| In the context of the state advocating the cultivation of compound English talents and encouraging universities to set their own standards,an increasing number of universities have realized that school-based curriculum is an effective way to achieve the characteristic development of English majors.Currently,those universities of science-and-engineering have focused on the school characteristics,actively explored the school-based curriculum for English majors and also achieved certain results in talent training,but the related research on the implementation effects of curriculum still needs to be further explored.Through reviewing the relevant literature on school-based curriculum development at home and abroad,this paper adopts the questionnaire and structured interview to conduct the research on teachers and students of English majors in the two selected science-and-engineering universities("Nanjing University of Posts and Telecommunications" and "Nanjing University of Aeronautics and Astronautics")mainly from three aspects: firstly,what inspiration of the guidance documents can give for developing the school-based curriculum for English majors when transforming from English Major’s English Teaching Syllabus for Higher Education(2000)(Syllabus 2000)to National Standards of Teaching Quality for Foreign Languages and Literature(National Standards)?2.What is the current development and construction of the school-based curriculum for English majors in universities of science-and-engineering? 3.What is the implementation effect of school-based curriculum for English majors in universities of science-and-engineering?Based on the above research issues,this paper first compares and analyzes the two English professional guidance documents(Syllabus 2000 and National Standards).According to the related research results,the National Standards emphasizes the humanistic nature of English majors while relaxing the authority of cultivating students in English majors among colleges and universities,and further proposes to expand the school-based curriculum to those core and training courses.Meanwhile,it also emphasizes the importance of modern educational technology for the implementation of school-based curriculum in English majors,encourages more universities to innovate the corresponding teaching quality monitoring mechanisms,and also puts forward new requirements for the professional development of English teachers.Secondly,the author conducts the investigation for the development and construction status of school-based curriculum through a review of the training documents for the English majors of thetwo universities.Based on the survey,the development level of school-based curriculum of English majors in universities of science-and-engineering is uneven and unbalanced,mainly including the construction of the school-based curriculum system,the learning pace of language skills and the unique knowledge of science-and-engineering,as well as the emphasis of "English + professional direction".In fact,these findings can provide a preliminary research basis for the subsequent interview studies.Then,based on the questionnaires and interviews,this paper investigates the implementation status and effect of school-based curriculum in English majors of the two universities by using the structural equation model of the influencing factors of their effectiveness.Based on the related results,on the one hand,from the comparative research of the two universities,there is a significant difference in the English majors between the two universities in terms of the recognition and attitude of the school-based curriculum and its significance,the goal and content of the curriculum and the teaching activities.Students majoring in English in NUAA generally represent better development than those in NJUPT in terms of the learning effect,interdisciplinary knowledge learning ability and the help for future development.On the other hand,teachers and students of English majors in both universities generally have the average overall evaluation of school-based curriculum.The school-based curriculum usually lacks clear goals.The difficult contents also lack the corresponding opportunities and platforms for the specific contextual presentation and practical application.In the teaching process of the school-based curriculum,students are generally satisfied with the class atmosphere and the interdisciplinary professional qualities of the teachers.In other words,the teaching method of school-based curriculum mainly focuses on the classroom teaching and the computer-assisted teaching,while the related network teaching modes of MOOCs and micro-classes,as well as practical teaching connected with enterprises are not universal.However,there are still many problems during the specific process,including the lack of enough attention to the formative assessments of periodic tests,student self-assessments and peer assessments,as well as a significant shortage of "double-position teachers" in the curriculum.Finally,in view of the shortcomings in the development and implementation of school-based curriculum,we attempts to propose the following suggestions to further improve the effectiveness of school-based curriculum of English majors in universities of science-and-engineering,mainly including reforming the implementation concept of school-based curriculum for English majors,building the school-based curriculum system to highlight the characteristic of universities,seekingthe diversified teaching modes of school-based curriculum,establishing a dynamic school-based curriculum evaluation system,as well as integrating teachers resources of school-based curriculum.Anyhow,the development and application of school-based curriculum in each school will undergo a process of continuous self-evaluation and self-correction due to the wider range of school-based curriculum for English majors in universities of science-and-engineering.Therefore,the paper mainly aims to provide the effective reference for the future school-based curriculum research. |
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