A Study On Research-based Teaching Model For English Majors

Research-based teaching is proposed against the traditional “cramming” method ofteaching which is characterized by being “teacher-centered” and knowledge-imparting. Ademocratic student-teacher relationship, open, authentic and thought-provoking teachingmaterials and practical teaching activities that require students’ team work are some chieffeatures advocated by research-based teaching. Research-based teaching aims to train students’innovative ability, self-directed learning, and team spirit, and lead students to lifelong learningand help them better their life relying on their critical thinking and problem-solving skills(Brew5).It is generally acknowledged that the university is the main field for the country to cultivatetalents. Nowadays, with the increasing demand for innovative and well-rounded minds bymodern society, more and more universities apply research-based teaching to the teachingpractice of various disciplines, scoring remarkable progress in the actual teaching reform to suitthe social needs. However, this educational notion is not systematically and ideally employed inteaching for English majors. After an investigation of recent literature, we can find thatdocuments which concerns research-based teaching for English majors are few and far between,some of which focus on theoretical discussion or description of what the notion is with fewdwelling on practical application. As a result, the teaching model for English majors is stilltraditional being teacher-centered. Taking the “stigma” faced by the English discipline intoconsideration, the author suggests introducing research-based teaching model into teaching forEnglish majors, pulling English majors out of the current dilemma and cultivating students’international perspectives, innovative consciousness and critical thinking.In this thesis, by means of literature analysis, the author elaborates on the concept, contentsand theoretical bases of research-based teaching and its corresponding teaching model. Basedon that elaboration, the author manages to design a research-based teaching model for Englishmajors highlighting the true nature of the English discipline by infusing this teaching conceptinto the setting of teaching objectives, the selection of teaching materials, the building ofteacher-student relationship, teaching methods, course design, and ways of evaluation and so on. At the end of the research, the author proves the effectiveness of this teaching model byclassroom observation.With the elaboration on research-based teaching and a tentative design of teaching modelfor English majors, this thesis is expected to address the dilemma facing English teachers andeducators and offer a theoretically alternative “roadmap” to get out of it. Therefore, it is ofpivotal significance to apply this teaching model into practice both at present and in the futureto guarantee the healthy direction and development of the English discipline.