摘 要

随着时代的发展，传统的教学模式已经难以满足现实的需求，于是案例教学法越来越受教育者的重视，尤其在法律、医学和工商管理等专业的教学中，案例教学法已经发挥着重要作用。案例教学法注重实践，以学生为中心，以提高学生专业素养为目标，也将是一种能有效提高学生学术英语运用能力的教学方法。

本文通过问卷调查，研究确定了林业学术英语案例的五条选择标准：案例简洁，主题新颖，内容有吸引力，具有知识性以及明确的教学引导。分析了案例库内容组成成分，各案例须包含如下内容：标题，背景介绍，案例正文，讨论和练习及知识补充。据此，编写了一个案例模型，作为供案例库建设的一个尝试，为提高林业学术英语教学资源建设和教学模式改革提供思路和参照。

关键词：林业；学术英语；问卷调查；案例库

Contents

1. Introduction 1
2. Demonstration 2
   1. Literature review 2
      1. Studies abroad 2
      2. Studies at home 4
   2. Methodology 7
      1. Research questions 7
      2. Participants 8
      3. Research Instruments 8
      4. Data collection 12
   3. Results 12
   4. Discussion 21
      1. The guiding criteria 21
      2. The contents of a case 23
   5. Case sample 24
3. Conclusion 27

Works Cited 29

Bibliography 30

Appendix 32

A Study on Academic English Case-base Development in Forestry Specialty

Introduction

General English teaching is an important part of college education in China. In the past 30 years, it has devoted quite a lot to Chinese higher education, producing talents in all walks of life. However, as the basic education advances, students can learn fundamental English language knowledge at an early age, while the traditional college English teaching still focuses on the language level, leaving many graduates unable to use English for practical purposes. Moreover, with the proceeding of globalization, employers tend to hire workers who are capable of using English in a certain area so as to better perform in the global economic setting. Thus, it is urgent to transform our current English teaching mode into a more reasonable and practical one.

English for Academic Purposes (EAP) has been taught in many colleges and universities around the world. According to Wikipedia, “EAP entails training students, usually in a higher education setting, to use language appropriately for study”. With the help of EAP teaching, students’ written and verbal communication skills in English can be much improved, developing their abilities to understand English academic lectures or meetings, write English papers and make English speeches. In a word, EAP is designed for application. Students in China make great efforts in learning English in order to pass the CET tests. They are well trained in examination techniques rather than in real usage. Therefore, the importance of adopting EAP teaching in college English education can not be overemphasized.

As for introducing EAP into forestry major, a special teaching method can be applied to help ensure the smooth carrying out of the new program. First put forward and employed by Harvard Business schools in 1920s, the case method has now been widely used in various subjects. It was not until 1990s that Chinese educators started

to apply case method as a new teaching method. Case-Based Teaching is a kind of teaching mode which aims to improve students’ abilities to analyze and solve problems through independent thinking, analysis and discussion under the guidance of teacher. (Kang and Huang, 2015) subjects like law, medicine and business management have already introduced this method in many classes and have proven effective. However, there aren’t many teachers who have extended its use to English classes. The lack of reference and guidance on the construction of case base for English teaching has postponed the development college English education for too long. Therefore, this paper aims to study the type and content of cases for case-based teaching and establish a model case base for forestry academic English teaching.

Demonstration

• 1. Literature review
     1. Studies abroad

There have been a great number of researches using case method to explore the essence of using knowledge in reality. Despite its use in academic field, the case study method can also be employed in education area. Teachers specialized in certain courses such as business administration, law and clinical medicine, etc. have recognized the advantages of cases in combining abstract knowledge with practical usage and adopted case method for better class performance. The case method is defined as an in-depth exploration method of realities (cases), presenting investigative analysis. This method promotes critical thinking, encourages debates and stimulates teacher and students interaction (Minniti, et al., 2017). The research of Haruo TAKAGI (2001) shows that, “Comparing to lecture method, case method focuses more on self-learning among participants, which is realized by teacher’s discussion leadership.” In 1919, the case method was introduced to business teaching by the then Dean of Harvard Business, Wallace P. Donham, himself a lawyer and a graduate of Harvard School of Law. According to Buckles (1998), the appeal of the case method in business education emerged from to the lack of sufficient business theory at the time. The use of case studies gave students the opportunity of discovering and

developing frameworks for understanding and dealing with business problems.