英语专业(英日双语方向)综合技能实训中学生实践能力培养[论文]
英语教育专业学生实践能力的培养探究
英语教育专业学生实践能力的培养探究1. 引言1.1 研究背景英语教育专业学生实践能力的培养是当前教育领域的一个重要议题。
随着社会的不断发展，人才培养要求也在不断提高，传统的课堂教学已经不能满足社会对于英语专业人才的需求。
通过实践能力的培养，可以更好地培养具备实际能力的英语教育专业人才，使他们更好地适应社会的发展需求。
目前，在英语教育专业学生实践能力培养方面存在一些问题和挑战。
一方面，部分学校在教育教学过程中重视理论知识的传授，而忽视学生的实践能力培养，导致学生实际操作能力不足，难以应对工作实际需求。
一些学生在学习过程中缺乏实践机会，无法将理论知识与实际操作相结合，降低了学习的效果和质量。
本研究旨在探讨英语教育专业学生实践能力的培养问题，分析影响学生实践能力的因素，探讨目前学生实践能力培养的现状以及提出相应的解决方案。
希望通过本研究能够为英语教育专业学生实践能力的培养提供一定的参考和借鉴，促进教育教学质量的不断提升。
1.2 研究目的Specifically, this study seeks to explore the meaning of practical abilities in the context of English education, such ascommunication skills, classroom management, lesson planning, and assessment techniques. By understanding the key components of practical abilities, educators can better design curriculum and learning experiences to support the development of these skills in students.1.3 意义英语教育专业学生实践能力的培养具有重要的意义。
英专生技能实践总结范文
时光荏苒，转眼间我已从英语专业的学生成长为一名具备一定英语实践能力的职场新人。
在大学四年的学习过程中，我通过不断的学习和实践，逐渐提升了自身的英语水平，为将来的职业发展奠定了坚实的基础。
以下是我对英语专业技能实践的一些总结。
一、听力技能在英语专业学习中，听力技能的培养至关重要。
为了提高自己的听力水平，我积极参加各类英语听力训练，如英语新闻、电影、电视剧等。
通过长期训练，我的听力水平得到了显著提高，能够较为准确地捕捉到英语口语中的信息。
此外，我还参加了英语角、英语演讲等活动，锻炼了在真实语境中运用英语的能力。
二、口语技能口语是英语专业学生的必备技能之一。
为了提高口语水平，我积极参加英语角、英语演讲、辩论等活动，与同学们进行英语交流。
在交流过程中，我学会了如何正确表达自己的观点，如何应对各种场合的英语口语交流。
此外，我还通过观看英语电影、电视剧，模仿地道的发音和语调，提高了自己的口语水平。
三、写作技能英语写作是英语专业学生的另一项重要技能。
为了提高写作水平，我积极参加各类英语写作训练，如英语作文、翻译、学术论文等。
在写作过程中，我注重积累词汇、语法和句型，努力使自己的文章结构清晰、逻辑严密。
同时，我还通过阅读英文原版书籍、报纸、杂志等，了解不同文体的写作技巧，为自己的写作提供了丰富的素材。
四、翻译技能翻译是英语专业学生的核心技能之一。
为了提高翻译水平，我参加了翻译实践课程，进行了大量的翻译练习。
在翻译过程中，我学会了如何正确理解原文，如何运用恰当的词汇和句型进行表达。
同时，我还关注了翻译中的文化差异，努力使翻译作品具有地道性和可读性。
五、实践应用在英语专业学习过程中，我将所学知识运用到实际生活中。
如，参加国际志愿者活动，与来自不同国家的朋友交流；在实习期间，运用英语进行商务沟通；参加英语竞赛，锻炼自己的英语综合能力等。
这些实践活动使我在实际工作中更加得心应手，为将来的职业发展奠定了坚实基础。
总之，英语专业技能的实践对于提高英语水平具有重要意义。
英语专业教学实践论文(3篇)
第1篇Abstract:This paper aims to explore the effectiveness of integrated teaching practices in enhancing English language proficiency among English majors. By analyzing various teaching methods and strategies, this study examines how the integration of language skills, cultural understanding, and practical application can contribute to the overall development of English language learners. The paper provides a comprehensive overviewof the challenges faced by English majors, the role of integrated teaching in addressing these challenges, and the potential benefits of such an approach. Through a case study, the paper presents empirical evidence to support the effectiveness of integrated teaching practices.Introduction:The English language has become a global lingua franca, and the demandfor English proficiency is increasingly high in various sectors,including education, business, and diplomacy. English majors, as future language professionals, are expected to possess not only stronglinguistic skills but also cultural understanding and practical communication abilities. However, traditional teaching methods, which often focus on grammar and vocabulary, may not adequately prepare students for real-world communication challenges. This paper argues that integrating different teaching practices can significantly enhance English language proficiency among English majors.I. Challenges Faced by English MajorsA. Overemphasis on grammar and vocabularyB. Limited exposure to authentic materialsC. Lack of cultural understandingD. Insufficient practical communication skillsII. The Role of Integrated Teaching in Addressing ChallengesA. Language