求一篇2000字的英语作文！题目是：在中国英语教学中存在的问题。 急急急！！！！！！！！！
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发布时间：2022-05-07 17:17
共2个回答
热心网友
时间：2023-11-07 09:18
what are the problems of Chinese English Teaching
Outline
I English is regarded as an important subject in the Chinese curriculum, but there still exist some obvious drawbacks in the teaching processes.
II Many people realize the shortcomings of current teaching method, they just fear changing it.
III Welcome changes, and English will be much easier to teach and to learn.
Recently, English has been separated from the College Entrance Examination by the Ecation Bureau of Tianjin to be a single examination to select students for universities. The change aroused great attention to and concern about English teaching methods in China. The significance of English has long been recognized by both Chinese teachers and their students. So it might be tempting to believe that after decades of modification, English teaching in China has become mature and effective; however, many people do not agree. Obvious drawbacks in the teaching methods still exist in most of the Chinese cities: the quality of teachers is questionable; passing examinations is the only purpose of the class; both teachers and their students pay too much attention to grammar and vocabulary, while ignoring that the top priority of learning a language is to use it. Why are such shortcomings still there? How can the Chinese get rid of them?
The longevity of these problems is because most of the teachers and policy-makers refuse to change, or fear to change. People know that there is something wrong, and they even realize which things need to be changed, but they do nothing about it. Again, one may wonder: why is that? Social pressure is supposed to be the answer. Chinese are always told to swim with the tide. Such historical lessons as the Cultural Revolution warned the Chinese not to risk being the first to do anything. The outstanding usually bear the brunt of attack. Teachers dare not make any drastic change, and they force their students to do the same. The author has experienced that in person. When he was in middle school, he suggested in a paper that teachers should be more open to new answers, an act for which he was punished by writing a 2000-word self-criticism and suffered three hours of reprimand. When teachers refuse to follow suit and dare to stand out, more often than not, they share the fate of Giordano Bruno, the Italian philosopher and poet who was burned at the stake for developing philosophical implications of the Copernican theory.
In contrast, people in Western countries like the US are big fans of changes. They not only accept changes, but also yearn for them. Debates between teachers and students become seedbed of inspirations in the comfortable environment of the classroom where students are guaranteed much freedom (To disagree with the teachers, for example, which is ironically prohibited in Chinese schools). Since the time of Socrates, pursuing new ways of thinking and problem-solving has been an unshakeable rule. This may also help to explain why Nobel Prize winners can be found in oversea Chinese groups while the prize has never favored anyone on the Chinese mainland.
Accept it or not, man never stopped changing. Instead of being led by the nose, why not embrace the changes? Even in ancient China, the most mysterious book ever was named the Book of Changes. Change is the law of nature. To follow it is to prosper; to go against it is to retrogress. Whenever a problem appears, the best solution is to make some changes. Some people argue that they cannot change the world they live in. However, if most of the people of a society changes, the society as a whole also changes. Likewise, to improve English teaching and learning in China, people must be courageous enough to change themselves. If students are bored with endless grammatical exercises, teachers can put more emphasis on oral skills. If study in classrooms may make students drowsy, teachers can lead them to the lawns. If “The greatest harm done to students of English in China, according to a writer, is Intensive Reading” (Crook 80), then teachers can ensure more access to the learning resources and let the students choose their own learning patterns. The examination-oriented teaching method is the most urgent change needed because the goal of teaching and learning English is to enable Chinese students to communicate with it, “It was certainly not to pit on a young fellow against another in an ugly competition” (Goodman 94). By making changes, this goal can be achieved. And it is delightful that earlier this year, when this year’s ecation reform was about to take place, China’s Ministry of Ecation called on every citizen to give an advice on how to change the current ecational system (English included).
Taking all that have been mentioned into consideration, one may easily draw a conclusion that welcome changes, and English will be much easier to teach and to learn.
