueprint regarding how to be an EAP teacher as well as an English language specialist.

  • Leo Fei Wang, 2016

    I really enjoyed it. The teachers of CTEAP were very professional and easy going and they spared no effort to help us to improve our teaching ability and create a fantastic learning and teaching community in these weeks.

  • Yang Na, 2017

    I believe that the CTEAP training course has improved my understanding and practical teaching skills as an EAP teacher to a great extend. Thanks to the training, my current teaching is very different from my previous one. That is, my teaching supports students’ studying in their specific majors more.

  • Sue Jingna Zhao, 2016

    The lectures are informative, flexible, academic, practical and inspiring.

  • Yang Aixin, 2017

    I do enjoy the CTEAP, because it does help to improve my teaching by equipping me with precious academic knowledge and providing me with chances for effective microteaching practice. Moreover, great opportunities are given to the academic professionals with different backgrounds to share their thoughts with each other. I do believe that the CTEAP will contribute to my practice and my future career, as it provides guidance and directions for how to design and deliver a better course.

  • Yuan Zhenfang, 2017

    To be specific, I will teach the writing next semester. I think the content of writing in the training are very useful for me because I don’t have any clue about teaching writing before I went to Suzhou… The teacher’s teaching way has big effect on the students’ writing… I realize writing can be taught in such simple and clear way. It’s not so difficult to teach as I thought before. And now I will combine the methods I got from the training to my class.

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