skills integration1. Reading, writing, listening, and speaking2. Task-based language teachingB. Cultural understanding1. Cultural awareness and sensitivity2. Cultural competenceC. Practical application1. Real-life scenarios2. Collaborative learningIII. Benefits of Integrated Teaching PracticesA. Enhanced language proficiencyB. Improved cultural understandingC. Increased motivation and engagementD. Preparation for real-world communication challengesIV. Case Study: An Integrated Teaching Approach in an English Major ProgramA. MethodologyB. ResultsC. DiscussionV. ConclusionI. Challenges Faced by English MajorsEnglish majors often encounter several challenges in their language learning journey. One of the primary challenges is the overemphasis on grammar and vocabulary, which may hinder their ability to communicate effectively in real-life situations. Additionally, limited exposure to authentic materials, such as native speakers' conversations andcontemporary texts, may restrict their language acquisition. Furthermore, the lack of cultural understanding can lead to miscommunication and a superficial understanding of the language and its users. Lastly, insufficient practical communication skills may prevent English majors from applying their knowledge in real-world scenarios.II. The Role of Integrated Teaching in Addressing ChallengesTo address these challenges, integrated teaching practices can play a crucial role. By integrating different teaching methods and strategies, English majors can develop a well-rounded skill set that encompasses language skills, cultural understanding, and practical application.A. Language skills integrationIntegrating reading, writing, listening, and speaking skills allows English majors to develop a comprehensive understanding of the language. Task-based language teaching (TBLT) is an effective approach that encourages students to engage in real-life communication tasks,fostering the development of all language skills simultaneously.B. Cultural understandingCultural understanding is essential for effective communication. By promoting cultural awareness and sensitivity, English majors can avoid cultural misunderstandings and develop cultural competence, which is crucial for interacting with diverse groups of people.C. Practical applicationPractical application is vital for the development of communication skills. By incorporating real-life scenarios and collaborative learning activities, English majors can practice their language skills in a supportive environment and prepare for future communication challenges.III. Benefits of Integrated Teaching PracticesIntegrated teaching practices offer several benefits for English majors:A. Enhanced language proficiencyBy integrating different teaching methods, English majors can develop a more comprehensive understanding of the language, leading to enhanced language proficiency.B. Improved cultural understandingCultural understanding is crucial for effective communication. Integrated teaching practices can help English majors develop cultural awareness and sensitivity, which is essential for interacting with diverse groups of people.C. Increased motivation and engagementAn integrated approach to teaching can increase students' motivation and engagement by providing a variety of learning experiences and making the learning process more enjoyable and relevant.D. Preparation for real-world communication