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Lessons Learned from the Teaching of IS Development

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Journal of Information Technology Education Volume 1 No. 2, 2002Editor: Eli Cohen & Chris CopeLessons Learned from the Teaching of IS DevelopmentFilomena Lopes and Paula MoraisUniversidade Portucalense, Porto, Portugal flopes@upt.pt pmorais@upt.ptExecutive SummaryThe importance of information systems as a strategic resource to organizations and the amazing rate of information system technology evolution are widely recognized. As a result, undergraduate courses in this field need frequent updating to remain effective. This article presents a model to restructure theteaching of information systems. This model has received inputs from students, teachers and ex -students of our Computation Department and also from the organizational staff that interacts with our students in their training posts. These inputs help us to identify the main gaps in our curriculum and theorganizational necessities that concern information systems staff. The model identifies the main areas that are the basis of our curriculum proposal, as well as the main knowledge topics to be covered. We conclude that an information systems curriculum must have an organizational emphasis as big as, or greater than the technological one.Keywords: information systems, information systems curriculum, teaching information systems, curriculum model, undergraduate coursesIntroductionThis work describes our experiences over the years of teaching information systems (IS) and the lessons we have learned.We teach a course entitled “Computation and Management”. The first three years of the curriculum focus on core modules and the fourth offers a set of optional modules, which aim to present emergent paradigms and technologies. After completing all the modules, students must do a six-month training post. We present th em with a set of projects for them to choose. In the last few years 49% of students have made their training posts in software houses and consulting firms, 13% in industrial organizations, 12% in research organizations, 9% in the health sector, and the oth ers in different fields.The difficulties felt by our students in their training posts help us to identify the organizational needs and the gaps in our curriculum. Organizations need IS people with technical and organizational skills to effectively conceptualize, develop and manage IS. Organizational survival is increasingly dependent on the ability to use information as a strategic and operational resource. A modern IS curriculum must reflect this need.In this work we present a model to restructure the teaching of IS. The first section describes the background and main problems of our students in information systems development. The second section describes the necessary knowledge domains to support a curriculum model which can give IS undergraduate students the necessary skills for the effective management of the information resources of organizations. Material published as part of this journal, either on-line or inprint, is copyrighted by the publisher of the Journal ofInformation Technology Education. Permission to make digital orpaper copy of part or all of these works for personal or classroomuse is granted without fee provided that the copies are not madeor distributed for profit or commercial advantage AND thatcopies 1) bear this notice in full and 2) give the full citation onthe first page. It is permissible to abstract these works so long ascredit is given. To copy in all other cases or to republish or topost on a server or to redistribute to lists requires specificpermission and payment of a fee. Contact Editor@ torequest redistribution permission.Teaching of IS Development104 BackgroundWe teach a course entitled “Computation and Management” in a private university in Portugal, The course aims to provide students with the skills necessary to conceptualize, develop, and manage information systems. We were the first Portuguese university to offer a “Computation and Management” course. The other universities focused more on computer science courses. We have been instructing specialists in information and management for almost twenty years. In that time we have felt the necessity for a course not limited to the technical side of information systems, but also considering organizational systems, behavior, management and strategy. Our curriculum has been guided by the different versions of the ACM Curriculum model, modified to suit Portuguese reality.Every five years we restructure our curriculum and every year we adjust the programs and the optional modules. The choice of five years is due to the knowledge evolution in this dynamic field, and also to the governmental restrictions we have. Every time we restructure the curriculum, it must be submitted to the Education Ministry. Sometime it takes years to be approved.In the past our emphasis was on operating systems and programming languages - the IT side. Over the last ten years, we have become aware of the difficulties our students faced when they went to the organizations hosting their training posts. One of the big problems they felt was the well-known gap between IT and business people (Alter, 2000). We then began to realize that our students have strong IT skills, but know little about organizations.Our first approach to help them was to put a bigger emphasis on modules focusing on management and information systems development (ISD). We also decided to adopt the philosophy and phases of an ISD methodology, and we have selected SSADM (Eva, 1992). Our choice reflects the result of a survey carried out in 1990 of 196 organizations of the European Community (Lopes, 1990). In this survey, 62.5% of the organizations use ISD methods, most commonly SSADM. We then faced two problems: i) SSADM does not fit well with the majority of Portuguese projects, due to their dimension; ii) the students have difficulties in translating business language to SSADM language, and in most cases they were not able to relate the concepts of the SSADM models.In