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《英语课程与教学论》

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《英语课程与教学论》

课程简介

本课程重点探讨语言与语言教师、语言学习理论与学习者、英语课程标准与教材、英语知识与技能的教学、备课与课程管理、课堂教学评价与反思以及现代教育技术与教学资源等七个方面。

本课程分为七个单元，每单元整合两个专题，采取导文、导文提示、文献阅读、观察与思考（课堂实录）以及任务活动等新颖的形式，把学术性、实用性、趣味性和互动性很好地结合起来。其目的是确定英语教师专业知识结构的共核，帮助英语教师从其中一点出发，走向专业化发展道路。

单元一

第一部分 语言与语言教师

Language and language teachers

导文 1 Lead-in

What is a language?

What do people know when they know a language? You would think that this is an easy question to answer, since, as

speakers of it, we all use our language frequently.The situation is rather like driving a car.Many people drive a car perfectly well

without knowing how the car works.In the case of languages, the situation is more difficult in that languages are not physical

objects like a car.They exist only within the minds of speakers.There are many theories about how language works, but the more

language is studied,the more complex it seems to become.

Kuiper, K.& Allan, W.S.2004:1

【导文提示 Hints 】

对于语言观和语言教学观，人们持有不同看法。一种观点是：只要语言功底深，不掌握语言理论也能教好语言。另一种观点是：语言教学是在一定语言观指导下的实践。不掌握语言理论就教不好语言。你同意哪一观点？语言和语言教师的教学观有内在的联系吗？语言和语言教学理论能够成为教学的潜在动力吗？ 【任务 Task 】

观察下列话语，并思考：以下话语中体现了哪些语言要素？有关语言要素的知识对英语教学有帮助吗？

Taken from Kuiper, K.& Allan, W.S.2004:11—12

语言要素： A. 身份 (status) B. 话题 (topic) C. 语体（ register ） D. 方式（ mode ：书面语 / 口语） E. 媒介（ medium: on a screen/in a book ）

Below are a number of utterances.What factors in the situation have influenced the choice of vocabulary, and grammar in

each utterance?

(a)My friends and fellow Americans, I speak to you tonight on one of the gravest issues facing our great nation, and at the

time I want to make one thing perfectly clear…

(b)Canada is 3．3 million square miles in area.It is the second largest country in the world, covering more than half the North

American continent.

(c)Johnson waits for the pitch.Here it comes… Swung at and missed! One down.That brings up Thomas.

(d)Tonight it appears that all the 247 passengers are dead.Search and rescue teams are making their way to the scene in order

to start a full search at daybreak.

(e)The earth is the Lord's, and the fullness thereof; the world, and they that dwell therein: For he hath founded it upon the

seas, and established it upon the floods.

(f)That's a good boy.Now you promise your grandpappy you won't do that again.

(g)My husband and I are pleased again to be visiting your beautiful country.

单元一

第一部分 语言与语言教师

Language and language teachers 文献阅读 1 Literature

Theory of Language

【任务 Tasks 】

Ⅰ．依据文献内容，为下列语言观点写出定义：

Structural view:

______________________________________________________________________________________________

Functional view:

______________________________________________________________________________________________

Interactional view:

______________________________________________________________________________________________

Ⅱ．下列课堂教学实践体现了哪种语言观？

A. 结构主义观 B. 功能观 C. （社会）互动观

● 要求学生根据班里同学的体能状况，讨论参加学校运动会的人选。

● 学习问路和指路。

● 从对话中选出重要词汇和语法进行练习。

● 让学生猜测新开业的超市里有什么文具。

● 通过听和模仿，形成正确的语言习惯。

● 听一段餐厅服务员与顾客之间的录音对话，学习用英语点菜和付款的表达方法。

单元一

第一部分 语言与语言教师 Language and language teachers

课堂实录 1 Lesson Extract

Can We Have Ice creams?

Children: Mm! Ice creams!

Man:Are you next?

Girl:Yes.

Man:What would you like?

Girl:Can we have three ice creams,please?Like those?

