“分类、走班”特色下的高职英语课程体系构建

从分析高职院校英语课程普遍存在的问题出发,基于高职生源多元化、学生英语水平差异大、发展方向多样化的特点,文章从需求论出发,提出了满足学生需求的以“分类、走班”为特色的多样化高职英语课程体系,并在某一高职院校中开展实验性研究,取得初步结果,证明多样化高职英语课程更能够提高学生英语学习兴趣和英语水平,并能够帮助学生更好地实现个人发展目标。     

Why teachers find it difficult to include students with EBD in mainstream classes

In Sweden, teachers in mainstream schools show frustration and insecurity about how to organise education for inclusion and diversity. This article contributes to the understanding of how they articulate their view of the advantages and disadvantages of including students with EBD in mainstream classes. To study teachers’ understanding, an approach of discourse theory which takes inspiration from Laclau and Mouffe (1985. Hegemony and Socialist Strategy. London: Verso) was applied. The empirical material consisted of 6 focus group interviews and 37 individual interviews based on stimulus texts. According to the results, the prevailing discourses focused on the disadvantages of it. However, they were articulated differently and filled with meaning mainly by three recurring nodal points: (1) problems, (2) dilemmas and (3) impossibility. The advantages of including students with EBD in mainstream classes were only to be found in the antagonistic discourses. They were articulated in different ways but were overpowered by others and therefore failed to fix the meaning. The overall conclusion is that teachers base their understanding on both their experiences and on the policy of the Educational Act, but the pragmatic discourse of the disadvantages was hegemonic to the ideological antagonistic discourse of the advantages.