Literary Research Linguistics Research Regional Studies Translation Studies Special Purpose English Research Business English Translation Practice English Medical Science English enters the employment force. After a few years of employment, some people choose to apply for a master's degree. In order to prepare well for both hands, students are likely to choose courses from academic and applied courses during school. Therefore, the second and third level classifications here are more to set up course services for departmental leaders... Classification practice of English professional training types The challenges faced by the multi-talented concept raises the author's interpretation of the multiple talent view. If we want to practice such a talent cultivation system in English majors, what challenges will we face? 2.1 How to meet the individual needs of students? Different levels and types of schools should establish different training objectives. Controversial, but whether students entering the same type of school have the same or similar interests and where they graduated To answer this question, the author examined the employment situation of graduates of different types of English majors. The following is an example of the “Investigation and Analysis of Employment of English Majors in Anhui Province†written by Cheng Jiafu and Zhang Weihong (2013). Their report covers 11 colleges and universities in Anhui Province, including 3 national key universities (China University of Science and Technology, Hefei University of Technology, Anhui University) and 5 provincial key universities (Anhui Normal University, Anhui Agricultural University, Anhui University of Technology, and Anhui (Industrial University, Anhui University of Finance and Economics) and 3 independent colleges (Antai Jiang Huai College, Annong University of Economics and Technology, Anshi University Lijiang College), covering the graduation period of 2004, 2006 and 2009 three years, the total number of graduates It is 3502 people. Table 1 lists the number of graduates and the proportion of students who graduated from three different levels of school. Table 1. The graduation destinations of undergraduate English majors at different levels in Anhui Province (Cheng Jiafu, Zhang Weihong 2013:102) Private Enterprise Progress in Primary and Secondary Schools State-Owned Enterprises Organisations State/Local Projects Foreign-funded Unemployment Other National Numbers Provincial-level Independent Numbers Academic Note: According to the data provided by Cheng Jiafu and Zhang Weihong (2013), the author made appropriate adjustments to the order of the items. Based on the above survey results, it can be seen that the graduates of English majors in different levels of colleges and universities are tending toward the same category of employment, but there are differences in the proportion of different categories. From this, it can be inferred that the division of talent training goals by schools is a disguised “single talent view†and cannot meet the individual needs of students. How to consider not only the level of the school but also the individual differences of the students is the first challenge facing each department leader. How to avoid conflict with the connotation of the discipline, the current English major is affiliated to the first class of foreign language and literature, after the student completes his studies, he will be awarded a Bachelor of Arts degree. From the point of view of the discipline, what is the connotation of English majors? Many scholars believe that the goal of cultivating English professionals is defined as compound talents, and that relevant knowledge courses and English majors are placed on equal footing, weakening the disciplines of English majors. Attributes. For example, Wang Shouren (2001:42) thought that "...the basic elements of the English language discipline are English language, literature, and culture." Hu Wenzhong and Sun Youzhong (2006: 46) advocated "... The English major should establish the disciplinary dominant position of British and American literature, linguistics, and English national studies (including cultural studies), and at the same time actively expand into related fields of the humanities discipline; Zhang Shaojie (2010) calls for accurate disciplinary positioning of English majors. Let it return to the professional characteristics of language, literature, and culture. According to the above scholars' interpretation of the subject's connotation, many courses offered by the school's English major have a large distance from the subject's requirements. For example, the Department of Medicine of Peking University opened a five-year program in biomedical English in 2002. The recruitment guide on its website describes the goal of talent cultivation and the direction of graduation as follows: It aims to cultivate students' solid English language knowledge base and application skills; establishes basic medical and clinical medicine courses in the middle and later academic years; graduates can become proficient The use of English and medical expertise in the fields of medicine and health, public health, medical information management, medical English education, international exchange, and other fields of foreign affairs, administration, oral and written translation, English editing, teaching and scientific research work. After completing their studies, students receive a bachelor's degree certificate and a bachelor's degree in literature. "The curriculum set out in the enrollment briefing clearly lacks English language, literature, and cultural courses that represent the characteristics of the subject. Facing this kind of English major that has a history of more than 10 years, Can we simply say that they do not meet the academic connotation of English majors? How do we consider both the disciplinary context and the existing large number of specialized English specialties? This is the second challenge we face. How to deal with the rapid changes in society, Wang Yidan (2013) pointed out that due to the rapid changes in society, the mobility of individual work has also increased significantly. In response to the high degree of mobility in the workforce, the ILO has proposed "Portability of Skills". These skills can be divided into two categories: core skills and professional/technical skills. Core skills include cognitive/solving abilities; social skills; 3) communication skills; 4) behavior/ethics; Vocational/technical skills refer to having the appropriate technical, professional or business knowledge and the ability to apply this knowledge to practice. Gardner (2008) proposed that schools need to cultivate the five qualities students need in the future: discipline thinking, comprehensive thinking, creative thinking, respect and morality. Discipline thinking refers to the thinking mode based on a certain subject area (such as history, mathematics) or a certain occupation (such as lawyers, doctors). This thinking mode can be used to solve new problems after the