Man:Three? Here you are.30 pence please.

Girl: Thanks.Lovely!

Willis,

【观察与思考 Observation & Reflection 】

1.Does the teacher have control of the language used in class?

___________________________________________________________________________________________

2.Is the new language to be learned predetermined?

___________________________________________________________________________________________

3.What is the objective of the lesson? To acquire the sentence structures or to develop the ability to communicate with people?

___________________________________________________________________________________________

4.Does the teacher worry that students may make mistakes when they speak? Why?

___________________________________________________________________________________________

5.What is the teacher's view on language teaching? ___________________________________________________________________________________________

单元一

第一部分 语言与语言教师

Language and language teachers

课堂实录 2 Lesson Extract

Listening exercise

“Bad weather has caused chaos in many parts of Britain today.From the South, reports have come in of an oil tanker, carrying thousandscrude oil, running aground in the channel.It was making its way through heavy seas in poor visibility when it struck rocks, off the French Coofficers and crew have been rescued by helicopter,but the vessel itself is badly damaged.Oil is spilling out from the tanker into the sea, and athe oil leak were stopped by the chronic weather onditions and rough seas.The French are worried that the oil will drift onto their coast and sbeaches, endangering wild life and harming their summer tourist trade…”

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探究式互动教学策略研究——以《小学英语课程与教学论》为例

探究式互动教学策略研究——以《小学英语课程与教学论》为例

第３４卷第２期　２０１２年３月　宁波大学学报（教育科学版）　ＪＯＵＲＮＡＬ　ＯＦ　ＮＩＮＧＢＯ　ＵＮＩＶＥＲＳＩＴＹ（ＥＤＵＣＡＴＩＯＮＡＬ　ＳＣＩＥＮＣＥ　ＥＤＩＴＩＯＮ）　Ｖｂ１．３４　ＮＯ．２　Ｍ．ｄＴ　２叭２　

探究式互动教学策略研究　

——以　小学英语课程与教学论　为例　

王华蓉　

（宁波大学教师教育学院，浙江宁波３１５２１１）　

摘要：以《小学英语课程与教学论》学科为例，通过教学计划、互动探究、课外延伸、教师角色四个方　面，立体化地探讨了探究式互动教学策略在小学英语教师职前培养中的有效建立与运用。　关键词：探究；互动；小学英语；教学策略　中图分类号：Ｇ６４２．０　文献标识码：Ａ　文章编号：１００８—０６２７（２０１２）０２—０１０６—０４　

２Ｏ世纪５０、６０年代，著名心理学家卡尔・罗　

杰斯提出了“以学生为中心”的观点，提出学习　

是人自我价值实现的需要，是个人潜能和人格的　充分发展。ＩＪ　Ｊ信息时代的大学课堂，已不再是教　

师一言堂的场所，亦不是知识传送的唯一途径，　

“怎样学习”更是引起了教育工作者的关注。但　在当今大学课堂中，信息仍然主要由教师直接提　

供，具体表现为教师讲授或演示，学生听的授受　式学习。这种学习方式并不利于未来之师理解掌　

握教学理论与技能，更不利于学生创造性思维能　

力的发展。只有通过加强学生在课内外主动获取　信息，或在观察、调查、解读和研讨等活动过程　

中整理分析获得信息，才能更好地实现探究式教　

与学的双重目标。　对于如何理解探究式教学，有学者认为：“探　

究式学习是指学生围绕一定的问题、文本或材　料，在教师的帮助和支持下，自主寻求或自主建　构答案、意义、理解或信息的活动或过程。”Ｌ２Ｊ　

笔者以“小学英语课程与教学论”课程为例，　探索有效互动教学的实施策略。　

一、完善的教学计划　“小学英语课程与教学论”是英语专业（小　

学师资）的必修课程，作为一门实践性很强的专　

业技能课，一方面要加强英语课程与教学相关理　论的学习，同时更要注重在理论指导下的教学技　

东师《英语课程与教学论》19春在线作业2

东师《英语课程与教学论》19春在线作业2

(单选题)1: If a writing task is more general (for example, developing informal letter

writing skills), then what is the best approch of correction?

