The Practice And Research On Precise Teaching Management In English Teaching

The English language is increasingly used in different countries and industries.Due to this reason, more and more people come to study English. In China, thestudying of English begins as early as in the primary school, some even in thekindergarten. However, the long-lasting study does not achieve a satisfactory effect.Some college graduates cannot communicate in English. There are many reasons tothis problem; one of them lies in the teaching of English. Traditional methods ofEnglish teaching have made some achievements. But there are also some inadequacieswith those methods, such as the difficulty to know students’ proficiency before asemester begins, and to get feedback from students in time during the process ofteaching. In order to improve the efficiency of teaching, the theory of precise teachingmanagement, which combines precise management, effective teaching, and languageeducation, is applied in English teaching on the basis of traditional methods.This research first explains the concepts and development of language education,effective teaching, and precise management. Then precise teaching management isintroduced. A model based on precise teaching management is also designed. Guidedby the theory of precise teaching management, this model manages English teachingthrough three databases: students’ basic information database, students’ learningbehavior database, and teachers’ teaching process management database. Thisresearch lasts about one semester, studying three questions. Subjects include47English majors of Beijing University of Technology who are enrolled in2011, andtheir two teachers teaching the course of Basic English. Research locations are the No.1Teaching Building of Beijing University of Technology and the Self-Study Center inCollege of Foreign Languages. Instruments mainly include two questionnairesdesigned by the author, two examinations, four tests, and Network Teaching PlatformSystem.The research procedure contains three stages. In the first stage, students’ information is obtained from the analyses of two former examinations and aquestionnaire. The analyses are conducted through the Network Teaching PlatformSystem and the software SPSS17.0(including descriptive statistics and frequencies).The second stage is comprised of four closely linked segments, each containing a test.Test One, Two, and Three are taken online through the Network Teaching PlatformSystem. As for Test Four, which was not taken online, its data are also input into thetesting system for analyzing. These analyses enable teachers to detect teachingproblems and make changes for effectiveness; meanwhile, they also help students toknow their learning situation so that they can make adjustment to achieve their goals.In the third stage, teachers’ opinions about precise teaching management are collectedthrough another questionnaire. Their opinions and suggestions are valuable to makesome necessary changes about English teaching in the next semester, and to thefurther development of precise teaching management.It can be proved that precise teaching management can identify students’ learninggoals and needs, which is helpful for teachers to make plans. The processmanagement enables teachers to make timely adjustment to realize both teachingobjectives and students’ goals.Finally, conclusion of this research is made in the last chapter, including majorfindings, limitations, and suggestions. At present, there are not many researches ofprecise teaching management in China. It is hoped that the tentative result of thethesis could be beneficial to further studies on precise teaching management.Meanwhile, it is also hoped that more researchers could engage themselves in thestudy of precise teaching management in colleges and universities.