challengesIntegrated teaching practices can prepare English majors for real-world communication challenges by equipping them with the necessary skills and knowledge to navigate diverse cultural contexts and communication scenarios.IV. Case Study: An Integrated Teaching Approach in an English Major ProgramThis section presents a case study of an integrated teaching approach implemented in an English major program. The study involves a group of 30 English majors who were taught using a combination of language skills integration, cultural understanding, and practical application.A. MethodologyThe study employed a mixed-methods approach, including surveys, interviews, and observations. Data were collected to assess the effectiveness of the integrated teaching approach in enhancing language proficiency and cultural understanding.B. ResultsThe results indicated that the integrated teaching approachsignificantly improved the language proficiency and cultural understanding of the English majors. Students reported higher levels of engagement and motivation, as well as an increased ability to communicate effectively in diverse cultural contexts.C. DiscussionThe findings of the case study support the effectiveness of integrated teaching practices in enhancing English language proficiency among English majors. The study highlights the importance of integrating language skills, cultural understanding, and practical application in the teaching of English.V. ConclusionIn conclusion, integrated teaching practices can significantly enhance English language proficiency among English majors. By addressing the challenges faced by students and incorporating a variety of teaching methods, English majors can develop a well-rounded skill set that prepares them for real-world communication challenges. This paper has demonstrated the effectiveness of integrated teaching practices through a case study and provides a comprehensive overview of the benefits of such an approach. As language professionals, English majors should be equipped with the necessary skills and knowledge to thrive in a globalized world, and integrated teaching practices can play a vital role in achieving this goal.第2篇Abstract:This paper presents a case study of an English language teaching practice implemented in a higher education setting. The study explores the effectiveness of integrating various teaching methods and technologies to enhance students' English language proficiency. Through the analysis of student performance, teacher reflections, and feedback from the students, the paper evaluates the outcomes of the integratedteaching approach and provides insights into the challenges and benefits of implementing such strategies in the English language classroom.Introduction:The demand for English language proficiency has surged globally, with English becoming the lingua franca in various domains such as business, science, and technology. In higher education, English language courses play a crucial role in preparing students for international communication and academic pursuits. However, traditional teaching methods often struggle to keep up with the dynamic nature of language learning and the diverse needs of students. This paper aims to investigate the effectiveness of an integrated teaching approach that combines various methods and technologies to enhance English language proficiency in a university setting.Literature