an attempt to solve these problems, we developed an adaptation of SSADM to the Portuguese reality, using a road map of concepts to guide the work of students. That road map was also used to coordinate the programs of some disciplines more directly related to ISD.Although the road map was a great help to students, it was not enough. Information systems are no longer seen as synonymous to computerized systems, but as work systems that often are supported by information technology (Alter, 1999b). They are not only tools to support operational activities, but they are key resources to achieve competitive advantage. Information systems people require both technical and organizational skills to conceptualize, develop and manage information systems(AITP(DPMA)/ACM/AIS, 1997).The recognition of the evolution of IS, from work automation tool to strategic resource (Alter, 1999b; Galliers & Baets, 1998; Hammer, 1990; Lucas, 1997; O'Brien, 2000), and the consequent organizational needs and demands led us to adapt our curriculum again, evolving to an organizational perspective, while obviously not ignoring the technological side.That same orientation is now shared by other Portuguese universities, and was considered relevant by six of their main heads of IS/IT departments, in a debate around the future and status of IS teaching that took place in the first conference of the Portuguese Information Systems Association (2000) in October 2000.Lopes & Morais Teaching ISD – an Approach for the 21st CenturyThe development of the new curricula received inputs from students, teachers and ex-students of the department, and also from organizations. We conducted several brainstorming meetings with our department staff, and also invited students to participate in the discussions of the requirements for the new curricula. Being involved in the process students are more motivated and react better to the changes.The opinions of the people who supervise our students in the organizations during their training posts were also an important contribution to the process. They were able to point out the main difficulties felt by the students and their main knowledge gaps.We also conducted a survey of former students to gather information about the skills they considered important as IS professionals, to learn which skills they thought were not present in their curricula, and to find out their main difficulties. The areas of programming languages, software development and mathematics presented no difficulties to them. The biggest difficulties were the areas of networking and telecommunications (mentioned by 16% of the former students) and organization theory (11% of the former students).During this process we also took into account the recommendations of well recognized associations such as the ACM and IRMA/DAMA (AITP (DPMA)/ACM/AIS, 1997; Cohen, 2000).Our first aim was to define an integrated approach to activities starting from the organizational strategic definition to the implementation level of an information system in an organization. The starting point was a model developed by a teacher of the Department who has a long experience in IS consulting (Coelho, 2001). We then conducted several brainstorming meetings with the Department staff to discuss the model. The result of these meetings and a bibliographic review (Alter, 1999a; Alter, 2000; Buckingham, 1987; Checkland, 1998; Galliers & Baets, 1998; Hirschheim, 1996; Iivari, 1998; McLeod 1996) allowed us to achieve to the model in Figure 1.Figure 1: IS integrated approachWe have identified a set of the significant activities that must be carried out in any IS intervention so that a high level of quality is achieved. This set of activities is based on the assumption of a process-oriented structure of organizations (Alter, 1999a; Davenport, 1993), and on an integrated view of management. The main activities identified relate the conception and development of an IS. With regard105Teaching of IS Development106to development, two approaches can be followed, outsourcing or insourcing. Students must be able to manage an outsourcing project and also to develop an IS project. To accomplish this last kind of activity, two possible approaches are viable, tailored development and package implementation. Underlying all these activities are the planning and management of new, emergent and innovative information technology solutions.The model in Figure 1 was a starting point to highlight the relevant knowledge areas that must beincluded in the curriculum in order to achieve the desired goals, that is teaching IS as a combination of management and technical perspectives, giving students a wider viewpoint of IS, allowing them to conduct continuous improvement of business processes. Another important point that drove us during this process was the idea that the new curriculum should be designed to support both traditional and emerging career opportunities.Two main knowledge domains were automatically identified taking into account the requirements and skills needed by IS people: organization and technology.The area named Organization focuses on the subjects of organizational theory, organizational mission, objectives and work and the application of information systems technology to achieve organizational strategy.Technology involves the creative use of hardware and software platforms to support the information systems.Those areas were further subdivided in significant sub-areas as presented in Table 1. Each sub-area was developed through consideration of the roles that IS professionals must play in organizations, for instance as CIO, systems analyst, IS project manager and IS consultant.Mainarea Sub-areaMain topics Organizational theory Organizational modelsOrganizational structureOrganizational strategyBusiness processesChange managementKnowledge managementDecision makingSystems theory Apply systems representationsApply systems concepts to definition andsolution of problemsIS intervention activities Continuous process improvementBusiness process reengineeringInformation systems planningInformation systems developmentIS methodologies Systems development life