 Outcome-Based Approach to Teaching Students Comprehensive English in China: From “Golden Course†to “Golden Lessonsâ€Zhengping Zeng English Language Teaching, 2019, vol. 12, issue 12, 112 Abstract: “Golden course”, which is against frivolous course, has become a hot topic in Chinese higher education as new requirements are imposed on classroom teaching efficiency. Under this background, this paper takes the course “Comprehensive English 3” as an example to discuss how to design “golden course” and“gold lessons”. To achieve this purpose, the author first constructs an outcome-based model of course design based on outcome-based education and briefly analyzes POA which is taken as a tool to implement beliefs of “golden lessons”. Guided by this model, development goals, students’ needs and course goals in the course are discussed. For the relationship, “golden course” is the basis of “golden lessons”, and a series of “golden lessons” is the realization of “golden course”. To realize “golden course”, the author designs one unit and discusses how to implement the beliefs by using one specific example. Either “golden course” or “golden lessons” is a new belief to all university teachers, the realization needs more research and this paper just provides implications for the teachers who would design “golden course” and implement its beliefs. Date: 2019 Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:ibn:eltjnl:v:12:y:2019:i:12:p:112 Access Statistics for this article More articles in English Language Teaching from Canadian Center of Science and Education Contact information at EDIRC. |
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