Review:Previous research has highlighted the importance of integratingdifferent teaching methods to cater to diverse learning styles and enhance language acquisition. Some studies have shown that a combination of communicative, task-based, and technology-assisted language learning approaches can significantly improve students' language skills (Harmer, 2007; Nunan, 1991). Additionally, the use of technology in language learning has been found to promote autonomy, motivation, and engagement (Richards & Rodgers, 2001).Methodology:The study was conducted in a public university in China, involving a sample of 50 English language students enrolled in an intermediate-level course. The participants were divided into two groups: an experimental group that received integrated teaching and a control group that followed the traditional teaching method. The integrated teaching approach included the following components:1. Communicative language teaching (CLT): Focus on interaction and communication through pair and group work activities.2. Task-based language learning (TBL): Use of authentic tasks that require students to use English in real-life contexts.3. Technology-assisted language learning (TALL): Incorporation ofdigital tools such as online platforms, multimedia resources, and educational apps.4. Flipped classroom: Students engage with online content outside the classroom, allowing for more interactive and personalized learning during class time.Data collection methods included pre- and post-tests to measurestudents' language proficiency, teacher reflections on the implementation of the integrated approach, and student feedback on their learning experiences. The data were analyzed using descriptivestatistics and content analysis.Results:The results of the study indicated that the experimental group, which received integrated teaching, demonstrated significant improvements in their English language proficiency compared to the control group. The post-test scores of the experimental group were higher than those of the control group in all areas assessed, including listening, speaking, reading, and writing. Teacher reflections highlighted the positive impact of the integrated approach on student engagement and motivation, as well as the challenges of managing diverse learning needs and technology integration.Student feedback revealed that the integrated teaching approach was effective in enhancing their language skills and promoting a more dynamic and interactive learning environment. Students particularly appreciated the use of technology, which allowed them to access resources and practice language skills outside the classroom.Discussion:The findings of this study support the effectiveness of an integrated teaching approach in enhancing English language proficiency. Thecombination of communicative, task-based, and technology-assisted language learning methods provides a comprehensive and engaging learning experience that caters to diverse learning styles and needs. The use of technology not only facilitates language learning but also encourages autonomy and self-regulation.However, the study also identified several challenges associated with implementing an integrated teaching approach. Teacher training and support are essential to ensure the effective use of technology and to address the diverse needs of students. Additionally, the availability of resources and infrastructure can be