cyclesSystem planning methodologiesSystem developing methodologiesOutsourcingO r g a n i z a t i o n Project managementProject planningPlanning and resource managementLopes & Morais107Management of IS function Stages of growth Aligning IT goals and strategy Role of CIO IS Security Mainarea Sub-area Main topicsNetworking andtelecommunications Networking concepts Distributed systemsInternet, IntranetsNetwork managementNetwork securityCommunication systemsComputer systems hardware Characteristics and capabilities ofcomputer systemsSystems architecturesProgramming languages Object and procedural programmingFourth generation languagesSoftware Development Algorithms and data structuresHuman computer interactionProblem solving methodsData bases Database design, implementation andmanagementObject, relational database systemsData warehousing, data miningOperating systems Operating systems conceptsNetwork operating systemsSoftware quality Software metricsSoftware testsPackage implementation Packages selectionIntegrated systems – ERPsT e c h n o l o g y IT and organizational systemsE-businessSupply-chainCustomer relationship managementGroupwareIntegrating the enterpriseTable 1: Representative areas and knowledge expected for IS graduatesOrganizational theoryThe organizational theory sub-area intends to give students knowledge to explore the ways in which organizations are analysed as entities within an environment, as subjects of strategic action, astechnologies, as social structures, as cultures, and as physical structures. It also covers important topics such as knowledge management, change management and decision -making.Systems theorySystems theory should provide the basic concepts of general system theory, together with some well-known laws and principles, as well as other related topics such as viable systems and information theory. The application of systems theory to information systems is another important topic to consider.Teaching of IS DevelopmentIS intervention activitiesThat sub-area intends to introduce the concepts and objectives concerning the activities that are carried out in organizations to change their information systems. They include continuous process improvement, business process reengineering (BPR), information systems planning (ISP) and information systems development (ISD).IS methodologiesStudents are presented with hard and soft, structured and object-oriented methodologies. The advantages of using different approaches are highlighted. Students should have the necessary knowledge so that they can choose and apply them in a specific situation. They must be also be knowledgeable about the outsourcing process, as frequently they will only need to know how to manage and purchase a service to a customer that will develop the required IS.Project managementThe project management sub-area is intended to give students the necessary knowledge to establish project goals, specify, gather, deploy and monitor resources and activities. Project costing, time, quality, documentation, leadership, motivation and team building are also skills students must learn. Management of IS functionStudents are expected to understand the internal management of information systems services from the point of view of the CIO and to examine alternative strategies and tactics available to management to achieve organizational goals. They should also have the necessary skills to coordinate the necessary activities to manage the operations of the IS function.Networking and telecommunicationsThe networking and telecommunications sub-area should present the fundamental concepts, architectures, protocols, standards and security for the development and management of networks. Students are also expected to understand the technology of the Internet, intranets and extranets. Electronic commerce technology and distributed systems are also relevant topics to consider. Computer systems hardwareThe computer systems hardware sub-area provides the hardware background, describing the functions and components of computers and peripheral systems. The different types of architectures should be presented. Students should be able to install and configure computer systems for effective use in a business environment.Programming languagesStudents should gain in-depth knowledge of a number of object and procedural programming languages. Software developmentThe software development sub-area provides the necessary skill to develop IS applications, including problem solving strategies, algorithm development, design and application of data structures and interface design.Data basesStudents should gain the necessary knowledge to design, implement and manage database systems. This sub-area includes concepts such as data models, database administration, information retrieval, data warehouse and data mining.108Lopes & Morais109Teaching of IS Development110Operating systemsThe different types of operating systems (OS) will be studied and utilized. The main concepts relating the organization of OS are exposed as well as the interrelationship of OS and hardware and application systems.Software qualityThe v erification and validation of programs is also an important topic. Principles to achieve high-level software quality are presented. Test planning and software metrics are relevant points to be covered. Package implementationApart from knowing how to devel op an IS, students should be able to purchase off the shelfapplications. They should know how to select, analyse and evaluate packages.IT and organizational systemsThe IT and organizational systems sub-area provides an integrated view of the use of IT in anorganization, with a specific interest on emergent technologies. Different kinds of systems should be analysed, such as enterprise resource planning, groupware, customer relationship management, supply-chain and electronic commerce. Their role and impact in the organization should be studied.Figure 2 presents the curriculum sub-areas related to the activities model, which was the basis of our curriculum proposal.Although Table 1 only presents the main areas of organization and technology, the curricula also includes