右江民族医学院外语系-关于“开卷有益:上好开学第一堂课”活动方案
2017-09-01 12:29  

 

一、活动背景

为深入贯彻党的十八大精神和《中共中央关于制定国民经济和社会发展第十三个五年规划的建议》中“提高教育质量”、“全面贯彻党的教育方针,落实立德树人根本任务”,落实全国高校思想政治工作会议精神,不断提高大学生的思想道德水平和综合素质,实现全环境育人,根据学校《关于做好2017年秋季学期“开卷有益:上好开学第一堂课”相关工作的通知》文件要求,现制定外语系2017-2018学年上学期 “开卷有益:上好开学第一堂课”系列活动方案。

二、活动目的

通过“开卷有益:上好开学第一堂课”的“九个一”系列活动引导学生学习国情党史,提高政治觉悟;巩固专业思想,明确学习目标,积极主动学习;加深社情了解,承担公民责任;明确职业定位,立志建功基层;积极创新创业,提高综合能力;热心公益事业,争做有为青年;坚持阅读研习,提高科研素养;关心学校发展,促进我系师生和谐相处。

三、活动内容:“开卷有益:上好开学第一堂课”的“九个一”系列活动:

1.上好开学第一堂课

1)活动主题:上好开学第一堂课

2)活动时间:2017年9月12日-9月14日

3)承办单位:外语系学生科

4)活动对象:外语系2017级学生

5)活动要求:高度重视,精心组织,以“大医精诚”校训内涵出发,介绍学校变迁和发展历程,结合英语专业就业前景和大学生生涯策划等,激发学生学习兴趣,启发学生心灵,提高学生思想觉悟,让学生奋发向上,学好知识本领,大力在学生中培育社会主义核心价值观。(教学科研科做好入学教育计划安排报教务处备案)

2.上好2017级新生入学教育专业导论第一课

1)活动主题:上好2017级新生入学教育专业导论第一课

2)活动时间:2017年9月15日

3)承办单位:外语系学生科

4)活动对象:外语系2017级学生

5)活动要求:英语专业教研室安排院系领导或专家教授上好新生专业导论第一课,各教学部门组织开展集体备课、集中讨论、公开观摩等形式。(教学科研科做好入学教育计划安排报教务处备案)

3.开好第一次主题班会

1)活动主题:开好第一次主题班会

2)活动时间:2017年9月15日

3)承办单位:外语系学生科

4)活动对象:外语系2017级学生

5)活动内容及要求:在开学第一个月份,我系辅导员和班主任要精心设计和组织召开第一次主题班会。主题班会内容不限,贯彻党的教育方针,可以从爱国主义教育、社会主义核心价值观培育、感恩诚信教育、文明礼仪教育、安全教育、养成教育、心理健康教育、职业与理想、学风建设、创新创业等方面结合班情选题。主题班会形式不限,鼓励创新主题班会和加强师生互动,整体达到教育性强的目的,有利于增强学生对社会主义的道路自信、理论自信、制度自信和文化自信。学生科至少安排一次主题班会公开课,学工处将组织评委听课、点评和评分,评分成绩计入年底辅导员职业能力大赛中团体赛分数中。(学生科做好入学教育计划安排报教务处备案)

4.暑期实践展

1)活动主题:暑期实践展

2)活动时间:2017年9月-10月

3)承办单位:外语系易班工作站

4)活动对象:外语系全体学生

5)活动形式及内容:要求各班级班长收集同学们暑期参加社会实践活动相关的相片等资料,制作专题PPT,在10月10日前将班级作品放到易班平台进行展示。内容关于叙写同学们暑期社会实践的专业见习、志愿服务、精准扶贫等。要求:主题鲜明、内容充实、语言通顺、图文并茂、有感染力。

 

