研究生英語(yǔ)教學(xué)部承擔全校非英語(yǔ)專(zhuān)業(yè)博士、碩士、工程碩士、MBA、MPA、留學(xué)生博士、留學(xué)生碩士、博士生二外等多門(mén)英語(yǔ)課程的教學(xué)。教學(xué)部現有教師18人，其中教學(xué)帶頭2人；教授4人，副教授12人，講師2人；碩士生導師7人；具有博士學(xué)位的教師10人；17人有國外訪(fǎng)學(xué)經(jīng)歷；每年教學(xué)部還聘請外籍教師7人。 近年來(lái)，教學(xué)部教師在國內外期刊發(fā)表論文80余篇；主持和參加教學(xué)科研項目40余個(gè)，其中國家級項目3個(gè)，省級項目20個(gè)；編寫(xiě)各類(lèi)教材20余部；曾獲得國家級教學(xué)成果二等獎1項，第四屆“外教社杯”全國高校外語(yǔ)教學(xué)大賽電子教案比賽一等獎1項，省教學(xué)成果一等獎1項，二等獎2項，省高校第二屆青年教師教學(xué)競賽（外語(yǔ)組）一等獎1項，省人文與社會(huì )科學(xué)優(yōu)秀成果獎4項，校級優(yōu)秀教學(xué)成果獎3項，哈工大第二屆青年教師研究生課程教學(xué)競賽一等獎3項，哈工大青年教師教學(xué)基本功大賽一等獎1項，哈爾濱工業(yè)大學(xué)教學(xué)新秀獎1項。 目前，教學(xué)部開(kāi)設的研究生英語(yǔ)課程面向全校20多個(gè)學(xué)院、36個(gè)系、近100多個(gè)專(zhuān)業(yè)。每年選課的研究生人數（包括春季和秋季兩個(gè)學(xué)期）達4000多人，其中碩士3100人，博士910人，工程碩士280人，MBA180人，MPA60人。碩士研究生英語(yǔ)課程學(xué)制為半年，授課時(shí)數為32學(xué)時(shí)；博士研究生英語(yǔ)課程學(xué)制為半年，授課時(shí)數為64學(xué)時(shí)。研究生英語(yǔ)教學(xué)采用以學(xué)生為主體的課上互動(dòng)、課下依托網(wǎng)絡(luò )、自主學(xué)習、雙向結合、優(yōu)勢互補的教學(xué)模式，激發(fā)研究生學(xué)習英語(yǔ)的興趣和潛能，循序漸進(jìn)地實(shí)現從外語(yǔ)知識建構向外語(yǔ)能力培養的轉變，使研究生從英語(yǔ)學(xué)習小課堂走向國際學(xué)術(shù)交流的大舞臺，突出體現研究生英語(yǔ)教育多元化、個(gè)性化、網(wǎng)絡(luò )化、國際化的特點(diǎn)。多年來(lái)，研究生英語(yǔ)教學(xué)部每年都分別舉辦全校范圍的研究生英語(yǔ)演講比賽、英語(yǔ)戲劇表演、模擬國際學(xué)術(shù)會(huì )議、英語(yǔ)歌曲大賽等課外活動(dòng)。多名研究生參加過(guò)國家和省級各類(lèi)英語(yǔ)競賽，并獲大獎。定期舉辦的學(xué)術(shù)活動(dòng)、外籍教師語(yǔ)言文化系列講座、研究生網(wǎng)絡(luò )英語(yǔ)自主學(xué)習等學(xué)習方式為研究生語(yǔ)言實(shí)踐、個(gè)性化、自主式學(xué)習開(kāi)辟了嶄新的園地，搭建起廣闊的平臺，形成了研究生英語(yǔ)第二課堂教學(xué)的特色，并成為哈工大外語(yǔ)教育的一個(gè)傳統，為哈工大創(chuàng )建世界一流大學(xué)，培養高素質(zhì)創(chuàng )新人才做出了貢獻。 教學(xué)特色：碩博研究生是我校科研力量的生力軍，其英語(yǔ)學(xué)術(shù)交流能力直接影響我校在國內外學(xué)術(shù)界的地位。因此，研究生英語(yǔ)教學(xué)是我校人才培養中的重中之重。近年來(lái)，我校招收的碩博研究生數量多，生源雜，英語(yǔ)水平參差不齊。在研究生培養方案的實(shí)施中，必須將這一涉及面最廣、選課人數最多、層次最為繁多、培養要求最高、教學(xué)任務(wù)最重的碩博兩個(gè)層次的英語(yǔ)教學(xué)管理好、組織好、建設好，使之更好地實(shí)現我校人才培養計劃和目標。 在課程體系建設中，需根據學(xué)生英語(yǔ)水平、需求、能力發(fā)展需要開(kāi)設課程，以碩博一體化為課程建設方向，以英語(yǔ)交流能力培養為建設目標，以文化素質(zhì)發(fā)展為培養結果，滿(mǎn)足學(xué)生個(gè)性化學(xué)習需要。針對基礎能力提高為目標的學(xué)生開(kāi)設實(shí)用英語(yǔ)課程，使其更好地適應未來(lái)工作需求。針對英語(yǔ)能力較強，有科研要求的學(xué)生，在碩士英語(yǔ)期間先開(kāi)設基礎性科技英語(yǔ)課程，側重科技文獻閱讀的信息獲取與轉化能力培養，為博士期間科技論文寫(xiě)作能力夯實(shí)基礎，助力學(xué)生參與國際學(xué)術(shù)交流需要。 目前，碩士英語(yǔ)課程為《實(shí)用英語(yǔ)》（32學(xué)時(shí)），其建設時(shí)間較長(cháng)，定位經(jīng)過(guò)多次調整，課程涵蓋聽(tīng)說(shuō)讀寫(xiě)四項技能，由同一教師講授。2014年秋季學(xué)期，碩士課程在《實(shí)用英語(yǔ)》之外，增設《學(xué)術(shù)英語(yǔ)翻譯》、《學(xué)術(shù)英語(yǔ)閱讀》、《雅思應試》。翻譯和閱讀兩門(mén)課程的教學(xué)內容體現科技英語(yǔ)特色，把握并突出“專(zhuān)業(yè)用途英語(yǔ)”的教學(xué)。博士英語(yǔ)課程體系較為完善，《學(xué)術(shù)交流口語(yǔ)》和《科技論文寫(xiě)作》較早突出“專(zhuān)業(yè)用途英語(yǔ)”的科技特色，在國內大學(xué)的研究生英語(yǔ)教學(xué)中一直占據領(lǐng)先地位。 |
The Graduate English Teaching Department in the School of Foreign Languages undertakes the English teaching tasks for all the non-English major PhD students, postgraduates, Master of Engineering, MBA, MPA, and overseas PhD students and Master students.