other complementary and interleaved topics and areas such as mathematics, economy, law, ethics, leadership and communication.Modules are the building blocks of our curriculum. Each module may belong to one or more sub-areas. Each sub-area includes several modules. Figure 3 displays the weights of each area in our proposalaccording to the time allocated to the modules. The course is arranged in nine semesters with an averageof twenty -four hours per week. The ninthsemester is dedicated in full to a training post,developed in a Portuguese or foreignorganization.One of our main goals is to give an integrated view of the IS knowledge domains. Students relate and exercise the concepts in the different sub-areas through integrated projects that should be developed in different modules. The training post gives them the most important holistic view of the knowledge acquired in the curriculum. We have already used this curriculum modelwith a final training post, and once we havevery good feedback from the students and the organizations, we intend to continue to use it.ConclusionInformation systems are no longer seen as synonymous of computerized systems, but as work systems that often are supported by information technology. They are not only tools to support operationalactivities, but also key resources to achieve competitive advantage. Information systems curricula mustLopes & Moraisreflect this reality and give students both technical and organizational skills to effectively conceptualise, develop and manage information systems.Although it is our conviction that in an undergraduate curriculum we cannot teach every topic that will be needed by the students, we intend to give them the necessary background to support both traditional and emerging career opportunities and to promote continuous learning.After identifying what we think are the necessary knowledge areas of any IS curricula that aims to satisfy organizational needs, we can still ask if the domains we have identified are the correct ones f or the teaching of IS/IT in the 21st century.We certainly have the idea that the new curricula must have an organizational emphasis as big as, or greater than the technological one.ReferencesAITP(DPMA)/ACM/AIS, (1997). IS'97 Model Curriculum.Alter, S. (1999a). Information Systems (3rd ed.): Addison Wesley.Alter, S. (1999b). A General, yet useful theory of Information Systems. Communications of the Association for Information Systems, 1, 69.Alter, S. (2000). Same Words, Different Meanings: are basic IS/IT Concepts our Self-Imposed Tower of Babel?Communications of the Association for Information Systems, 3.Buckingham, R. A., Hirschheim, R. A., Land, F. F., & Tully, C. J.(1987). Information Systems Curriculum: A basis for course design. Information Systems Education: Recommendations and Implementation, Cambridge University Press. Checkland, P. and S. Holwell (1998). Information, systems and information systems: making sense of the field, John Wiley & Sons.Coelho, J. (2001). A condução de projectos de sistemas de informação no âmbito de uma aproximação integrada de gestão – o método LEARN. Paper presented at the QUATIC 2001, Lisboa, Portugal.Cohen, E. (ed). Curriculum Model 2000 of the Information Resources Management Association and the Data Administration Managers Association, accessed (November 2000) from /IRMA-DAMA-2000.pdf.Davenport, T. H. (1993). Process Innovation: Reengineering Work through Information Technology. Harvard Business School Press, Boston.Eva, M. (1992). SSADM Version 4: a user's guide: McGraw-Hill.Galliers, R., & Baets, W. (1998). Information Technology and Organizational Transformation: Innovation for the 21st Century Organization: Wiley.Hammer, M. (1990). Reengineering Work: Don't Automate, Obliterate. Harvard Business Review,4, 104-122.Hirschheim, R., Klein, H., & Lyytinen, K. (1996). Exploring the Intellectual Structures of Information Systems Development: a social Action Theoretic Analysis. Accounting, Management & Information Technology, 6,1-64. Iivari, J., R. Hirschheim, et al. (1998, June). A Paradigmatic Analysis Contrasting Information Systems Development Approaches and Methodologies. Information Systems Research. 9, 164-193.Lopes, F. (1990). A Framework for the Selection of System Analysis & Development Methods. M.Sc. Thesis, UMIST, Manchester.Lucas, H. (1997). Information Technology for Management. (6th ed.): McGraw-Hill.McLeod, R. Jr. (1996). Comparing Undergraduate Courses in Systems Analysis and Design. Communications of the ACM, 39, 133-121.O'Brien, J. (2000). Introduction to Information Systems: Essentials for the Internetworked Enterprise. (9th ed.): McGraw-Hill Portuguese Information Systems Association. (2000). conference 25-27 October. http://www.apsi.pt/1CAPSI/111Teaching of IS Development112BiographiesFilomena Lopes is a professor at the Computation Department of Universidade Portucalense, Porto, Portugal. She received her M.Sc. in Computation from UMIST, Manchester, and her Ph.D. in Information Systems and Technology from the Universidade do Minho, Portugal. Her research interests include information systems intervention activities, methods and models of IS and knowledge management. She has published several articles in proceedings of IS conferences. She is also engaged in several IS curriculum reformulations.Paula Morais is a professor at the Computation Department of Universidade Portucalense, Porto, Portugal. She received her M.Sc. in Computation from UMIST, Manchester, and her Ph.D. in Information Systems and Technology from the Universidade do Minho, Portugal. Her research interests include information systems development, knowledge management and programming languages. She has published several articles in proceedings of IS conferences. She is also engaged in several IS curriculum reformulations. She is a member of AIS.。

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当教会弟弟的那一刻我长大了英语作文

当教会弟弟的那一刻我长大了英语作文

