A Study On English Teaching Methodology Course Design Of Postgraduates Guided By Ecological Teaching Theory

National outline for medium and long-term education reform and development(2010-2020) requests that education institutions should strengthen teacher training and strive to create relatively stable faculties who own a noble moral quality and a high scientific and cultural quality. English teaching methodology course is not only a compulsory course for cultivating excellent English teachers, but also one of the core contents of professional training for English teachers. Whether curriculum design of this course rational or not directly relates to the development of English teachers in the future and cultivation of the comprehensive quality. However,most studies have been focusing on how to teach those teaching methods, few have paid more attention on the rationality of the curriculum design of this course to satisfy students’ needs. In the present study, the author introduce ecological teaching theory into the process of English Teaching Methodology Curriculum design so as to construct a more rational model of English Teaching Methodology Curriculum.This paper puts forward a new mode of English teaching methodology course design for postgraduates guided by ecological teaching theory by analyzing students’ needs in the form of questionnaires and interviews. Students and teachers from 12 universities in and out of Xi’an are the subjects of this study. Quantitative and qualitative analysis are used as the research methods to collect, aggregate and analyze the data.Survey results show that the majority of universities’ English Teaching Methodology course design are not very reasonable which can not meet students’ target needs and learning needs. The irrationality mainly reflects in the following five aspects: teaching objectives is not clear enough; teaching content is not novel and interesting; teaching method is too simple; curriculum evaluation is unscientific with too much emphasis on students’ final achievements; classroom teaching is lack of practical training. As to the above problems and students’ needs analysis, this study presents course design pattern which is a relatively reasonable one and balanced classroom ecology:(1) determining a clear and detailed teaching objectives which are method ability target, the goal of social ability, professional competence goals;(2) Inorder to achieve the above objectives, the author also makes appropriate adjustments on teaching contents, which combine teaching methods with teaching theories, pay more attention to the quality education practical training;(3) The combination of a variety of teaching methods are used according to different teaching content instead of the traditional single method;(4)Combined with summative assessment, formative teaching assessment is introduced into the whole teaching process which plays the function of promoting students’ development, and teachers’ improvement and improvement of teaching practice.It is believed that the conduction of this research will improve the teaching efficiency of English teaching methodology course for graduate students.