A: teacher-guided correction

B: group correction

C: focus correcting

正确答案:

(单选题)2: For most people the term ”curriculum” includes those act activities that

education have devised for _ ,which are represented in the form of a written document .

A: teachers

B: designers

C: learners

D: students

正确答案:

(单选题)3: How many steps are there to teach free writing?

A: 3

B: 4

C: 5

D: 6

正确答案:

(单选题)4: Repetition is belongs to what strategy?

A: metacognitive strategy

B: cognitive strategy

C: social strategy

D: affective strategy

正确答案:

(单选题)5: ()involves teachers identifying issues and problems relevant to their own

classes.

A: Literature review

B: Questionnaire

C: Action research

045108学科教学(英语)

045108学科教学(英语)

045108学科教学（英语）

一、学科专业介绍

教育硕士专业学位是具有特定教育职业背景的专业性学位，主要培养面向基础教育教学和管理工作需要的高层次应用型专门人才。开设教育硕士专业学位，可以为有志于高层次学历研修学习的中小学教师提供系统的新知识学习、掌握本学科的发展与改革前沿动态、获得专业知识与技能的系统培养。

教育硕士专业学位与现行的教育学硕士是两种不同性质的学位，前者是职业性学位，在我国被称为专业学位，后者是学术性学位。专业学位培养目标和培养方式与学术性学位有所不同。学术性学位的培养方式以研究型人才培养为主；教育硕士专业学位以课程学习为主，系统学习基础理论与专门知识，强调实践与应用，重视案例教学和教科研能力培养。

师大学外语学院英语学科教学论方向有硕士导师7（6）名，相关师资队伍中有教授4（3）名，副教授12名，具有博士学位的5名。学术梯队结构合理，力量雄厚，在基础教育教师专业发展与教学技能培训中做出显著贡献；近五年先后培养英语课程与教学论方向的硕士研究生20余人。

近年来，外语学院硕士生导师和教学团队在硕士研究生培养教育工作中取得了丰富的教科研成果：

1. 硕士生导师关世持和参与的课题：国家级课题1个；省级课题6个；校级课题2个；出版学术专著与编著4部；发表学术论文22篇，其中国家级核心期刊论文6篇；获得省社会科学优秀成果奖1项、省教育科学和教学成果奖1项。培养指导研究生10人以上，其中有4人获省高等院校硕士研究生创新科研课题项目立项。

2.硕士生导师蕾达主持和参与的课题：教育部项目1项；省级教改科研项目2项；校级课题2个；编写并出版教材3部；发表学术论文近10篇；获得校级教学成果三等奖1个；培养指导研究生5人。

3.硕士生导师杜秀君主持和参与的课题：省级课题6个；校级课题1个；出版学术专著1部；编写并出版教材1部；发表论文7篇；培养指导研究生5人。

4.硕士生导师王蓉主持和参与的课题：国家级课题的子项目1个；省级课题4个，其中主持完成1个；完成校级课题2个；出版学术专著与编著1部；发表学术论文11篇，其中国家级核心期刊论文2篇；获得省级教学成果一等奖1个；获省级高等学校优秀科研成果三等奖1个；培养指导研究生5人。

英语教育专业英语教学论课程习题

英语教育专业英语教学论课程习题

英语教育专业《英语教学论》课程习题

Unit 5

Part I . Decide whether the following statements are true or false.

Write T for true and F for false. (20%)

1. ( ) Classroom management is one of the lesson important factors that contribute

to the efficiency of the teaching and learning activities.

2. ( ) Making errors will lead to bad habit formation, so we should correct them

whenever they occur.

3. ( ) In course design, language can be broken down into structures, or skills, or it

can be considered from what it is intended to achieve, such as functions.

4. ( ) Knowledge of a language includes a knowledge of the appropriateness and

the functional value of the language.

5. ( ) Students have to grasp the relationships between communicative functions

and sentences structures so as to communicate properly in real life.