5.精读一本书

1)活动主题:精读一本书

2)活动时间:2017年9月1日-10月30日

3)承办单位:外语系学生科、英语专业教研室

4)活动对象:外语系全体学生

5)活动形式及内容:要求每位同学于开学第一个月阅读一本书,建议尽量选择专业书籍阅读(参考书目见附件1),撰写一篇1000字左右的读书笔记,用20*20文稿纸手写。读书笔记手稿请各班学习委员收集后上交外语系学生科并把读书笔记手稿以图片形式上传到各自易班做专题展示。易班将会选取部分优秀读书笔记手稿在全校易班网页展示。此项为优秀易班班级评比中一项重要评分依据。

6.做一件公益

1)活动主题:做一件公益

2)活动时间:2017年9月1日-10月30日

3)承办单位:外语系易班工作站

4)活动对象:外语系全体学生

5)活动形式及内容:各班班级回校后为学校或者社会做一件公益活动。要求有活动方案及成果汇编,有图片至少5张,有同学感言至少5句话,有小结200字左右。公益活动的相关材料由各班班长负责上传到本班级的易班上展示。此项为优秀易班班级评比中一项重要评分依据。

 

 

7. 做一份求职简历。

1)活动主题:做一份求职简历

2)活动时间:2017年9月1日-10月30日

3)承办单位:外语系学生科

4)活动对象:外语系2014级学生

4)活动形式及内容:我系2014级学生要精心做一份求职简历,包含有目标单位的求职信、个人信息、教育经历、实习经历、校园实践、所获奖励、专业技能、自我评价等,可视个人情况增加项目。班长负责在10月30日前收齐求职简历电子版发送到学生科李晓老师邮箱497086154@qq.com

8. 拟一个研究选题

1)活动主题:拟一个研究选题

2)活动时间:2017年9月1日-10月30日

3)承办单位:外语系学生科、英语专业教研室

4)活动对象:外语系2015级学生

5)活动形式及内容:要求外语系2015级学生查阅至少5篇以上相关理论文章,思考自己与所学专业相关的并且感兴趣的方向,拟一个选题,并撰写一篇2000字左右文献小综述(格式见附件2;文献综述推荐题目见附件3;范例见附件4)。学习委员负责在10月30日前收集好选题和文献小综述纸质版上交给外语系学生科,电子版发送到学生科李晓老师邮箱497086154@qq.com。

9.培养一门兴趣爱好

1)活动主题:培养一门兴趣爱好

2)活动对象:外语系全体学生

3)活动内容及要求:兴趣是一个人倾向于认识、研究获得某种知识的心理特征,是可以推动人们求知的一种内在力量。兴趣是最好的老师,是学生主动学习、积极思维、大胆质疑、勇于探索的强大动力。鼓励学生培养一门良好的兴趣爱好,提高自己的文化素质。建议我系学生结合专业学习各种技能,也可以选择运动类、器乐、书画摄影、电脑编程、写作等兴趣,不断提高兴趣品质和课外生活质量。要特别警惕校园贷、抽烟、赌博、沉迷电脑游戏、疯狂追剧等不良爱好在自己身上发生。

 

 

 

                                        外语系

                                    2017年9月1日

 


附件1

2017年外语系“开卷有益------九个一系列活动------精读一本书”参考书目

 

低年级(大一大二)

1 The Adventures of Tom sawyer   

2 Jane Eyre (简写本)

3. Hamlet,Othello,King Lear,Macbeth,A Midsummer Night's Dream,As you like it,Twelfth Night,The merchant of Venice(书虫系列简写本)

4. Hemingway The Old Man and the Sea

5. The Adventures of Huckleberry Finn

6. Jules Verne  Around the World in Eighty Days

7. 辜鸿铭 The Spirit of the Chinese People

8. William M. Thackeray Vanity Fair

9. Lewis Carroll Alice’s Adventures in Wonderland

10. Jane Austen Pride and Prejudice

11. F. Scott Fitzgerald The Great Gatsby

12. 杜丽霞 英语短篇小说选读(美国篇、英国篇、加拿大篇、澳大利亚篇)