全文分为作者个人简介和正文两个部分：作者个人简介：Hello everyone, I am an author dedicated to creating and sharing high-quality document templates. In this era of information overload, accurate and efficient communication has become especially important. I firmly believe that good communication can build bridges between people, playing an indispensable role in academia, career, and daily life. Therefore, I decided to invest my knowledge and skills into creating valuable documents to help people find inspiration and direction when needed.正文：当教会弟弟的那一刻我长大了英语作文全文共3篇示例，供读者参考篇1The Moment I Grew Up When I Taught My Little BrotherAs the older sibling, I had always felt a sense of responsibility towards my little brother, Jason. From the day he was born, I made a silent vow to be the best big sister I could be – to guidehim, protect him, and be his role model. However, it wasn't until I took on the task of teaching him that I truly understood the weight of that commitment and the profound impact it would have on both of our lives.It all began one sunny afternoon when Jason came home from school, his brow furrowed and his backpack slung dejectedly over his shoulder. As he plopped down on the couch beside me, I could sense the frustration radiating off him like waves."What's wrong, buddy?" I asked, setting aside my book."I just don't get it," he mumbled, pulling out his math workbook. "No matter how hard I try, I can't seem to understand fractions."I peered over his shoulder at the page filled with daunting fractions and equations, and a surge of sympathy washed over me. I remembered how challenging that concept had been for me at his age, and how lost and discouraged I had felt. Without a second thought, I made a decision that would change the course of our relationship."Don't worry, Jason," I said, putting my arm around his shoulders. "I'll help you. We'll work through this together."From that day on, our living room became a makeshift classroom, and I assumed the role of teacher. With patience and determination, I broke down the concepts into bite-sized pieces, using analogies and real-life examples to make the abstract ideas more tangible. I made flashcards, created games, and even resorted to bribery with his favorite snacks when his attention started to wane.At first, the progress was slow, and there were moments when I felt like giving up. Jason would grow frustrated, and I would question my ability to effectively convey the information. But I refused to let either of us quit. I dug deeper, researching different teaching methods and adjusting my approach until I found what worked best for him.Gradually, I witnessed a transformation in Jason. The furrows on his brow began to smooth out, and his eyes would light up with comprehension. He started raising his hand in class and answering questions correctly. His confidence blossomed, and he even began helping his classmates who were struggling.But the true revelation didn't come until one evening when Jason bounded through the front door, his face flushed with excitement."Guess what?" he exclaimed, waving a graded test in my face. "I got an A!"In that moment, as I enveloped him in a bear hug and felt the swell of pride in my chest, I realized that this experience had been about so much more than just teaching fractions. It had been a journey of growth – for both of us.Through the process of imparting knowledge to my little brother, I had learned invaluable lessons about patience, perseverance, and the art of effective communication. I had developed a newfound appreciation for the dedication and skill of teachers, and a deeper understanding of the challenges they face daily.More importantly, I had gained a profound sense of responsibility and a desire to make a positive impact on those around me. I realized that being a role model extended far beyond setting a good example; it meant actively investing in the lives of others and playing a part in shaping their futures.As I watched Jason blossom under my tutelage, I saw glimpses of the remarkable young man he would become. And in those moments, I felt a sense of purpose and fulfillment that transcended any academic achievement.From that point on, our bond as siblings deepened in ways I could never have imagined. Jason looked up to me not just as his big sister, but as a mentor and confidant. He sought my advice on everything from school projects to navigating the complexities of friendships and growing up.In turn, I learned to cherish our relationship in a new light, recognizing the profound impact I could have on his life simply by being present, engaged, and willing to share my experiences and knowledge.As the years passed, our roles began to shift and evolve. There were times when Jason became the teacher, patiently guiding me through the intricacies of technology or explaining the nuances of the latest social media trends. Our relationship became a continuous exchange of wisdom and understanding, each of us contributing to the growth and development of the other.Looking back on that pivotal moment when I decided to teach my little brother, I realize that it was a turning point – a rite of passage that marked my transition from childhood to adulthood. It was the moment when I stopped being just a big sister and became a mentor, a guide, and a source of inspiration.Through that experience, I discovered the profound joy and fulfillment that comes from making a positive impact on someone else's life. I learned that true growth and maturity stem not from academic achievements or societal milestones, but from the choices we make to invest in others and contribute to their personal journeys.As I stand on the precipice of adulthood, ready to embark on my own path, I carry with me the lessons and values instilled during those precious moments of teaching my little brother. I understand that true success lies not in individual accomplishments, but in the lasting impact we have on the lives of those around us.And in those quiet moments when I reflect on the person I have become, I can't help but smile and feel a profound sense of gratitude for the opportunity to be a teacher, a mentor, and a role model – not just to my little brother, but to all those whose lives I will have the privilege of touching in the years to come.