formal education is over. Comprehensive thinking refers to the ability to select important information from vast amounts of information and organize it in an organized manner that clearly illustrates a problem. Innovative thinking refers to the ability to propose new problems, new solutions, and new ideas on top of existing knowledge and comprehensive capabilities. The heart of respect refers to being able to give a compassionate understanding and positive response to differences between individuals and groups, and seek to work effectively with them. The heart of morality refers to the ability to be consistent in their words and deeds, to link individual desires with social development, to pursue excellence in work and perfection of citizenship. At present, English majors have three syllabuses: the "English Teaching Syllabus for English Majors in Colleges and Universities" (referred to as "English Outline"), and "The Undergraduate Teaching Requirements for Business English in Colleges and Universities" in the year of 2000 (referred to as the Outline for Business Studies). 》) and the 2011 “Undergraduate Teaching Requirements for Translation Majors in Higher Education†(referred to as the “Translation Outlineâ€). Although these three outlines have differences in wording, they basically involve the portability skills mentioned by the ILO and the four thinking skills highlighted by Gardner (2008). The inadequacies are: none of the three outlines clearly put forward the cultivation of disciplinary thinking. At the same time, the outline does not clearly indicate the specific steps to implement these future capabilities. How can we be able to focus on the future in the practice of the concept of diverse talents and enable students to possess the five qualities of portability and service for the future? This is the third challenge we face. Responding to Challenges In order to address the above three challenges, the author believes that English majors must have a common framework for setting up courses to reflect the common characteristics of different levels and different types of schools. This is the justification for issuing the same degree certificate. At the same time, this common framework must be sufficiently extensible so that the courses set up by each school can meet the individual needs of students and solve the problem of subject conflict, and they can also train talents for the future. 3.1 Features of the Common Framework A common framework for setting up English majors is listed. The framework consists of three sections of language education, professional education, and general education to form the peripheral triangle. Practical education is located in the center and is closely connected with the three outer plates. Each section can specify mandatory and elective scores for the system. The expansion of this common framework has four characteristics. The first feature is flexibility, that is, the content between the three outer plates can be flexibly replaced. For example, for students who are committed to regional studies in the future, English and American family culture knowledge can be listed in the professional education section. For students who are determined to engage in medical English in the future, the knowledge of this module can be placed in the language education or general education section. in. The second feature is "community", which means that the teaching requirements of language, professional, and general education must be interpenetrated. For example, language skills teaching requirements are mainly achieved in the language education sector, but the cultivation of English and Chinese bilingualism must not be overlooked in professional education and general education. Another example is that general education aims to broaden students' knowledge and improve students' humanistic qualities. However, the concept of general education must be implemented in language education and professional education. The third feature is "practical." The practical education section is clearly listed in the common framework, aiming to show that the practice link must be listed in the required course of the course setting, which enables the students to comprehensively use the knowledge they have learned. These courses must have a syllabus, a teaching plan, and a course evaluation system to distinguish them from ordinary extra-curricular activities or social activities that individuals voluntarily participate in. The fourth feature is "diversity." Although there are four sections in language education, professional education, general education, and practical education in all school curriculums, different levels and different types of universities should establish different standards. 32 Language Education The language education section focuses on cultivating students' bilingualism and cross-cultural competence in English and Chinese. The academic framework does not include all the common basic courses that undergraduate students need to study, such as political ideological and theoretical classes and physical education classes. Due to limited space, the teaching requirements of the four aspects of knowledge-skills-method approach to language education, professional education, general education and practical education have not been further discussed. The cultivation of talented people or applied talents needs to begin with language education. At the same time, language education must run through the whole process of undergraduate education. What kind of material is used for language education? With the improvement of the English level of high school graduates, the contents of language education can be selected from British and American newspaper articles, Anglo-American short stories, and Chinese and foreign philosophical thoughts written in English and Chinese and foreign traditional cultural readings. Linguistics introductory access to materials. Students who choose to use English for special purpose may not be able to set up special time to study English-American literature courses, linguistics courses or cultural courses. When choosing cognitive-challenged language materials as the content of language education, you must not relax the training of language knowledge and skills. The solid basic skills of language are the most important indicators of the difference between English advanced professionals and non-English majors. It is also important to stress that while improving students’ English proficiency, we must continue to exercise our students’ native language skills. In the end, English-speaking graduates will always walk in English and Chinese in their future work. Most graduates will use native language to write more than foreign languages. Foreign language learners cannot forget their mother tongue. Learning during undergraduate courses does not require native language writing, which can lead to a deterioration in the ability of the mother tongue to write. In order to overcome the difficulties of setting up a separate course in native language