13. 《雾都孤儿》

14. 《牙买加旅店》

15. 《远大前程》

16. 《罪与罚》

17. 《隐身人》

18. 《呼啸山庄》

19. 《白衣女人》

20. 《卡斯特桥市长》

21. 《神秘与妄想故事》

22. 《福尔摩斯短篇故事集》

23. 《红与黑》

 

 

高年级(大三大四)

1. Uncle Tom’s Cabin

2. Hamlet

3. Little woman

4. Sons and Lovers

5. The Scarlet Letter

6. Miller: Death of a Salesman

7. 汪榕培 《英译陶诗》 外语教学与研究出版社

8. 王德春等 《汉英谚语与文化》 上海外语教育出版社

9. Linell Davis 《中西文化之鉴》 外语教学与研究出版社

10. Joan Pinkham 《中式英语之鉴》 外语教学与研究出版社

11. 陈望道 《修辞学发凡》 上海教育出版社 1979年版

12. 刘润清 《西方语言学流派》 外语教学与研究出版社 1999年版

13. 朱永涛 《英美文化基础教程》 外语教学与研究出版社 1991年版

14. 王宏印 《英汉翻译综合教程》 辽宁师范大学出版社

 


附件2

Literature Review写法:看了文献中作者相关理论之后,总结作者的观点在提出自己的看法,要求举例支撑观点的要举例 。具体写法可以参照以下格式

 

To better understand the characters of transformational and transactional leadership. Levinthal & March (2001) illustrates the fact that transactional and transformational leadership is intrinsically a collaboration and decision making orientation which emphasizes the development and empowerment of expertise ,the understanding of reform together with encouraging employees to carry out reforms. Bass & Avolio (2001) examines that leader set up objectives and orientations as well as spurring employees by clarifying roles and work requirements. They also present transactional leaders' charisma or idealized influence, inspirational motivation, stimulation and individualized consideration, which traits could get employees to exert them to working to the largest extent in order to achieve group goals. Schriesheim (2002) shows how each reward system is made use of in an organization so as to achieve leaders' vision. Pillai, et al (2003) expound that transactional and transformational leadership is based on the notion that leaders give employees rewards or punishments according to their performance in the course of transaction. Boisot (2003) points out, under transactional and transformational leadership, that leaders can create with employees a professional atmosphere and attitude. Through the development of the profession, decision sharing, and the promotion of self-value, they can co-create an environment where respect, acceptance, kindness, support for growth and learning are appreciated.

 


附件3

1. 从二战纪实片看作者的政治立场与词语的选择

2. 从校园T恤衫的英文logo看当代大学生的价值取向

3. 从许渊冲的唐诗三百首的英译看译者的败笔

4. 中英文学作品中动物/植物/花卉的意象表达的异同


附件4

范例1

An example of literature review

 

Of the many who have looked at the relation between age and performance in universities none has as yet produced a definite answer to the apparently simple question “Do mature students do better or worse than younger students?”

 

Harris (1940) in the United States found evidence to suggest that younger students tended to obtain better degree results. Similar findings have been made in Britain by Malleson(1959), Howell (1962), Barnett and Lewis(1963), McCracken(1969) and Kapur(1972), in Australia by Flecker(1959) and Sanders(1961) , in Canada by Fleming (1959), and in New Zealand by Small(1966). However, most of these studies were based on samples of students who were generally aged between seventeen and twenty-one and the correlation techniques employed meant that the relationship between age and performance really only concerned this narrow age band. As such, the results probably suggest that bright children admitted early to higher education fare better than those whose entry is delayed while they gain the necessary qualifications. This view is supported by Harris (1940) who discovered that the relationship between age and performance disappeared when he controlled for intelligence. Other studies have shown that those who gain the necessary qualifications and then delayed entry for a year or two are more successful than those who enter directly from school (Thomas, Beeby and Oram 1939; Derbyshare Education Committee 1966).         

