In the last century, the main purpose of College Students' learning English is to improve their English level or enhance their ability to appreciate western culture. But judging from the current level 46 examination, for college students, just to get that certificate and to have a little career relationship with them, many people have become the worst of them, and you think that the 46 level of college is. Should the exam be cancelled?
This year marks the 30th anniversary of the implementation of CET-4 and CET-6. From a historical point of view, its birth and implementation reflects the importance attached by the society and universities to college English courses, and undoubtedly has made a historic contribution to promoting Chinese English teaching and improving college students' English level. It can be said that without the original CET-4 and CET-6, there would be no status of College English and College English teachers today.
There is no theoretical basis for CET-4 as a national teaching test
But we should also see that in the past few years, the implementation of CET-4 and CET-6 has brought about obvious disadvantages to foreign language teaching in China. Along with its implementation, the "exam oriented teaching" and "high scores and low abilities" have troubled the healthy development of College English Teaching of the generation, and also affected the cultivation of professional learning ability of the generation of college students in English, and even become a generation of "painful memories".
The syllabus of CET-4 and CET-6, published in 1987, clearly stated that "the purpose of the examination is to comprehensively assess whether the students who have completed CET-4 have achieved the objectives set in the Syllabus". At that time, the State Education Commission emphasized in the notice of approval and implementation that "the State Education Commission will carry out a unified standard test for the students who have finished their CET-4 and CET-6 studies", and the test results are the basis for our commission to check the quality of College English Teaching in the future ".
From today's point of view, it is the positioning of the "national unified examination" that triggered the National College English Curriculum "exam oriented teaching" from the 1990s to the beginning of this century. The reason is very simple, any kind of teaching examination can only be based on school-based, can not be national unity. Is it reasonable to set up the norm of passing line for college students nationwide according to the standard that 84% of the students in six universities of Beijing University, Tsinghua University, Shanghai Jiaotong University, Fudan University, China University of science and technology and Xi'an Jiaotong University can pass the examination?
There are more than 3000 colleges and universities in China, not to mention the different directions of running schools, and the enrollment levels of Freshmen in different schools vary greatly. How can they be required to reach a unified level after finishing college English in two years? It is unreasonable to let the students in Tsinghua, Peking University, Fudan and the students in the same college in Tibet, Guizhou and other central and western regions test with the same difficulty paper On the basis. What's more absurd is that the passing rate of CET-4 in each university is still used as the basis for evaluating the quality of College English teaching and even the quality of the whole university. In this way, the result is bound to be "performance and graduation linked" to test teaching, test sea tactics, impact on normal English teaching and even students' professional learning, ignoring the practical application ability of students' language ", and even today, College English Test Band 4 and band 6 has become a game for college students to constantly" score "and a pity for the competent department to abandon the" chicken ribs ".