The Graduate English Teaching Department now has 21 teachers, of whom there are 3 professors, 16 associate professors and 2 lecturers. Two staff members are Academic Leaders in Teaching, one is with the Distinguished Teacher title and four are master degree supervisors. Eleven staff members have doctoral degrees and 10 have master degrees. One teacher is under 35 inage, 14 are between 35 and 45 years old and 6 above 45. Eighteen members have overseas education and research experiences in world-renowned universities in English-speaking countries such as America, Britain, Canada, New Zealand and Singapore. The office invites foreign teachers every semester to consolidate English teaching for non-English major masters and Ph.D. candidates.
In recent years, one teacher in the Graduate English Teaching Office has won the second prize in National Teaching Achievement Award, Over 10 have won teaching awards in provincial and school levels; 4 have gained the provincial excellent achievement awards in humanities and social science; one has been granted the title of HIT Distinguished Teacher and 5 have been recognized as Model Teachers in the School of Foreign Languages. Teachers in the Graduate English Teaching Office have published nearly 100 papers in domestic and foreign journals and have taken charge of or participated as major members in over 30 research projects including one national level project and over 20 provincial ones. They have also edited over 20 textbooks.
At present, English courses are conducted for non-English major graduate students in 20 schools and departments, including 36 departments and more than 100 majors. Annually there are over 4200 graduate students who take these courses (in both Spring and Autumn Semesters) including 3100 master candidates, 910 doctor candidate, 130 master of engineering students and 60 MBA candidates. English courses for master candidates last for half a year, about 32 academic periods (50 min per period). English courses for PhD candidates also last half a year, about 72 academic periods (50 min per period). Among all the graduate level courses in Harbin Institute of Technology, the graduate English course is taken by the majority of students, and has the heaviest teaching load. The course is student-oriented and conducted in such a way that students are encouraged to take active part in class. They are encouraged to use the Internet to conduct independent study and also communicate with teachers after classes, for them to be prepared in international academic arena. The course is diversified, personalized, network-based and internationalized.
Since 2001, the Graduate English Teaching Department has held the graduate students English Speaking Contest (for masters and Ph.D. students), English Drama Performances (for masters) and simulated international academic conferences (Ph.D. students) in each semester. Until now, dozens of master students have participated in the provincial English contests and have won prizes in the provincial level in the CCTV Cup English Speaking Contest. Regular academic activities, language and culture lectures given by foreign teachers, and graduate students' self-study via Internet all provide ways and new platforms for the students' language practice and individualized study. These diversified activities have enriched the teaching and learning experiences and become a distinguished feature of the second-classroom of graduate English teaching.
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