篇2The Moment I Grew Up When I Taught My Little BrotherI can vividly recall the day it happened - the moment I truly felt like I had grown up and taken on more responsibility. It was asunny Saturday morning, and my little brother Timmy and I were home alone while our parents were out running errands. At 7 years old, Timmy was full of youthful energy and curiosity about the world around him. I, being 5 years older at 12, was at that transformative age where childhood silliness was giving way to the realities of becoming a teenager.Timmy had been pestering me for what felt like hours to play his favorite game - pirates. He loved dressing up with an eye patch, brandishing a plastic sword, and demanding I walk the plank off the edge of his bed while he tried to "make me talk" like a captive. I had indulged him a few times that morning, but was quickly growing bored of his persistent pleading."Jacob, please be the captain again! I'll let you have all the treasure this time," Timmy begged, giving me his signature puppy dog eyes. I shook my head and let out an exasperated sigh."Not right now, Timmy. I'm too old for那mon pirate games,"I stated definitively, hoping he'd take the hint.His bright smile instantly turned to a frown, and I could see the disappointment wash over his cherub-like face. In that moment, I was struck by a realization - up until now, I had been viewing the games and adventures we shared through thesimplistic lens of a child, where meaningless fun was the only objective. But Timmy wasn't just play-acting; in his mind, these imaginary excursions were vivid, living experiences that brought him immense joy.By shutting down his attempts to kickstart another magical world for us, I was metaphorically slamming a door on his childhood innocence that I had once shared and still clung to in many ways. The weight of being the "big brother" and role model settled onto my shoulders more forcefully than ever before. I recognized that nurturing Timmy's youthful spirit and keeping that light of pure, unbridled imagination aglow within him was suddenly my charge to uphold.Feeling a newfound sense of purpose, I knelt down to meet Timmy at eye level. "Wait, actually on second thought, we can play pirates again for a little while if you want," I backtracked. "But this time, I'll let you be the captain, and I'll show you how we can make the game even more fun!"Timmy's frown turned upside down in an instant as he threw his little arms around me. "Really?? You're the best brother ever!"I chuckled and tousled his mop of blond hair. "Alright Captain, what's our mission for today? Looking for buried treasure again?"He scrunched up his face in thought for a few moments before his eyes lit up. "No, let's pretend we're explorers searching for a mythical island that no one has ever found before! Like the mysteries of the Bermuda Triangle!""Love that idea," I responded enthusiastically. "Why don't you grab some paper and crayons, and you can draw us a map to follow? Make it look really old and mysterious."Timmy eagerly compiled maps upon maps, some signaling the locations of sea monsters and some pointing towards the fabled island, which he dubbed "Tinseltown" based on its rumored streets paved with gold and jewels. Each time he finished an addition, he would excitedly run over to show me, explaining in remarkable detail the significance of every X and squiggly line.As he worked, I rearranged the living room to resemble the interior of a rickety boat's lower deck, sectioning off areas with blankets and pillows to create nooks and pathways. By the time his maps were complete, our make-believe vessel was ready to set sail on the high seas in search of Tinseltown."All aboard, Captain Timmy!" I announced in my best pirate's growl once he had finished his final map. "Where shall we set a course to first based on your charts?"Thus began one of the most epic imaginary voyages I have ever experienced. For the next few hours, Timmy and I paddled our way through raging storms, fended off giant sea creatures, and got hopelessly lost more times than I could count, abandoning our maps in favor of his newly spun tales of which way we should turn next.I was utterly amazed at the boundless creativity flowing from my little brother and found myself becoming more entranced and invested in our adventure with every twist and turn. Any lingering doubts I had about being "too old" for these sorts of childish games had completely melted away. I realized that true wonder and fascination with the world has no age limit; it comes from within, fueled by your willingness to tap into those reservoirs of pure, unlimited potential for imagination.When our journey inevitably led us to the fabled shores of Tinseltown at last, the look of absolute awe and delight on Timmy's face was worth more than all the metaphorical riches our made-up island could offer. As he ran around the kitchen collecting bits of foil and balled-up paper to serve as his "treasures," I couldn't help but feel an immense sense of pride and affirmation about how I had made this experience so special for him.In that moment, it dawned on me that I had crossed an invisible threshold into a more mature mindset. Instead of shutting out Timmy's attempts to live in his imaginary world, I had embraced the chance to be a co-creator and bring his fantasies to vivid life. By enriching his childhood rather than dismissing it, I had taken my first confident strides towards growing up and becoming the loving role model a younger sibling deserves.As we cleaned up the disarray of maps, blanket boats, and pirated treasures, Timmy looked up at me with complete adoration. "That was the most fun I've ever had, Jacob. You're the best explorer and big brother ever!"I smiled warmly and pulled him in for a hug. "Thanks, Captain. And thank you for letting me be part of your incredible adventure today. You've got an amazing imagination, and I feel so lucky I got to see it in action."In the days and years that followed, I strived to carry forward that same selfless consideration for Timmy's creative impulses and formative childhood experiences. Whether it was inspiring thrilling new storylines for his toys, putting on wildly choreographed musical performances, or exploring