 

Where studies have involved samples containing large numbers of older students the results have indicated that the relationship between age and performance is not a linear one. Philips Cullen(1955), for instance, found that those aged twenty-four and over tended to do better than the eighteen and nineteen age group. Sanders(1961) showed that the university success rate fell until the age of twenty or twenty-one, then from about twenty-two onwards the success rate began to rise again. The problem with these two studies is that many of the older students were returning servicemen. They were often “normal” entrants whose entry to university had been delayed by war and many had undergone some training in science or mathematics while in the armed forces. Also, while Eaton(1980) cites nine American studies which confirm the academic superiority of veterans, there is some contradictory British evidence. Mountford(1957) found that ex-service students who entered Liverpool University between 1947 and 1949 were more likely to have to spend an extra year or more on their courses and more likeyl to fail to complete their course.

 

Some studies have shown that whether mature students fare better or worse than younger students depends upon the subject being studied. Sanders(1963) has indicated that the maturity associated with increasing age and experience seems to be a positive predictor of success for some arts and social science courses. The general finding that older students do better in arts and social science and worse in science and maths is supported by Flecker(1959), Barnett, Holder and Lewis (1968), Fagin(1971)and Sharon(1971).

 

Walker’s (1975) study of mature students at Warwick University represents the best British attempt to unravel the relationship between age and performance, he took 240 mature undergraduates who were admitted to the university between 1965 and 1971 and compared their progress with that of all undergraduates. This gave him a reasonably large sample to work with and the timing meant that the results were not distorted by any “returning servicemen factor”. His methodology showed many other refinements. First, he excluded overseas students. Such students tend to be older than average and also to fare worse academically (Woodley 1979), thus influencing any age/performance relationship. Secondly, he used two measures of performance; the proportion of those leaving without obtaining a degree and the degree results of those taking final examinations. Finally, he weighted the degree class obtained according to its rarity value in each faculty.

 

The following findings achieved statistical significance:

 

(i) In total, mature students obtained better degrees than non-mature students.

(ii)  In the arts faculty mature students obtained better degrees than non-mature students.

(iii)  Mature students who did not satisfy the general entrance requirements obtained better degrees than all other students.

(iv)  The degree results of mature students age twenty-six to thirty were better than those of all other mature students.

 

Several other differences were noted but they did not achieve statistical significance due to the small numbers involved. The mature student sample only contained thirty-tree women, twenty-six science students and thirty-seven aged over thirty. The aim of the present study was to extend Walker’s work to all British universities so that these and other relationships could be tested out on a much larger sample of mature students.

 

(Woodley, 1985:152-4)

 

 

范例2

A Literature Review of An Empirical Study of

Multimodal Teaching Model in  

Middle School English Listening Teaching in a Multimedia Context

 

In recent years, the theories of multimodal discourse and multimodality have gained many scholars’ attention. Many researchers study them and try to apply multimodal teaching to middle schools’ teaching. And nowadays, many famous language scholars are trying their best to do the empirical study on the multimodal teaching. 

As a matter of fact, many noted researchers have made a brief definition of multimodality. “Multimodality means the combination of different semiotic modes---for example, language and music---in a communicative artifact or event” (Kress & Leeuwen 1996: 281). “Multimodality refers to the diverse ways in which a number of distinct semiotic resource system are both codeployed and cocontextualized in the making of a text-specific meaning” (Baldry & Thibault 2006: 21).

Since the 1990s of last century, the multimodal teaching approach has drawn the researchers’ and the teachers’ attention in abroad. As a matter of fact, the term “multimodal” was put forward by the New London Group in 1990, and it was the first time for people to hear this term. Then a book called Reading Image which systematically established the analysis model of social semiotic multimode (Kress & Leeuwen 1996: 68). In this book, it is first time to explain the grammar designed by vision systematically and survey the way that the pictures transmit the meaning. The author also quoted many examples to explain, such as child drawing, text-cut, camera pictures, and so on. This book supplies a very valuable theoretical instrument.