limiting factors in some settings.Conclusion:This case study demonstrates the potential of an integrated teaching approach in enhancing English language proficiency in higher education. The findings suggest that combining various teaching methods and technologies can lead to significant improvements in students' language skills and learning experiences. However, the successful implementation of such an approach requires careful planning, ongoing teacher development, and adequate resources. Future research should explore the long-term effects of integrated teaching practices and the beststrategies for scaling up such initiatives in diverse educational settings.References:Harmer, J. (2007). The practice of English language teaching (4th ed.). Essex: Pearson Education Limited.Nunan, D. (1991). Language teaching methodology: A textbook for teachers. Hertfordshire: Prentice Hall International.Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge: Cambridge University Press.第3篇Abstract:This paper presents a case study on the effectiveness of integrative teaching practices in an English major program. Through a comprehensive analysis of the teaching methods, curriculum design, and student outcomes, this study aims to explore how an integrative approach can enhance English language proficiency. The paper is structured into three main sections: an introduction, a literature review, and a discussion of the findings. The conclusion summarizes the key insights andimplications for English language teaching.Introduction:The English language has become a global lingua franca, and proficiency in English is essential for academic, professional, and personal development. In response to this demand, English major programs have been developed worldwide. However, traditional teaching methods, which often focus on language skills in isolation, have been criticized for their limitations in fostering genuine language proficiency. This paper investigates the impact of integrative teaching practices on English language proficiency in an English major program.Literature Review:1. Integrative Teaching ApproachIntegrative teaching, as defined by Nation (2001), involves the combination of language skills, such as reading, writing, listening, and speaking, in a holistic manner. This approach emphasizes the interconnectedness of language skills and encourages learners to engage with the language in a meaningful and contextually relevant way.2. Benefits of Integrative TeachingResearch has shown that integrative teaching practices can lead to several benefits, including improved language proficiency, increased motivation, and enhanced critical thinking skills (Johnson & Johnson, 1989; Nation, 2001). Additionally, integrative teaching allows for a more authentic learning experience, as learners are exposed to a variety of language contexts and tasks.3. Curriculum DesignCurriculum design plays a crucial role in the implementation of integrative teaching practices. A well-designed curriculum should include a diverse range of activities that promote language skill integration, such as collaborative projects, cross-disciplinary courses, and real-world language tasks (Richards & Rodgers, 2001).Discussion of Findings:1. Teaching MethodsIn the English major program under study, a variety of teaching methods were employed to foster integrative language learning. These included project-based learning, collaborative