writing and the shortage of teachers, the cultivation of native language writing ability can be carried out in the compiling course of English to Chinese translation, and can also be placed in the general education and practical education sections. The professional education professional education section includes courses in different directions selected by different types of talents. For example, literature series courses, linguistics series courses, translation courses, business English series courses, translation practice courses, medical English series courses, education series courses, international political series courses, business series courses, financial series courses, journalism series courses . This is the place that best shows the features of each school. Features can be reflected in two aspects. In the first place, each school can decide on the proportion of academic and applied courses in different proportions according to the proportion of the graduates’ employment. For example, the proportion of undergraduates like Nanjing University and the University of International Business and Economics who apply for a master's degree is as high as 50%. The proportion of courses with a research nature is higher than that of a general provincial university, because the proportion of students who apply for a master's degree is lower than 15 %. Secondly, according to the situation of teachers and the interest of students, each school can determine the direction of the series of courses in both the academic and applied categories. Take the special purpose English course as an example. Some choose English for Chinese medicine, some for forestry English, and some for agricultural English. Another example is the linguistics series, some focusing on theoretical linguistics, some focusing on applied linguistics, and some highlighting corpus linguistics. These professional courses can be undertaken by English teachers, but also allow students to choose courses from other faculties. 34 General Education General Education includes courses in the humanities, social sciences and natural sciences. Fudan University took the lead in this important reform. In order to break the "professional horizon" and "knowledge horizon", they built six modules: classics of literature and history and cultural inheritance, philosophical wisdom and critical thinking, dialogue of civilizations and world vision, ecological environment and life care, and artistic creation. And Aesthetic Experience (Zhao Libo 2008). According to the 2007 teaching plan, each student must take one course out of three different modules during the four years of university and complete six credits to graduate. For a comprehensive university like Fudan University, general education courses are generally designed by the Academic Affairs Office and are selected by relevant faculty members. However, English-speaking professional leaders can also ask the Academic Affairs Office to take some general-purpose courses as teachers of English majors and teach them in English. For example, an overview of Britain and the United States, classics of Chinese philosophy, and classics of Western philosophy. This can also allow students who choose foreign languages ​​+ other majors to make time for other specialized courses. 3.5 Practical Education Whether language education, professional education, and general education all need to be integrated in the practice sector. This comprehensive practice is particularly helpful in cultivating students' ability to "do things" and "do things." In the late 90's of the last century, the author established the "Comprehensive Quality Practice Course" in the English Department of the School of Foreign Languages, Nanjing University, and colleagues. Wen Qiufang, Song Wenwei 1999). The course is a simulated practice activity that integrates multiple functions, cross-grade and inter-class. It can integrate all the things students learn in the three sections of language education, professional education and general education. The teaching time for specialized courses per semester is compressed, leaving 3-4 weeks to centralize this comprehensive practical activity. On the one hand, this activity requires students to use the English language knowledge and skills they have learned. On the other hand, they are required to develop their organizational skills, interpersonal skills, ability to analyze problems and solve problems, team cooperation skills, and preliminary academic research skills. Practice has proved that such an organized and assessed simulation practice course provides an effective way for all students to develop their initial professional ability to work and research. Conclusion This article first proposed a classification model for English professionals, followed by a discussion of the three major challenges faced by the implementation of the multi-talent concept in the cultivation of English majors and suggestions for dealing with challenges. Challenges: According to the school level, a single talent training goal cannot meet the challenge of the students' individual needs. It is suggested that different levels of schools can determine different types of talent training based on previous employment trends, but the curriculum setting still needs to take into account different types. Talent cultivation. Challenge 2: Make the basic direction of English majors linguistics, literature and culture not cover the English majors of quite a few science and engineering colleges and universities with obvious characteristics; Suggestions: Allow English majors to learn English language On the basis of selecting other majors, the basic knowledge of British and American literature and linguistics can be learned through the language education section or the general education section. Challenge 3: The three outlines of the existing English majors, business English majors, and translation majors do not emphasize subject thinking, nor do they describe specific ways to deal with the talents needed for the world in a changing world. Suggestions: Strengthen discipline training in the professional education section. In particular, it is necessary to increase the introductory courses for research methods, and to increase the practical education section in the common framework of curriculum settings to ensure that each semester has practical practical activities integrated into practice, students’ language proficiency, organizational skills, teamwork, and practical work. The ability to research work can be more comprehensive exercise. It should be emphasized that the common framework for talent classification and curriculum setting for the English majors proposed in this paper is only the author’s initial concept. Whether it is feasible or not, it also requires the faculty leaders and teachers of English majors to participate in the discussion and practice. Try it out and fix it. 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The challenge and countermeasures of English multi-disciplinary talents practice