 The development of the research of the multimodal discourse and text gives a strong supporting for the evolution of multimodal teaching. Unsworth posed the foundational theoretical knowledge of important textbook. He believed the teacher should have the knowledge of vision and discourse grammar and the ability of the computer assisted learning which can meet the requirements of teaching with the newly-minted electronic texts and images (Unsworth 2001). The book Perspectives on Multimodality which published in 2004 gave a guide to the multimodal research and the construction of the multimodal theory (Ventola & Charles 2004). In this book, the author carefully explained the multimodal discourse theory and the methodological problem, such as the levels of the modes, the source of the mode symbols, and the annotation of the database of six multimodal discourses. In another book, The Multimodal Discourse Analysis which was mainly edited by Halloran in 2004, the author collected the leading-edge research that is the production of multimodal text and discourse through two or even more models of symbolic communication and connection, such as the language, dynamic and static visual images, architecture and three-dimensional bodies (Halloran 2004). They are a series of case studies which use the framework of systemic-functional grammar to research how the meaning produces.

From what have been mentioned above, the research on multimodality indicates a great increasing in abroad. There are many well-known researchers study multimodality and multimodal teaching. Moreover, the attempts to the application of multimodality to education have been carried out more systematically and scientifically.

Scholars in China also did many experiments and researches in recent years. The introducer of domestic multimodality theory, Professor Gu Yueguo, has constructed a multimodal language database in 1993. In his point of view, “multimodality” is based on 20 sense organs that human owns. In the face to face communication, the facial expression, expression in eyes, gesture, posture, body language and clothes are likely revealed the message. During the teaching, the teachers try their best to mobilize all of the students’ sense organs to experience the teaching activities, and interact with the teachers (顾曰国 2007: 3-12). Professor Hu Zhuanglin in Peking University pointed out that people can draw the support from various ways and modalities to exchange and deal with various messages when they are interacting with others. This is meaning making and delivering (胡壮麟 2006: 1-10). As the matter of fact, language is multimodal. The famous scholar Zhang Delu mentioned that multimodal communication can make the listeners receive message by various ways, and it makes listeners understand and remember things easier than single- mode in Preliminary Investigation into the Concept of Design and the Selection of Modalities in Multimodal Foreign Language Teaching (张德禄 2010: 48-53). Long Feiyu and Zhao Pu believed that different kinds of modality can converse into others reciprocally, so that multimodal teaching has a great effect on the language learning (龙飞宇 赵璞 2009: 58-62).

    Based on the theories of multimodal teaching, Zeng Qinmin conducted an experiment and a survey to explore the efficacy of this mode in the video-aural-oral course. Through the results of the test, she found that multimodal teaching is proved to be effective in improving students’ listening and speaking skills as well as their ability to do autonomous listening tasks, and that teaching mode also had a positive impact on the students’ attitudes towards English study (曾庆敏 2011: 72-76). Liu Rongjun conducted a teaching test in Beijing University of Technology, which based on the impact of single-mode and multimodal listening teaching under different speed levels on listening comprehension and the output of students of different levels. Then she analyzed the results of the test, and she found that multimodal teaching has an obvious effect on the development of listening ability (刘荣君 2011: 133-135). Xie Jingxian and Dong Jianqiao made an analysis on teaching college English listening that based on multimedia and multimodal teaching and learning. In this paper, they gave the definition of “listening” first, and then they analyzed how to choose the listening materials and how to design the listening tasks under a multimedia and multimodal context (谢竞贤 董剑桥 2010: 9-13).

    This research first applies multimodal teaching model to middle school English listening teaching in a multimedia context, and the author conducts a two months’ teaching experiment in Hefei No. 45 Middle School so that to get convinced results. This research may not only provide a new teaching model for some English teachers to teach English listening better, but also to teach English speaking, reading and writing preferably.

