学生参与导向的课程改革与教师转型协同路径研究——以《英语高级视听说》ESP化实践为例

Research on Synergistic Pathways of Student Engagement-Oriented Curriculum Reform and Teacher Transformation—An Empirical Study of ESP-Oriented Transformation in “Advanced English Viewing, Listening & Speaking”

摘要: 在后大学英语时代背景下，本研究通过《英语高级视听说》课程改革实践，探索EGP (通用英语)教师以及英语专业教师向ESP (专门用途英语)教师转型的可行性路径。基于行动研究框架，以重庆移通学院2022级英语专业1班学生为对象，构建“课堂结构重组–内容职业化延伸–评价体系重构”三维改革模型。经过教学实践，成功实现课堂学生参与时间占比75%的核心目标(实证达标率91.67%)，课程整体满意度达100%。研究发现：任务驱动式微项目设计结合嵌入式语法指导，有效平衡语言训练与职业能力培养；形成性评价主导的多元考核体系显著提升学习目标清晰度；教师角色实现从知识传授者向跨文化场景设计者的转型。本改革证实课程重构可作为教师专业发展的实践载体，为ESP教师转型提供“内容延伸–能力重构–技术适配”的可复制范式。

Abstract: Against the backdrop of the post-college-English era, this study explores feasible pathways for EGP (English for General Purposes) teachers and English major teachers to transition into ESP (English for Specific Purposes) teachers through the reform practice of the “Advanced English Viewing, Listening & Speaking” course. Based on an action research framework and targeting the class 1, English majors (class of 2026) at Chongqing College of Mobile Communication, a three-dimensional reform model was constructed: Classroom Structure Reorganization—Content Professionalization Extension—Assessment System Reconstruction. Following teaching practice, the core objective of increasing student participation time to 75% of class time was successfully achieved (with an empirical success rate of 91.67%), and overall course satisfaction reached 100%. Key findings include: Task-driven micro-project design, combined with integrated grammar instruction, effectively balances language training with professional competence development. A diversified assessment system dominated by formative evaluation significantly enhances learning objective clarity. The teacher’s role successfully transitioned from a knowledge transmitter to a designer of cross-cultural scenarios. This reform confirms that course reconstruction can serve as a practical vehicle for teacher professional development, providing a replicable model—Content Extension, Competency Reconstruction, and Technological Adaptation—for ESP teacher transformation.