Works Cited
Crook, David. “A Major Problem in China’s Foreign Language Teaching.” Academic
Writing for English Majors. Ed. Ding Yanren. 1sted, Nanjing, Nanjing University
Press, 2007
Goodman, Paul. “A Proposal to Abolish Grading.” Academic Writing for English
Majors. Ed. Ding Yanren. 1sted, Nanjing, Nanjing University Press, 2007
热心网友
时间：2023-11-07 09:19
热心网友
时间：2023-11-07 09:18
what are the problems of Chinese English Teaching
Outline
I English is regarded as an important subject in the Chinese curriculum, but there still exist some obvious drawbacks in the teaching processes.
II Many people realize the shortcomings of current teaching method, they just fear changing it.
III Welcome changes, and English will be much easier to teach and to learn.
Recently, English has been separated from the College Entrance Examination by the Ecation Bureau of Tianjin to be a single examination to select students for universities. The change aroused great attention to and concern about English teaching methods in China. The significance of English has long been recognized by both Chinese teachers and their students. So it might be tempting to believe that after decades of modification, English teaching in China has become mature and effective; however, many people do not agree. Obvious drawbacks in the teaching methods still exist in most of the Chinese cities: the quality of teachers is questionable; passing examinations is the only purpose of the class; both teachers and their students pay too much attention to grammar and vocabulary, while ignoring that the top priority of learning a language is to use it. Why are such shortcomings still there? How can the Chinese get rid of them?
The longevity of these problems is because most of the teachers and policy-makers refuse to change, or fear to change. People know that there is something wrong, and they even realize which things need to be changed, but they do nothing about it. Again, one may wonder: why is that? Social pressure is supposed to be the answer. Chinese are always told to swim with the tide. Such historical lessons as the Cultural Revolution warned the Chinese not to risk being the first to do anything. The outstanding usually bear the brunt of attack. Teachers dare not make any drastic change, and they force their students to do the same. The author has experienced that in person. When he was in middle school, he suggested in a paper that teachers should be more open to new answers, an act for which he was punished by writing a 2000-word self-criticism and suffered three hours of reprimand. When teachers refuse to follow suit and dare to stand out, more often than not, they share the fate of Giordano Bruno, the Italian philosopher and poet who was burned at the stake for developing philosophical implications of the Copernican theory.
In contrast, people in Western countries like the US are big fans of changes. They not only accept changes, but also yearn for them. Debates between teachers and students become seedbed of inspirations in the comfortable environment of the classroom where students are guaranteed much freedom (To disagree with the teachers, for example, which is ironically prohibited in Chinese schools). Since the time of Socrates, pursuing new ways of thinking and problem-solving has been an unshakeable rule. This may also help to explain why Nobel Prize winners can be found in oversea Chinese groups while the prize has never favored anyone on the Chinese mainland.
Accept it or not, man never stopped changing. Instead of being led by the nose, why not embrace the changes? Even in ancient China, the most mysterious book ever was named the Book of Changes. Change is the law of nature. To follow it is to prosper; to go against it is to retrogress. Whenever a problem appears, the best solution is to make some changes. Some people argue that they cannot change the world they live in. However, if most of the people of a society changes, the society as a whole also changes. Likewise, to improve English teaching and learning in China, people must be courageous enough to change themselves. If students are bored with endless grammatical exercises, teachers can put more emphasis on oral skills. If study in classrooms may make students drowsy, teachers can lead them to the lawns. If “The greatest harm done to students of English in China, according to a writer, is Intensive Reading” (Crook 80), then teachers can ensure more access to the learning resources and let the students choose their own learning patterns. The examination-oriented teaching method is the most urgent change needed because the goal of teaching and learning English is to enable Chinese students to communicate with it, “It was certainly not to pit on a young fellow against another in an ugly competition” (Goodman 94). By making changes, this goal can be achieved. And it is delightful that earlier this year, when this year’s ecation reform was about to take place, China’s Ministry of Ecation called on every citizen to give an advice on how to change the current ecational system (English included).
Taking all that have been mentioned into consideration, one may easily draw a conclusion that welcome changes, and English will be much easier to teach and to learn.
Works Cited
Crook, David. “A Major Problem in China’s Foreign Language Teaching.” Academic
Writing for English Majors. Ed. Ding Yanren. 1sted, Nanjing, Nanjing University
Press, 2007
Goodman, Paul. “A Proposal to Abolish Grading.” Academic Writing for English
Majors. Ed. Ding Yanren. 1sted, Nanjing, Nanjing University Press, 2007
热心网友
时间：2023-11-07 09:19
热心网友
时间：2023-11-07 09:18
what are the problems of Chinese English Teaching
Outline
I English is regarded as an important subject in the Chinese curriculum, but there still exist some obvious drawbacks in the teaching processes.
