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21世纪,社会对法语人才提出了新的要求:专业化与多元化。不仅法语学得好,更能将法语运用到某一具体领域中,创造出更大的价值。为了培养出符合社会需求的合格人才,我校实行了“导师制”。在这一培养模式中,教师指导固定的、一定数量的本科生四年的学习,具体而言,指的是学习方法、学业规划方面的指导,针对学习、生活中的问题提出建议。现代大学生缺乏的“独立性”及法语学习的特殊性使“导师制”显得尤为必要,而“因材施教”就为这一模式的实施提供了理论基础,并且也决定了“导师制”是人性化教育的体现。但是,在具体实践中,我们也发现,要实施好这一模式,学校、系部要对课程设置进行改革,为学生创造更多的学习机会,而教师也需提高个人能力。为了将“导师制”的作用发挥到最大,我们必须在实践中不断摸索、总结、完善。
In the 21st century, society put forward new demands on French-speaking talents: specialization and pluralism. Not only French is good, but also French can be applied to a specific area, to create greater value. In order to cultivate qualified personnel that meet the needs of the society, our school implemented the “mentor system.” In this training mode, teachers guide four-year study of a fixed number of undergraduates. Specifically, they refer to learning methods and instruction in academic planning, and make suggestions on problems in study and life. The lack of “independence ” of modern college students and the particularity of French learning make “tutor system ” appear to be especially necessary, and “teaching students in accordance with their aptitude ” provides the theoretical basis for the implementation of this mode and also determines “Tutor System” is the embodiment of humanistic education. However, in practice, we also found that in order to implement this model, schools and departments should reform the curriculums to create more learning opportunities for students, and teachers should also improve their abilities. In order to maximize the role of “mentor system,” we must constantly explore, summarize and improve in practice.