English Teaching art school on the exploration

Abstract: China's college enrollment has been more and more people have access to Higher Education, but also to the teaching of English has brought many new problems, such as multi-class adults, English varies, etc. with my school's actual cases, Articles from both theoretical and practical aspects of the Art school grade teaching and the need for specific implementation, in order to solve the college enrollment for English language teaching some of the problems, but also for the same Art school teaching of English to provide reference .

Keywords: Art school, college English, grade teaching
Since China's college enrollment has been Higher Education from the early "elite Education" to "mass Education" changes, so that more people have access to Higher Education, however, also brought many new problems of teaching due to the distribution of students widely varying English language proficiency, resulting in difficult teaching In 2007, DepArtment of Higher Education in the <<College English Curriculum Requirements>> pointed out: "China has a vast, all regions, the differences between universities of large, college English Teaching should follow guidance, the principles of individualized, personalized instruction to meet the actual needs. "In this context, combined with the characteristics of art school, art students for the classification of teaching has an important significance.

First, the theoretical basis for classification and necessity of teaching
The application of well-known American linguist Krashen's "input hypothesis language" (Krashen, 1981 is currently in second language acquisition theory one of the most important concepts, one of the i +1 input of the theory to provide College English Teaching a good theoretical framework. i +1 theory tells us whether to provide students with enough comprehensible language input is key to the success of foreign language teaching which, i said the current level language learners, one that is slightly higher language learners at the current level of language knowledge. comprehensible language input refers to the language learner to learn the knowledge understandable to the learner based on slightly higher than the current level of knowledge of learners, so we have to grasp the difficulty of language input, and slowly increase the amount of language input. only a large number of learners comprehensible input for the absorption, processing, will naturally increase the output capacity of language (Jinsong, etc., 2008.

The theoretical basis for teaching one grade from the constructivist psychology The psychology with special emphasis on the individual's own level of knowledge has an important role in future learning, that learning is the learners constantly on the basis of existing knowledge or skills continuous construction of new knowledge or skills in the process, only based on learning outcomes of learners on the basis of previous study, is the effective learning (Cameron, 2001. According to this theory, only the levels of teaching, in order to take full advantage of the students have knowledge and ability, so that each student can learn effectively, and in their respective progress on a different starting point.

As educators, we all know, the original foundation and the students are there differences in cognitive structure, which lead to student achievement in English in a huge difference. With the gradual expansion of enrollment, this difference is more obvious in the Academy of Fine Arts, different professions students enter the school when the foreign language proficiency is also quite different. College Entrance Examination, the Art and Design, packaging Engineering, urban planning, English score of 70 points, art and design, industrial design and other professional English score of 50 points, performing professions No English language marks. into the school on the practical point of view, English scores between the highest and lowest points difference of nearly 100 points, so the school from the reality of each student, based on mobilizing the enthusiasm of each student learning, focusing on each position based on the original student's progress and improvement for all, individualized.

Second, the classification of the specific implementation of teaching
1 to develop all levels of teaching requirements
<<College English Curriculum Requirements>> made a general request, higher demand and higher requirements for three levels of teaching requires colleges and universities of various types to choose based on the actual situation. This <<course requirements "and not art English learning specific requirements, and art students of English is generally not high, to achieve the general requirements, there is a large part of students is difficult, so my school with this <<course requirements>>, according to the English proficiency of students enrolled and the actual situation of our school, to develop to adapt to different levels of English-language university, specialist curriculum and Educational reform, the establishment of hospital-level college English Teaching reform ideas and goals. To this end, for art school students enrolled in English level, we all levels of students in my school college English courses develop the appropriate requirements.

Through this course, A-level: to <<College English Curriculum Requirements>> the minimum requirements, the general requirements. B-grade specific requirements are: (1 listening comprehension: to understand basic English, be able to understand involved in everyday communication structure is simple, clear pronunciation, Speed ​​slow (110 words per minute, a brief dialogue about the English and the presentation can grasp its central effect, to seize the main points of comprehension (2) spoken: The preparation after on familiar topics to make a brief statement, master general of the classroom language, and can perform simple activities of daily foreign exchange, expressed more clearly, the voice, the tone is about right (3 reading comprehension ability: to read the basic general subjects of English articles, reading speed of not less than 50 words per minute in fast reading lengthy, slightly lower degree of difficulty of the material, the reading speed of not less than 80 words per minute, can you skim read and look for reading material. can read a brief common practical written material, such as letters, product descriptions, understanding of basic right (4 written communication skills: able to apply the vocabulary and grammar to write a simple essay; to within half an hour on the general topic or outline at least 100 words to write essays, fill out a form in English can be used, set to write memos, resumes, basic words correctly, no major grammatical errors, format the basic right to express clearly (5 translation capabilities: to use the dictionary on the subject Translation articles familiar, English-Chinese translation speed of about 260 words per hour, Chinese-English translation speed of about 200 Chinese characters per hour. translations of basic right, smooth emotion (6 vocabulary: to master the vocabulary should reach about 3400 English words (including admission requirements to master the 1000 words and words formed by these common phrases, of which about 1500 words spelled correctly in both oral and written expression proficient.

2 How to grade
Before the commencement of the first students enrolled in freshmen enrollment level test, according to the combined entrance test scores and student achievement in English will be students are divided into A, B two.