tasks, and the use of technology. For instance, students were encouraged to work in groups to research and present on a topic related to their major, thereby enhancing their reading, writing, speaking, and listening skills.2. Curriculum DesignThe curriculum in the English major program was designed to promote integrative language learning. It included courses such as English for Specific Purposes (ESP), English for Academic Purposes (EAP), and cross-cultural communication. These courses aimed to prepare students for various real-world language demands, such as academic writing, professional communication, and cultural understanding.3. Student OutcomesThe study revealed that students who engaged in integrative teaching practices showed significant improvements in their English language proficiency. Specifically, students demonstrated higher scores in standardized language tests, such as the Test of English as a Foreign Language (TOEFL) and the International English Language Testing System (IELTS). Moreover, students reported increased confidence in their language abilities and a greater appreciation for the interconnectedness of language skills.Conclusion:This case study has demonstrated that integrative teaching practices can effectively enhance English language proficiency in an English major program. By combining language skills, employing a diverse range of teaching methods, and designing a curriculum that promotes integrative language learning, English language teachers can help students achieve a more authentic and comprehensive understanding of the language. The findings of this study have implications for English language teaching, suggesting that integrative approaches should be prioritized in curriculum design and classroom practice.References:Johnson, D. W., & Johnson, R. T. (1989). Cooperation and competition: Theory and research. Edina, MN: Interaction Book Co.Nation, I. (2001). Language curriculum design. New York: Routledge.Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge: Cambridge University Press.。
英语专业综合技能实训报告范文
南昌工程学院《综合技能实训》实习（实训）报告题目语言专业技能训练课程名称综合技能实训系院外国语言文学系专业英语班级 2010级英语工翻1班学生姓名杨尊显学号 2010103152实习地点南昌工程学院校内指导教师黄晓雄、罗国太、邹斯彧、郑赛赛张玉军、肖永贺实习起止时间：2013年9月16日至2013年9月29日目录一、实习时间....................................................... *二、实习地点....................................................... *三、实习目的....................................................... *四、实习情况简介................................................... *五、实习内容....................................................... *六、实习小结或体会................................................. *七、部门主管....................................................... *八、参考文献....................................................... *九、指导教师评阅................................................... *一、实习时间详细写出实习时间段，从2013年9月16日至2013年9月29日。
二、实习地点南昌工程学院校内教育技术楼A304教室三、实习目的1．提高英语专业本科四年级学生的语言实践能力，增强学生的跨文化交际能力，促进学生间的协作学习以及学生与教师间的互动；2．通过一系列语言性较强的活动，考核学生是否达到《高等学校英语专业教学大纲》对于英语本科四年级的听说读写能力要求；3．通过本实训，提高学生在真实环境下运用英语的能力。
双语教学综合实践课(3篇)
第1篇一、课程概述双语教学综合实践课是一门旨在培养学生双语能力和综合素质的课程。
本课程通过结合英语语言学习与跨文化交际的实际应用，帮助学生提高英语听说读写能力，同时增进对不同文化的理解和尊重。
本课程分为四个模块：英语听说训练、英语阅读理解、英语写作技巧和跨文化交际。
二、课程目标1. 提高英语听说能力：通过模拟真实场景的对话和讨论，增强学生的口语表达能力和听力理解能力。
2. 加强英语阅读理解：通过阅读不同类型的英语文章，提高学生的快速阅读和理解能力，拓宽知识面。
3. 提升英语写作技巧：通过写作练习，培养学生的英语写作能力，使其能够清晰地表达思想。
4. 增进跨文化交际：通过了解不同文化背景，提高学生的跨文化交际意识和能力。
三、课程内容模块一：英语听说训练1. 课堂互动：通过小组讨论、角色扮演等形式，提高学生的口语表达能力。
2. 听力练习：播放英语听力材料，包括对话、短文和讲座，提高学生的听力理解能力。
