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學習方法

現代英語教學論

作者：李正栓、楊國燕、賈萍、谷素華

出版社：清華大學出版社出版時間：2018-09-01

開本： 16開 頁數： 391

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現代英語教學論版權信息

ISBN：9787302506713
條形碼：9787302506713 ; 978-7-302-50671-3
裝幀：一般膠版紙
冊數：暫無
重量：暫無
所屬分類：
外語
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英語專項訓練
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學習方法

現代英語教學論本書特色

下載課件、獲取課件密碼、各種資源包以及人工客服，請關注清華社官方微信服務號qhdxcbs_js，一站式幫您解決各種圖書問題。本書基于《英語課程保準》(實驗稿)和教育部提出的“中國學生發(fā)展核心素養(yǎng)”，旨在培養(yǎng)當前我國師范畢業(yè)生的教學意識、教學方法，啟發(fā)他們的教學思路。本書共分為十八個章節(jié)，涉及中國英語教學的發(fā)展歷程、交際原則、體驗學習、任務型教學、自主學習、教案設計、多智能教學策略等內容。既適用于英語專業(yè)師范生和基礎教育一線英語教師，又為備考英語教師資格證書的考生提供學習與參考。

現代英語教學論內容簡介

　　本書基于《英語課程保準》（實驗稿）和教育部提出的“中國學生發(fā)展核心素養(yǎng)”，旨在培養(yǎng)當前我國師范畢業(yè)生的教學意識、教學方法，啟發(fā)他們的教學思路。本書共分為十八個章節(jié)，涉及中國英語教學的發(fā)展歷程、交際原則、體驗學習、任務型教學、自主學習、教案設計、多智能教學策略等內容。既適用于英語專業(yè)師范生和基礎教育一線英語教師，又為備考英語教師資格證書的考生提供學習與參考。