A-level class in which to enhance the number of students accounted for 30% of the number of grades, students in the school with an excellent learner. Teaching teachers to take a flexible and diverse teaching methods, teaching tasks in the completion of the normal case, increase the learning task, the difficulty of teaching to deepen and accelerate the progress of teaching, to give special guidance to students in order to achieve <<requires>> the general requirements. B-level students accounted for 70% of the total number of grades, the moderate degree of instruction, courses from the <<college Experience English>> tutorial to learn the basic, solid system to learn, and high school the basics of simple convergence, solid grammar foundation and basic vocabulary, and then gradually expand the knowledge of college English, and ultimately achieve the requirements of schools to develop in the first semester period in accordance with students' test scores and teacher recommendations to implement "fine tuning", ie A-level student achievement do not pass into the B grade, B grade student achievement scores than those who ascend to the specified A-level study. In this way, we have a different starting point for students to provide different menus to determine the progress of different teaching, truly individualized, independent learning and to create a platform for personality development.

3 Curriculum
Through constant exploration and practice, we constructed a line of actual students under the new situation of Shandong College of Arts and College English curriculum plan, which includes basic English courses, English courses and expand school-based English course three parts. Share on free download http://www.hi138.com basic English courses for the required courses, and training of language to explain the main line, the purpose is to enable students to master the language of a solid basic knowledge, students listening, speaking, reading, writing, translation comprehensive language skills, to master a good way of learning.

English to expand the curriculum for the specified elective courses, including three modules: language and cultural training modules (Western culture, cross-cultural communication, appreciation of other famous English speakers, special-purpose modules (Practical English writing, practical and comprehensive employment application modules in English (English Audio-visual, English translation, focusing on the language used to train students to apply skills they learn in English courses at the university fourth semester. committed to improving students' language skills, develop self-learning ability, broaden their horizons and expand student knowledge to enable students to learn more about the world, learn and absorb foreign culture has been to improve cultural awareness and cross-cultural communicative competence.

English-based curriculum is the actual situation with my school and professional characteristics, taking into account the cognitive background of our students and their learning characteristics, mainly by foreign language teachers developed the curriculum, such as the art of English reading, art English translation. English-based courses are elective courses, students can choose their own professional characteristics of school-based curriculum was developed to provide students with the students close to reality, life, close to the times of the contents of the health and wealth of curriculum resources, to arouse their interest and enthusiasm in learning English for their professional learning to open up a wider world.

4 teaching content and teaching materials
Teaching content to "unified teaching materials, each focusing on" as the guiding ideology, not based on level of English proficiency of students to determine, A-level students is relatively high starting point, in addition to textbook tasks, increase vocabulary, lessons and after-school exercise capacity the amount of counseling to promote student learning in this part of the development effort, the objective to stimulate this part of the student's desire to learn. In addition, set by four, six goals, a clear purpose of learning to stimulate students' initiative , making the internal driving force students to learn. B-class teaching starting from the corresponding degree of difficulty can be accepted, and gradually change its interest arising from the loss of the past, weary, to change its attitude towards resistance to learning English, their motivation to learn induce in order to consolidate their English learning motivation.

<<Experiencing English "rely on network and information Technology, with sound, images, graphics and other means to pull students in front of the world, so the language can feel the three-dimensional environment, the acceptance of a variety of sensory stimulation the same time, this three-dimensional materials also benefit from different angles and with different media to provide students with a variety of learning styles and learning channel, is conducive to different learning styles of students realize their full learning potential and the formation of self-learning ability (Bianshu Rong, 2005. taking into account the <<college Experience English>> three-dimensional materials in all areas, our school will continue to use this material. A-level students in the first three semesters completing <<Experiencing English>> Integrated Course I, II, three , B-grade students completing the first three semesters <<Experiencing English>> Tutorial and <<Experiencing English>> the first comprehensive tutorial, two.

5 teaching evaluation
Test is to test the effect of teaching and learning an important means for the same grade students, the exam objectives and requirements can not be unified regulations, due to the different levels of the different objectives and requirements of students each semester final examinations should be strictly applied level test, to fully enhance the test reliability and validity due to the different teaching objectives, the final exam with a separate proposition, the difficulty of different tests. A-level exams students can focus on the contents of the comprehensive language proficiency; B-level students for the examination content is based on textbooks Lord, supplemented by an integrated use of capabilities to achieve the different test results. eventually take formative assessment and summative assessment with the evaluation mechanism, final examination 70%, 30% of normal results (including attendance, classroom performance and operations and so forth.

Grade teaching is the field of college English Teaching reform a key issue for the social needs of different people, it humanized the practice of philosophy of Education, students admitted on the basis of differences in ability and to provide students with a broader personality development of space, but because my school's College English Teaching is still in its infancy, how to grade more scientific? How to set a more reasonable course? teaching how to do fair assessment? We need this teaching practice in the future continue to to explore and summarize, to continue to find problems and resolve them in order to constantly improve, and ultimately achieve greater progress.

References:
[1] Department of Higher Education. College English Curriculum Requirements [M]. Beijing: Higher Education Press, 2007.

[2] Krashen, Stephen D. Second Language Acquisition and Second LanguageLearning [M]. Oxford: Pergamon, 1981.

[3] Jinsong, etc. college English teaching and the traditional hierarchical network grade teaching comparative study [J]. Engineering and Technology, Jilin Normal University, 2008 (07) :58-60.

[4] Cameron, Lynne. Teaching Language to Young Learners [M]. Cambridge: Cambridge University Press, 2001.

[5] Bian Shurong <<Experiencing English>> Analysis and evaluation of materials [D]. Shanghai: Shanghai Normal University, 2005. Links to free download http://www.hi138.com