3. 语音语调训练：通过纠正发音和练习语调，提高学生的英语发音和语音语调。
模块二：英语阅读理解1. 阅读技巧：教授快速阅读和深度阅读的技巧，提高学生的阅读效率和理解能力。
2. 文章分析：分析不同类型的英语文章，如新闻报道、科技文章、文学作品等，提高学生的综合分析能力。
3. 词汇拓展：通过阅读练习，拓展学生的词汇量，提高语言运用能力。
模块三：英语写作技巧1. 写作指导：教授不同类型的英语写作技巧，如议论文、说明文、记叙文等。
2. 写作练习：通过写作练习，提高学生的英语写作能力和表达能力。
3. 修改与反馈：对学生的写作进行修改和反馈，帮助学生改进写作风格和语法错误。
模块四：跨文化交际1. 文化背景介绍：介绍不同国家的文化背景，如风俗习惯、价值观念等。
2. 案例分析：分析跨文化交际中的典型案例，提高学生的跨文化意识。
3. 模拟练习：通过模拟跨文化交际场景，提高学生的实际应用能力。
四、教学方法1. 互动式教学：通过小组讨论、角色扮演等方式，激发学生的学习兴趣，提高参与度。
中学英语教育的综合能力培养与实践
中学英语教育的综合能力培养与实践引言在当代社会发展的背景下，人们普遍认识到英语作为一种全球通用的语言，在学生综合能力培养中具有重要的地位。
因此，中学英语教育的综合能力培养与实践越来越受到关注。
本文将探讨中学英语教育的综合能力培养与实践的重要性，并探讨一些有效的培养方法和实践案例。
发展主体一、综合能力培养的重要性在当今社会，语言能力已经成为人们综合素质的重要组成部分之一。
而英语作为国际交流的通用语言，学会一种好的英语，不仅可以让学生在国际舞台上有更广阔的发展机会，还能提升学生的综合素质，培养他们的沟通能力、批判性思维、跨文化意识等综合能力。
因此，中学英语教育的综合能力培养是非常必要的。
二、有效的综合能力培养方法1. 多样化教学方式为了培养学生的综合能力，教师应该采用多种多样的教学方式。
例如，通过游戏、角色扮演、小组合作等形式，激发学生的学习兴趣，提高他们的参与度。
同时，教师还可以根据学生的不同特点和需求，采用个性化的教学方法。
通过这些方法，学生可以更好地将英语知识运用到实际生活中，提高他们的综合能力。
2. 强调实践环节英语作为一门语言，实践环节是非常重要的。
除了传统的听、说、读、写等技能培养外，学生还应该有机会去实际运用所学的英语知识。
因此，在中学英语教育中，教师可以组织学生参加英语演讲、英语角、实地考察等活动，让学生亲身体验英语的实际应用，并锻炼他们的英语交际能力。
三、成功的实践案例1. 校园英语电台在某中学，学校设立了一个校园英语电台。
学生可以担任电台主持人、编辑等职位，通过制作节目来提高自己的英语口语表达能力和听力能力。
这个实践项目不仅激发了学生对英语学习的兴趣，还提高了他们的主动学习能力和团队合作能力。
2. 学生英语演讲比赛一所中学每年都会组织学生英语演讲比赛。
在比赛中，学生可以展示自己的英语口语能力，讲述自己的故事和见解。
这个活动不仅培养了学生的英语口语表达能力和自信心，还锻炼了他们的批判性思维和演讲技巧。
英语教育专业学生实践能力的培养探究
英语教育专业学生实践能力的培养探究1. 引言1.1 研究背景The background of this study focuses on the growing emphasis on practical skills in the field of English education. In recent years, there has been a shift in educational paradigms towards a more holistic approach that values experiential learning and real-world application of knowledge. This trend has sparked a renewed interest in the development of practical skills among English education majors, as employers increasingly prioritize candidates with hands-on experience and competency in real-world scenarios.1.2 研究目的The purpose of this research is to explore the cultivation of practical abilities in English education major students. By investigating the current status of practical ability development in this field, we aim to understand the significance of practical skills for future educators. Additionally, this study seeks to identify the existing problems and provide targeted suggestions for improvement. Through this research, we hope to contribute valuable insights to the ongoing efforts to enhance the practicalabilities of English education students. Ultimately, the goal is to ensure that graduates are well-equipped to meet the demands of the profession and make meaningful contributions to the field of education.1.3 研究意义The significance of exploring the cultivation of practical ability of students majoring in English education lies in several aspects. Firstly, enhancing students' practical ability can better equip them with the skills and knowledge necessary for their future careers in the field of English education. Practical experience and hands-on skills are essential for effective teaching and learning practices. Secondly, cultivating practical ability can bridge the gap between theoretical knowledge and real-world application. It allows students to apply what they have learned in the classroom to practical settings, promoting a more comprehensive understanding of the subject matter. Thirdly, improving students' practical ability can enhance their problem-solving skills, critical thinking, and creativity, all of which are crucial for success in the dynamic and ever-evolving field of English education. Overall, the exploration of practical ability cultivation among English education majors is of great significance not only for the individual development of studentsbut also for the overall improvement of the quality of English education programs.2. 正文2.1 英语教育专业学生实践能力的内涵英语教育专业学生实践能力是指学生在实际教学、教育管理和教育研究等领域中运用所学知识和技能解决问题的能力。