the woods near our house like we were the first settlers in a new land, Irecognized my role was to foster and safeguard that beautiful innocence for as long as I possibly could.Looking back now, I'm so grateful for that pivotal day when I made the conscious decision to grow up just a little bit. It wasn't marked by any major life event or ceremonious transition - just a simple realization about what truly matters in life. By shifting my perspective to see the world through my little brother's wonderstruck eyes, I gained more wisdom about love, empathy, and appreciating life's simplest joys than any textbook or lecture could impart.Those imaginary adventures with Timmy were the first steps I took towards becoming passionate about bringing happiness and inspiration to others, which eventually led me to my current calling as a teacher. Each day, I strive to awaken that same unbridled curiosity about our world in my students, encouraging them to explore the boundaries of their imagination like I once did under Timmy's enthusiastic "captaincy."While I may be all grown up now, I'll never lose that profound sense of childlike awe I re-discovered when I agreed to join in my little brother's latest and greatest adventure that fateful day. It's what motivates me to constantly seek out opportunities to view life through a lens of limitless wonder andpossibility. For it was in selflessly agreeing to bring Timmy's fantasies to life that day that I truly began living out my own greatest realized dreams and aspirations for the first time.篇3The Moment I Grew Up: Teaching My Little BrotherAs the oldest of three siblings, I had always felt a sense of responsibility towards my younger brother and sister. However, it wasn't until the summer before my junior year of high school that I truly understood what it meant to be the "big sibling." That was the summer my parents entrusted me with the daunting task of tutoring my little brother, who was struggling with reading and writing. Little did I know, this experience would be a pivotal moment in my journey towards adulthood.My brother, Tommy, was a rambunctious nine-year-old who found it challenging to sit still for more than five minutes. The idea of him focusing on academics during the carefree summer months seemed like an impossible feat. However, my parents were adamant that he needed extra help to catch up before the start of the new school year. And so, the role of teacher fell upon my unsuspecting shoulders.The first few sessions were nothing short of disastrous. Tommy would fidget, whine, and do everything in his power to avoid the worksheets I had meticulously prepared. I found myself growing increasingly frustrated, resorting to tactics I had once sworn never to use – bribery with treats and threats of punishment. It was a losing battle, and I could feel the weight of failure weighing heavily upon me.It was then that I realized I needed to approach this challenge differently. I stepped back and tried to remember what it was like to be a young child, struggling to grasp concepts that seemed so simple to my older self. I recalled the teachers who had made learning enjoyable for me – those who had turned lessons into games and made me forget that I was even learning.With this newfound perspective, I decided to scrap the worksheets and dry textbook exercises. Instead, I turned our lessons into interactive adventures, using storytelling,role-playing, and hands-on activities to make the material more engaging. We would act out scenes from storybooks, using different voices and props to bring the characters to life. Or, we would go on scavenger hunts around the house, searching for objects that started with certain letters or fit into specific categories.Slowly but surely, I began to see a transformation in Tommy. The whining and fidgeting subsided, replaced by a newfound enthusiasm for learning. He would eagerly await our daily sessions, bubbling with excitement over what adventures awaited us. And as his interest grew, so did his grasp of the material.But more than just academic progress, I witnessed a deeper change within myself. I found myself exhibiting qualities I had previously only admired from afar – patience, creativity, and an unwavering determination to help my little brother succeed. I was no longer just his sibling; I had become his mentor, his guide, and his cheerleader.With each passing week, I gained a newfound appreciation for the art of teaching. I learned to adapt to Tommy's unique learning style, tailoring my approach to his strengths and weaknesses. I celebrated his triumphs, no matter how small, and encouraged him to persevere through his struggles.And in those moments of triumph, when Tommy's face would light up with the joy of understanding, I felt a profound sense of accomplishment that went beyond mere academic success. I was shaping a young mind, instilling in him a love for learning that would serve him for years to come.As the summer drew to a close, and our lessons came to an end, I found myself filled with a bittersweet mixture of pride and sadness. I was proud of the progress Tommy had made, but I would miss our daily adventures into the realms of knowledge.It was then that I realized the true significance of our journey together. It wasn't just about helping my little brother catch up academically; it was about something far greater. It was about stepping into the role of a responsible, caring, and nurturing adult – a role that I had been unconsciously preparing for my entire life.In those summer months, I had grown up in ways I never could have imagined. I had developed a deeper sense of empathy, understanding the importance of meeting others where they are and tailoring my approach to their needs. I had honed my communication skills, learning to explain complex concepts in simple, engaging ways.But perhaps most importantly, I had discovered the incredible feeling of making a positive impact on someone else's life. Witnessing Tommy's newfound confidence and love for learning filled me with a sense of purpose that extended far beyond the confines of our makeshift classroom.As I stepped onto the