 

 

范例3

Thanks to the publication of the MOVIE LITERATURE(xiong wei, 2009), from the study, we know Forrest Gump almost involved all the major events from war to 1980s. On behalf of the main line, the film focused on rendering the black movement, the Vietnam War, the moon landing. Looking back 60 years, people often said that is a generation filled with violence, sex, drugs and it is called “Beat Generation”. The reason why director put such a stupid guy in that turbulent society is people advocated natural regression after the Cold War. The young people of that era, experienced and witnessed the unrest 1960s and 1970s, they preferred to think more rationally. The 1980s Americans seemed to regain traditional values and traditional virtues once lost.

The hero of the movie, Forrest Gump is running from the beginning to the end. He gets rid of his legs disability, bullying, death threats from the war by running. He gains dignity, friendship, love and wealth by running. Run means everything for Forrest Gump. But what does it mean to American? The author thinks there are two meaning. Firstly, it is a symbol of geographic mobility and social mobility. Secondly, it is a symbol of the cultural expansion of capitalism and the Spirit of Capitalism Greed grab.

In view of wang min(2009), the spirit of freedom, independence and equality are their main culture. Tracing back to 1620, there are 102 first immigrants to the North American continent on the Mayflower in order to establish a constraint and it is the basis of America’s founding. Americans advocating self-independence, highlight equality, confidence, these are main individualistic culture constitution which have been deeply integrated into blood of Americans. These American spirits are not tradition, but faith.

On his point of view, the fast pace of life, the American society changes long-tern in them, they don’t like to stay in a rut, they believe themselves and rely on its own determination. It is American unique American local culture, American dream is not a dream, but a pursuit of an ideal, a philosophy of life in the United States. For different Americans, the American dream is not exactly the same. The so-called American dream is the Americans pursuit of better society, it is enrichment of American culture.

The result of study(huang yan& chen yin cong&xie fang,2009 ) have revealed the meaning of American dream. Although many historians and sociologists have different perspectives, different Americans have different interpretation, in the author’s mind, American dream consists of several elements: the United States provides everyone the chance of success; success depends on their talents and efforts rather than family and background; everyone has equal rights; everyone has faith freedom. These elements are inextricably linked with the history, and historical background must combine the look. Under the influence of “counter- culture”, traditional American dream changed. The traditional American dream emphasized on the material savings, focusing on the desire and pursuit of wealth. However, in the 1960s “counter- culture” movement, the hippies have taken extreme way which different from the mainstream culture, they expressed their doubt about traditional values of the capitalist industrial society and affluence revolt, they think more of spiritual satisfaction, and personal fulfillment.  In their decadent way of life, there is always flashing a radical, anger, and even romantic colorific idealism of light.

The author thinks the advantages far outweigh the disadvantage. Whatever you are black or white, smart or stupid, you only need to do our best, and then succeed. Forrest Gump taught to give people the key to success is: your own decision whether you are being the wise man or a fool. Because he does not think he is a fool, and he can do whatever he wants to do. This is the achievements of a career in the United States, the success of crux. Americans are always thinking about goals for the future. The American dream is true, the Cubans came to the United States to become a baseball star; every day, thousands of Mexicans crossed the border to find work, to raise their families and seek a better life. As long as you make a decision, to have your own goal, everything can be achieved.

According to the study of Journal of Suzhou University(ai qi& yang xi,2010), no matter in the past or now, one of the main reasons why people immigrated to the United States is through your own efforts, force and unremitting struggle will be able to get a better life and achieve your own ideal, that people have to work through their own diligence, courage, creativity and determination in the United States. Success does not rely on a particular social class and assistance from others. However, in reality, American dream emphasis too much on material wealth and personal success, a lot of people in pursuit of this dream and look forward to the realization of dreams. Although some of them succeeded, more lost and burst, when they wake up from dream, they would feel helpless and absurd.

 

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