現代英語教學論目錄

Chapter1TheNationalEnglishCurriculumandDevelopmentof
Learners’CoreQualities1
IntroductiontotheNationalEnglishCurriculum.1
ObjectivesStructureintheNationalEnglishCurriculum(2001)2
PerformanceStandardsforDifferentLevelsofCompetence4
TheImportanceofDevelopmentofCoreQualities5
BasicConnotationofLearners’CoreQualities5
MainPerformanceofDevelopmentofLearners’CoreQualities.7
Discussion.11
Chapter2AHistoricalOverviewofEnglishLanguageTeaching
MethodologyinChina.12
Grammar-TranslationMethodandDirectMethod13
OralApproachandAudio-LingualMethod19
NaturalApproach.23
CognitiveApproach25
OtherTeachingMethodsInfluencingEnglishLanguageTeaching
(ELT)inChina.27
Discussion.32
Chapter3CommunicativeApproach33
DevelopmentofCommunicativeApproach.33
TheoryofCommunicativeApproach35
CharacteristicsofCommunicativeApproach37
CaveatsofCommunicativeApproach39
ObjectivesofCommunicativeApproach.40
Teacher’sRoleinCommunicativeApproach.41
TechniquesofCommunicativeApproach42
DesigningCommunicativeActivities.43
ComparisonBetweenAudio-LingualMethodandCommunicative
Approach.43
ImpactofCommunicativeApproachonEnglishLanguageTeachingin
China45
ExcusesforAvoidingCommunicativeApproachinEnglishClasses47
Suggestions50
Discussion.52
Chapter4AlternativesofCommunicativeApproach53
WholeLanguageEducation.53
NeurolinguisticProgramming55
CooperativeandCollaborativeLearning58
Content-BasedInstruction65
Theme-BasedInstruction69
TheLexicalApproach.71
Discussion.74
Chapter5ExperientialLearning75
ImplicationsofExperientialLearning.76
RoleofExperienceinLearning.77
FoundationsofExperientialLearning.79
BasicModelofExperientialLearning.82
CharacteristicsofExperientialLearning.85
SettingsinExperientialLearning86
ReflectionandMotivationinExperientialLearning87
Discussion.95
Chapter6Task-BasedLanguageTeaching.96
DefiningTasks96
GoalsandOutcomesinTask-BasedInstruction100
FeaturesofTask-BasedLearning101
ThePracticeofTasksandSkills103
TypesofLearningActivities105
RolesofLearnerandTeacher109
StartingPointsforTasks.110
DefiningText-BasedTasks110
DesigningText-BasedTasks.112
PlanningaText-BasedTaskLesson116
Discussion.120
Chapter7InquiryLearning121
DefinitionofInquiryLearning.121
CharacteristicsofInquiryLearning.122
SignificanceandObjectivesofInquiryLearning123
StrategiesofInquiryLearning124
DevelopingStudents’QuestioningSkillsinInquiryLearning.131
ApplicationofInquiryLearning.132
AssessmentofInquiryLearning.136
Discussion.136
Chapter8InteractiveLanguageTeaching137
DefiningInteraction137
InteractivePrinciples.137
RolesoftheInteractiveTeacher138
DevelopingQuestioningTechniquesforInteractiveLearning.140
TwoMajorActivitiesThatCanMotivateInteraction144
Discussion.157
Chapter9InstructionalPlanning158
ImportanceofInstructionalPlanning.158
AttentiontoConceptMapsoftheLessonPlan159
FivePartsofaLessonorUnitPlan173
SomeIncompletePlans174
ThePrinciplesforaLessonPlan.175
ComponentofaLessonPlan.177
Discussion.178
Chapter10ClassroomManagement.179
RoutinesofaLesson.179
PatternsofClassroomInteraction182
Troubleshooting.189
DisciplineintheLanguageClassroom.191
UsingTeachingAids.192
CorrectionofMistakes.198
EvaluationofaTeacher’sLesson203
Self-evaluation.206
Discussion209
Chapter11QuestioningSkills211
TheImportanceofClassroomQuestions.211
WhatDoWeKnowAboutQuestioning?212
TheSevenHabitsofHighlyEffectiveQuestioners.213
TheSixLevelsoftheTaxonomyonQuestioning.219
TeacherFeedback.224
Discussion229
Chapter12TipsforSolvingClassroomProblems.230
PreventingProblemBehavior230
ReactingtoProblemBehavior.232
WhatIfStudentsAreAllatDifferentLevels?234
WhatIftheClassIsVeryBig?.236
WhatIfStudentsKeepUsingTheirOwnLanguage?237
WhatIfStudentsAreUncooperative?238
WhatIfStudentsDon’tWanttoTalk?.239
WhatIfSomeStudents-in-groupsFinishBeforeEverybodyElse?240
Discussion.241
Chapter13TeachingSkillsandClassroomActivities242
Tasks243
ClassroomActivities.247
UsingGamesinClassroom252
UsingPicturesinClassroom.256
TechniquesandSkillsofEnglishLanguageTeaching261
MoreSuggestionsonLanguageTeachingTechniques.276
CommunicativeActivities.280
Discussion282
Chapter14MultipleIntelligencesandEnglishLanguage
Teaching283
DefinitionofMultipleIntelligences.283
ClassificationofMultipleIntelligences283
TheoryofMultipleIntelligences.287
KeyPointsinApplyingMultipleIntelligences.291
viii
ODERNENGLISHTEACHINGTHEORYM現代英語教學論
OtherIntelligences292
StagesinTeachingwithIntelligences.292
MultipleIntelligenceToolBox293
LearningActivitiesforMultipleIntelligences.295
Exemplification296
Discussion.297
Chapter15LearnerAutonomyintheLanguageClassroom.298
DefiningAutonomy.298
PrinciplesforFosteringAutonomyintheLanguageClassroom.299
TheAutonomousLearner301
HowtoHelpLearnersinAutonomy302
LearningStylesandStrategies305
Teacher’sRole309
EffectiveWaysofPromotingGreaterLearnerIndependence
andAutonomy.310
Discussion311
Chapter16ActionResearch312
DefiningActionResearch312
CharacteristicsofActionResearch.316
AimsofActionResearch317
StepsinActionResearch319
HowtoChooseYourResearchTopic.320
MethodsandTechniquesforActionResearch322
GuidelinesforConductingActionResearch323
ComponentsoftheReport325
ActionResearchCaseStudy325
Discussion.327
Chapter17TechnologyandLanguageTeaching.328
WhytoUseTechnologyinLanguageTeaching.329
TechnologyintheLanguageClassroom.329
TheLanguageLaboratory331
Computer-AssistedLanguageLearning(CALL)333
TeachingwithVideo.337
Multimedia-AssistedLanguageTeaching338
ProblemsofUsingTechnologyinLanguageTeaching.341
Discussion.342
Chapter18AssessmentofLanguageProficiency.343
Test,Measurement,Evaluation,andAssessment.343
CriteriaforMeasuringaTest347
ClassificationofTests.349
PrinciplesofClassroomAssessmentandEvaluation.351
PrinciplesforDesigningEffectiveClassroomTests.352
PracticalStepstoTestConstruction.354
TypesofTestItems.356
AssessmentofStudents’LanguageProficiency358
ProcessesofCreatingAssessmentPortfolio364
Discussion.365
Bibliography365
AppendixIGlossary.371
AppendixIICoreQualitiesforChineseStudents’
Development.383

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