| 作者 |
| 李正栓、杨国燕、贾萍、谷素华 |
| 丛书名 |
| 英语专业系列教材 |
| 出版社 |
| 清华大学出版社 |
| ISBN |
| 9787302506713 |
| 简要 |
| 简介 |
| 内容简介 本书基于《英语课程保准》（实验稿）和教育部提出的“中国学生发展核心素养”，旨在培养当前我国师范毕业生的教学意识、教学方法，启发他们的教学思路。本书共分为十八个章节，涉及中国英语教学的发展历程、交际原则、体验学习、任务型教学、自主学习、教案设计、多智能教学策略等内容。既适用于英语专业师范生和基础教育一线英语教师，又为备考英语教师资格证书的考生提供学习与参考。 |
| 目录 |
| 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 WhatDoWeKnowAboutQuestioning212 TheSevenHabitsofHighlyEffectiveQuestioners.213 TheSixLevelsoftheTaxonomyonQuestioning.219 TeacherFeedback.224 Discussion229 Chapter12TipsforSolvingClassroomProblems.230 PreventingProblemBehavior230 ReactingtoProblemBehavior.232 WhatIfStudentsAreAllatDifferentLevels234 WhatIftheClassIsVeryBig.236 WhatIfStudentsKeepUsingTheirOwnLanguage237 WhatIfStudentsAreUncooperative238 WhatIfStudentsDon’tWanttoTalk.239 WhatIfSomeStudents-in-groupsFinishBeforeEverybodyElse240 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现代英语教学论 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 |