II Many people realize the shortcomings of current teaching method, they just fear changing it.
III Welcome changes, and English will be much easier to teach and to learn.
Recently, English has been separated from the College Entrance Examination by the Ecation Bureau of Tianjin to be a single examination to select students for universities. The change aroused great attention to and concern about English teaching methods in China. The significance of English has long been recognized by both Chinese teachers and their students. So it might be tempting to believe that after decades of modification, English teaching in China has become mature and effective; however, many people do not agree. Obvious drawbacks in the teaching methods still exist in most of the Chinese cities: the quality of teachers is questionable; passing examinations is the only purpose of the class; both teachers and their students pay too much attention to grammar and vocabulary, while ignoring that the top priority of learning a language is to use it. Why are such shortcomings still there? How can the Chinese get rid of them?
The longevity of these problems is because most of the teachers and policy-makers refuse to change, or fear to change. People know that there is something wrong, and they even realize which things need to be changed, but they do nothing about it. Again, one may wonder: why is that? Social pressure is supposed to be the answer. Chinese are always told to swim with the tide. Such historical lessons as the Cultural Revolution warned the Chinese not to risk being the first to do anything. The outstanding usually bear the brunt of attack. Teachers dare not make any drastic change, and they force their students to do the same. The author has experienced that in person. When he was in middle school, he suggested in a paper that teachers should be more open to new answers, an act for which he was punished by writing a 2000-word self-criticism and suffered three hours of reprimand. When teachers refuse to follow suit and dare to stand out, more often than not, they share the fate of Giordano Bruno, the Italian philosopher and poet who was burned at the stake for developing philosophical implications of the Copernican theory.
In contrast, people in Western countries like the US are big fans of changes. They not only accept changes, but also yearn for them. Debates between teachers and students become seedbed of inspirations in the comfortable environment of the classroom where students are guaranteed much freedom (To disagree with the teachers, for example, which is ironically prohibited in Chinese schools). Since the time of Socrates, pursuing new ways of thinking and problem-solving has been an unshakeable rule. This may also help to explain why Nobel Prize winners can be found in oversea Chinese groups while the prize has never favored anyone on the Chinese mainland.
Accept it or not, man never stopped changing. Instead of being led by the nose, why not embrace the changes? Even in ancient China, the most mysterious book ever was named the Book of Changes. Change is the law of nature. To follow it is to prosper; to go against it is to retrogress. Whenever a problem appears, the best solution is to make some changes. Some people argue that they cannot change the world they live in. However, if most of the people of a society changes, the society as a whole also changes. Likewise, to improve English teaching and learning in China, people must be courageous enough to change themselves. If students are bored with endless grammatical exercises, teachers can put more emphasis on oral skills. If study in classrooms may make students drowsy, teachers can lead them to the lawns. If “The greatest harm done to students of English in China, according to a writer, is Intensive Reading” (Crook 80), then teachers can ensure more access to the learning resources and let the students choose their own learning patterns. The examination-oriented teaching method is the most urgent change needed because the goal of teaching and learning English is to enable Chinese students to communicate with it, “It was certainly not to pit on a young fellow against another in an ugly competition” (Goodman 94). By making changes, this goal can be achieved. And it is delightful that earlier this year, when this year’s ecation reform was about to take place, China’s Ministry of Ecation called on every citizen to give an advice on how to change the current ecational system (English included).
Taking all that have been mentioned into consideration, one may easily draw a conclusion that welcome changes, and English will be much easier to teach and to learn.
Works Cited
Crook, David. “A Major Problem in China’s Foreign Language Teaching.” Academic
Writing for English Majors. Ed. Ding Yanren. 1sted, Nanjing, Nanjing University
Press, 2007
Goodman, Paul. “A Proposal to Abolish Grading.” Academic Writing for English
Majors. Ed. Ding Yanren. 1sted, Nanjing, Nanjing University Press, 2007
热心网友
时间：2023-11-07 09:19
热心网友
时间：2023-11-07 09:18
what are the problems of Chinese English Teaching
Outline
I English is regarded as an important subject in the Chinese curriculum, but there still exist some obvious drawbacks in the teaching processes.