英语专业论文范文
英语专业论文范文英语专业语言实践课对英语专业学生语言技能的提高非常重要。
下面是店铺为大家整理的英语专业论文，供大家参考。
英语专业论文范文一：浅论大学英语教学中学生自主学习能力的培养摘要：培养大学生自主学习能力是大学英语教学现状、现代语言教学理论的必然要求，也是提高英语教学效率的有力保证。
本文分析了大学英语教学的现状要求，说明了在大学英语教学中培养学生英语自主学习能力的重要性和必要性。
在英语教学中，教师应营造自主发展的课堂氛围，培养自主学习的意识和动机，优化学生的心理素质，充分利用多媒体、网络资源引导自主学习等措施，逐步培养学生自主学习的能力，促使学生主动把握英语学习，以此来达到学生自主发展的目的，并最终达到综合素质的提高。
论文关键词：英语教学;自主学习;能力培养2004年1月教育部制定颁布的《大学英语课程教学要求》(以下简称“课程要求”)明确提出要“确立学生在教学过程中的主体地位”，要“能使学生自主选择适合自己需要的材料学习”，“朝个性化学习、自主式学习方向发展”。
学生个性化学习方法的形成和自主学习能力的极大发展应是大学英语教学改革追求的重要目标。
埃德加·富尔在《学会生存》一文中精辟地指出：“未来的文盲，不再是不识字的人，而是没有学会怎样学习的人。
”当今是“知识爆炸”时代，人类只有学会了怎样学习，才有可能从容地面对世界出现的新知识构成。
然而，在我国中学由于长期的应试教育，代写毕业论文激烈的分数竞争，使得大部分学生对学习失去了积极性和主动性，学习能力差，更别说自学能力了。
因此教育者有责任改变这种现状。
教师必须迅速更新观念，努力构建以课堂的创造性教学为龙头、以自主性学习为主导的新的教学模式。
一、大学英语教学的现状要求我国目前的大学公共英语教学还存在许多不足。
一方面，英语教学中存在严重的应试教育的倾向，尽管四、六级考试体系正在改革，本应遵循语言教学规律的英语教学依然残留应试教育的成分，重“教”轻“学”，重“结果”轻“过程”，重“知识传授”轻“学习方法或策略教学与指导”。
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探索英语专业（英日双语方向）综合技能实训中学生实践能力的
培养
摘要：为了体现应用型、复合型人才培养的特色，在实际教学
过程中，教师要注重学生专业能力的培养和专业技能训练，更要注重学生解决问题的能力、创新能力和适应能力的培养。
关键词：英语专业；综合技能实训；实践能力；培养
一、实践能力的构成
学生的实践能力包括两方面的内容：一是应用就学期间所学的理论知识、观点来完成学业，同时动手、动脑进行综合技能训练等的自主学习能力以及运用所学知识来获取新知识的能力和人际交往
等方面的能力；二是参与社会活动中，或在已有的基础上新增长的独立发现问题、分析和解决问题的能力。
二、培养学生实践能力的意义
实践能力的增强是大学生全面发展的重要体现，是提升创新能力和创造能力的基础，这对大学生择业、就业和创业具有极其重要的意义。
三、综合技能训练中培养学生的实践能力
综合技能实训课程根据市场对人才的需求和学生的特点来制定
培养目标和教学计划，注重创新能力的培养。
因此，为培养学生的实践能力，把以往的以教师为核心的教学模式转变为以学生为主体、教师为主导的教学模式；把单纯传授知识技能为主的教学模式转变为培养学生会学习、会创新为主的教学模式。
教学过程以学生
自主活动为基础，为学生思考、探索和创新提供空间，引导学生发挥学习的自主性，形成良好的心态，增强自信心。
教师要鼓励学生多提问，善于从多角度看待问题、思考问题，激励学生的创新热情。
（一）培养专业能力
根据专业能力培养的需要，编写实践教学计划，明确每个实践环节的内容、要求和目标，采用工作情景模拟、任务和角色扮演等方法开展实训。
1.工作情景模拟。
这是以工作过程为导向的工作情景模拟，它旨在让学生学会运用商务日语进行接待、口译、函电和应用文写作。
例如，商务应用文实训时，可设计求职应聘模拟场景，具体操作步骤为准备、划分小组、分派角色（分别扮演参加应聘者和招聘公司的人员）；分派任务时要求应聘者拟写简历和求职信，要求招聘公司设计招聘时所要询问的问题；面试演练要求各组都用日语演练求职面试过程，面试环节包括问候语、开场白、面试问答和结束语。
总之，通过模拟情景、分组训练、轮流演示、教师评价和指导的形式进行训练。
学生有了一次实际经历的体验，应用能力就能得到提高。
2.将工作环节转换成任务提供给学生，然后由学生根据自己的水平去执行和完成具体任务。
学生获得任务后，在教师的指导下，自己按照实际工作的流程进行资料收集、决策、实施和展示。
在商务接待实训时，分配给学生“接待日本客户”这一项任务。
学生接到任务后，开始制作接待方案和实施方案。
即模拟演练接待客户，完
成协助客户办理入住酒店的登记手续，设宴招待、带领客户参观工厂、购物、观光，举办客户送别会、送走客户等接待工作。
以上任务的分配和完成，具有一定的仿真性。
3.角色扮演。
按实际工作情境布置仿真的工作情景，分配给学生任务，由学生针对得到的工作项目，扮演角色。
首先进行角色分配，例如，中方、日方和中日双方的口译人员，然后实施项目过程，最后由师生共同进行评价。
如在商务日语口译实训时，结合学生到东北亚博会或农博会担任志愿者总是担任口译工作的实际情况，教师设计以下实训项目：到机场迎接日本客商，宴请日本客商，陪同参观公司和工厂，进行产品推介，进行生意洽谈，举办告别宴会和到机场送行。
以上的实训方法使实训形式多样化、真实化和实践化。
4.聘请企业的专业人士或外籍专家进入综合技能实训课堂。
邀请外籍专家和企业的专业人士给学生做业务讲座和实训指导。
开设现场课，将学生带到企业和公司、工厂，边参观边讲解；鼓励学生多参加校园招聘会，在校园内就能够有与企业直接见面的机会；鼓励学生担任东北亚博会和农博会的志愿者和翻译、口译人员。
（二）培养对知识的运用能力
专业综合技能实训是综合运用所学到的英语和日语知识，培养学生“听、说、读、写、译”的综合能力，指导学生对已学的书本进行整理、归纳、运用，这是顺利完成综合技能实训的基本前提。
实训所涉及的知识面广，因此学生要在知识的灵活运用、技能的学习和技巧探索上下功夫。
通过实训课程，学生温习理论知识和课程内
容，查阅资料和整理、归纳、分析，有时根据具体需要还要到实地进行考察、调研等。
这样的过程是培养学生知识运用的一次强化训练，同时学生在技能的学习和技巧掌握上也有进步。
（三）培养独立适应能力
教学中改进了由教师提供实训方案、内容、操作步骤的方式，教师只提供实训内容，让学生自己以独立或小组的形式通过查找资料、考察等来设计实训的方案和操作步骤等。
教学过程中，教师只回答学生提出的问题，帮助他们解决一些疑难点。
在考核上注重过程与目标相结合，指导学生时按需施教。
这样的训练能培养学生的独立适应能力。
总之，综合技能实训巩固了学生的商务知识，提升了他们的语言和专业知识的实际运用能力，有助于培养学生的团队合作能力和适应社会的能力。
参考文献：
[1]徐小贞.商务现场口译[m].北京：外语教学与研究出版社，2008.
[2]薛永明.英语应用文写作实训教程[m].苏州：苏州大学出版社，2007.。