Investigation And Countermeasures On Status Quo Courses In College English School Network

Public English network course construction is an important part of university public English teaching basic construction, many colleges and universities have the specific public English network course platform, purchased or developed by the relevant public network curriculum resources for college students to learn English.Public English network course in many colleges and universities in yunnan province has made great development, but how do college students learning situation? By what factors? This topic of some universities in yunnan area in the university as the research object, from public school students English network course learning situation investigation, to the college students of public English network course learning situation questionnaire as research method, using SPSS software, multivariate statistical analysis to some universities in yun nan region the status quo of the public English network course learning of college students is analyzed. Based on the education ecology theory to build the "public English network course learning ecosystem", for the public, and the various factors affecting the English network course learning, and analyzes the connection between the various factors, put forward the positive countermeasure and the suggestion of solving the problem.The results show that:(1) through the network for college students of public English course learning status quo analysis of data, Yunnan area university college students learning situation is not optimistic, the average of only2.684, is in the middle and lower levels, and expected performance has certain gap.(2) the different professional college students in public English network course learning differences, in terms of learners themselves, learning ability factor differences, and better than the school of arts living, In network course learning environment, learning support services, arts and science students, born in science and engineering for higher requirements of learning support services.(3) from different grade level, grade three college students under the network environment of network course learning, public English in the aspects of learners themselves:three grade significant differences college students learning ability, a sophomore learning ability best. Five other factors does not exist significant differences in grade three.(4) different gender of college students in four factors have significant differences in the different projects, in terms of its own factors:learning attitude on a significant sex difference, the boys in the learning initiative and enthusiasm and less focused than girls. Learning motivations and learning style the average of the two factors girls than boys, learning technology mean boys than girls, but this is a several factors did not reach significance level, on the physical and mental health factors, boys and girls are flat; In the aspects of curriculum learning environment:there are differences between the male and female students awareness of the learning platform, boys score higher than girls, in the learning environment, learning support services, and network communication in three aspects do not exist significant differences.(5) different levels of college students in the school, teachers and learners themselves public English network course three factors there are significant differences on different projects. In terms of its own factors:significant difference exists among three kinds of colleges and universities college students learning ability, its performance is:211school students ability to learn, the best five other factors for the undergraduate students of three colleges there is no significant change. In the aspect of teacher factor:three kinds of colleges and universities university student exists a significant difference in teachers’teaching activities, provincial key school students in the course teaching is the most active. Network in public English courses: college students of three colleges significant differences in the course content organization a, provincial key school students on the course content organization demands is the highest.