II Many people realize the shortcomings of current teaching method, they just fear changing it.
III Welcome changes, and English will be much easier to teach and to learn.
Recently, English has been separated from the College Entrance Examination by the Ecation Bureau of Tianjin to be a single examination to select students for universities. The change aroused great attention to and concern about English teaching methods in China. The significance of English has long been recognized by both Chinese teachers and their students. So it might be tempting to believe that after decades of modification, English teaching in China has become mature and effective; however, many people do not agree. Obvious drawbacks in the teaching methods still exist in most of the Chinese cities: the quality of teachers is questionable; passing examinations is the only purpose of the class; both teachers and their students pay too much attention to grammar and vocabulary, while ignoring that the top priority of learning a language is to use it. Why are such shortcomings still there? How can the Chinese get rid of them?
The longevity of these problems is because most of the teachers and policy-makers refuse to change, or fear to change. People know that there is something wrong, and they even realize which things need to be changed, but they do nothing about it. Again, one may wonder: why is that? Social pressure is supposed to be the answer. Chinese are always told to swim with the tide. Such historical lessons as the Cultural Revolution warned the Chinese not to risk being the first to do anything. The outstanding usually bear the brunt of attack. Teachers dare not make any drastic change, and they force their students to do the same. The author has experienced that in person. When he was in middle school, he suggested in a paper that teachers should be more open to new answers, an act for which he was punished by writing a 2000-word self-criticism and suffered three hours of reprimand. When teachers refuse to follow suit and dare to stand out, more often than not, they share the fate of Giordano Bruno, the Italian philosopher and poet who was burned at the stake for developing philosophical implications of the Copernican theory.
In contrast, people in Western countries like the US are big fans of changes. They not only accept changes, but also yearn for them. Debates between teachers and students become seedbed of inspirations in the comfortable environment of the classroom where students are guaranteed much freedom (To disagree with the teachers, for example, which is ironically prohibited in Chinese schools). Since the time of Socrates, pursuing new ways of thinking and problem-solving has been an unshakeable rule. This may also help to explain why Nobel Prize winners can be found in oversea Chinese groups while the prize has never favored anyone on the Chinese mainland.
Accept it or not, man never stopped changing. Instead of being led by the nose, why not embrace the changes? Even in ancient China, the most mysterious book ever was named the Book of Changes. Change is the law of nature. To follow it is to prosper; to go against it is to retrogress. Whenever a problem appears, the best solution is to make some changes. Some people argue that they cannot change the world they live in. However, if most of the people of a society changes, the society as a whole also changes. Likewise, to improve English teaching and learning in China, people must be courageous enough to change themselves. If students are bored with endless grammatical exercises, teachers can put more emphasis on oral skills. If study in classrooms may make students drowsy, teachers can lead them to the lawns. If “The greatest harm done to students of English in China, according to a writer, is Intensive Reading” (Crook 80), then teachers can ensure more access to the learning resources and let the students choose their own learning patterns. The examination-oriented teaching method is the most urgent change needed because the goal of teaching and learning English is to enable Chinese students to communicate with it, “It was certainly not to pit on a young fellow against another in an ugly competition” (Goodman 94). By making changes, this goal can be achieved. And it is delightful that earlier this year, when this year’s ecation reform was about to take place, China’s Ministry of Ecation called on every citizen to give an advice on how to change the current ecational system (English included).
Taking all that have been mentioned into consideration, one may easily draw a conclusion that welcome changes, and English will be much easier to teach and to learn.
Works Cited
Crook, David. “A Major Problem in China’s Foreign Language Teaching.” Academic
Writing for English Majors. Ed. Ding Yanren. 1sted, Nanjing, Nanjing University
Press, 2007
Goodman, Paul. “A Proposal to Abolish Grading.” Academic Writing for English
Majors. Ed. Ding Yanren. 1sted, Nanjing, Nanjing University Press, 2007
热心网友
时间：2023-11-07 09:19
热心网友
时间：2023-11-07 09:18
what are the problems of Chinese English Teaching
Outline
I English is regarded as an important subject in the Chinese curriculum, but there still exist some obvious drawbacks in the teaching processes.
II Many people realize the shortcomings of current teaching method, they just fear changing it.
III Welcome changes, and English will be much easier to teach and to learn.
Recently, English has been separated from the College Entrance Examination by the Ecation Bureau of Tianjin to be a single examination to select students for universities. The change aroused great attention to and concern about English teaching methods in China. The significance of English has long been recognized by both Chinese teachers and their students. So it might be tempting to believe that after decades of modification, English teaching in China has become mature and effective; however, many people do not agree. Obvious drawbacks in the teaching methods still exist in most of the Chinese cities: the quality of teachers is questionable; passing examinations is the only purpose of the class; both teachers and their students pay too much attention to grammar and vocabulary, while ignoring that the top priority of learning a language is to use it. Why are such shortcomings still there? How can the Chinese get rid of them?
The longevity of these problems is because most of the teachers and policy-makers refuse to change, or fear to change. People know that there is something wrong, and they even realize which things need to be changed, but they do nothing about it. Again, one may wonder: why is that? Social pressure is supposed to be the answer. Chinese are always told to swim with the tide. Such historical lessons as the Cultural Revolution warned the Chinese not to risk being the first to do anything. The outstanding usually bear the brunt of attack. Teachers dare not make any drastic change, and they force their students to do the same. The author has experienced that in person. When he was in middle school, he suggested in a paper that teachers should be more open to new answers, an act for which he was punished by writing a 2000-word self-criticism and suffered three hours of reprimand. When teachers refuse to follow suit and dare to stand out, more often than not, they share the fate of Giordano Bruno, the Italian philosopher and poet who was burned at the stake for developing philosophical implications of the Copernican theory.
In contrast, people in Western countries like the US are big fans of changes. They not only accept changes, but also yearn for them. Debates between teachers and students become seedbed of inspirations in the comfortable environment of the classroom where students are guaranteed much freedom (To disagree with the teachers, for example, which is ironically prohibited in Chinese schools). Since the time of Socrates, pursuing new ways of thinking and problem-solving has been an unshakeable rule. This may also help to explain why Nobel Prize winners can be found in oversea Chinese groups while the prize has never favored anyone on the Chinese mainland.
Accept it or not, man never stopped changing. Instead of being led by the nose, why not embrace the changes? Even in ancient China, the most mysterious book ever was named the Book of Changes. Change is the law of nature. To follow it is to prosper; to go against it is to retrogress. Whenever a problem appears, the best solution is to make some changes. Some people argue that they cannot change the world they live in. However, if most of the people of a society changes, the society as a whole also changes. Likewise, to improve English teaching and learning in China, people must be courageous enough to change themselves. If students are bored with endless grammatical exercises, teachers can put more emphasis on oral skills. If study in classrooms may make students drowsy, teachers can lead them to the lawns. If “The greatest harm done to students of English in China, according to a writer, is Intensive Reading” (Crook 80), then teachers can ensure more access to the learning resources and let the students choose their own learning patterns. The examination-oriented teaching method is the most urgent change needed because the goal of teaching and learning English is to enable Chinese students to communicate with it, “It was certainly not to pit on a young fellow against another in an ugly competition” (Goodman 94). By making changes, this goal can be achieved. And it is delightful that earlier this year, when this year’s ecation reform was about to take place, China’s Ministry of Ecation called on every citizen to give an advice on how to change the current ecational system (English included).
Taking all that have been mentioned into consideration, one may easily draw a conclusion that welcome changes, and English will be much easier to teach and to learn.
Works Cited
Crook, David. “A Major Problem in China’s Foreign Language Teaching.” Academic
Writing for English Majors. Ed. Ding Yanren. 1sted, Nanjing, Nanjing University
Press, 2007
Goodman, Paul. “A Proposal to Abolish Grading.” Academic Writing for English
Majors. Ed. Ding Yanren. 1sted, Nanjing, Nanjing University Press, 2007
热心网友
时间：2023-11-07 09:19