campus for my junior year, I carried with me a newfound maturity and a deeper appreciation for the value of education. I understood that learning was not just about memorizing facts and figures; it was about igniting a spark of curiosity and wonder that would fuel a lifelong journey of discovery.And while the journey ahead was sure to be filled with its own challenges and obstacles, I felt better equipped to face them head-on. For in those summer months of teaching my little brother, I had learned invaluable lessons about perseverance, creativity, and the power of positive reinforcement – lessons that would serve me well in the years to come.As I reflect on that pivotal summer, I am filled with gratitude for the opportunity to have walked in the shoes of a teacher, if only for a brief period. It was a transformative experience that taught me far more than I could have ever imparted to my little brother. It was the moment I truly grew up, embracing the responsibilities and joys of adulthood while still cherishing the wonder and imagination of childhood.And as I look towards the future, I carry with me the knowledge that teaching is not just a profession, but a calling – a chance to shape young minds and leave a lasting impact on theworld. Perhaps one day, I too will have the privilege of standing at the front of a classroom, guiding the next generation on their own journeys of discovery.But for now, I am content to have had this small taste of what it means to be an educator, a mentor, and a role model. For in those fleeting summer months, I learned a lesson that will stay with me forever – that true growth comes not from the acquisition of knowledge, but from the ability to share it with others, one mind and one heart at a time.。

《英语教学法教程》(王蔷)考研复习资料-名词解释

《英语教学法教程》(王蔷)考研复习资料-名词解释

1.The ultimate goal of ELT: the ultimate of foreign language teaching is to enable students to usethe foreign language in work or life when necessary. Thus we should teach that part of the language that will be used (rather than all part of the language).Definition of task: a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention in principally focused on meaning rather than form. (Nunan 1989:8)A lesson plan is a framework of a lesson in which teachers make advance decision about what they hope to achieve and how they would like to achieve it. In other words, teachers need to think about the aims to be achieved, materials to be covered, activities to be organized, and techniques and resources to be used in order to achieve the aims of the lesson.Classroom management is the way teachers organize what goes on in the classroom. It contributes directly to the efficiency of teaching and learning as the most effective activities can be made almost useless if the teacher does not organize them efficiently. As the goal of classroom management is to create an atmosphere conductive to interacting in English in meaningful ways.Deductive method: The Deductive method relies on reasoning, analyzing and comparing. First, the T writes an example on board or draws attention to an example in the textbook. Second, the T explains the underlying rules regarding the forms and positions of certain structural words. The explanations are often done in the S’s native language and use grammatical terms. Sometimes, comparisons are made between the native language and the target language or between the newly presented structure and previously learned structures. Finally, the Ss practice applying the rule to produce sentences with given prompts.Inductive method: the T provides learners with authentic language data and induces the learners to realize grammar rules without any forms of explicit explanation.1. Language:” Language is a system of arbitrary vocal symbols used for human communication.” It can be understood in the following six aspects:Language as system;Language as symbolic;Language as arbitrary;Language as vocal;Language as human;Language as communicationBottom-up modelSome teachers teach reading by introducing new vocabulary and new structures first and then going over the text sentence by sentence. This way of teaching reading reflects the belief thatreading comprehension is based on the understanding and mastery熟练of all the new words, new phrases, and new structures as well as a lot of reading aloud practice. Also, this reading follows a linear process from the recognition of letters, to words, to phrases, to sentences, to paragraphs, and then to the meaning of the whole text. This way of teaching reading is said to follow a bottom-up model.2). Top-down modelIt is believed that in teaching reading, the teacher should teach the background knowledge first so that students equipped with such knowledge will be able to guess meaning from the printed page. This process of reading is said to follow the top-down model of teaching reading just as Goodman(1970) once said that reading was “a psycholinguistic guessing game”2. Structural view:The structural view sees language as a linguistic system made up of various subsystems: from phonological, morphological, lexical, etc. to sentences.3. The functional view:The functional view sees language as a linguistic system but also as a means for doing things.Most of our day-to-day language use involves functional activities: greetings; offering,suggesting, advising, apologizing, etc.The communicative view of languageThe communicative, or functional view of language is the view that language is a vehicle for the expression of functional meaning. The semantic and communicative dimensions of language are more emphasized than the grammatical characteristics, although these are also included.4. The interactional view:The interactional view considers language as a communicative tool, whose main use is to build up and maintain social relations between people.1) The behaviorist theory( Skinne r)-- a stimulus-response theory of psychologyThe key point of the theory of conditioning is that "you can train an animal to do anything (within reason) if you follow a certain procedure which has three major stages, stimulus,response, and reinforcement"2) Cognitive theory( Noam Chomsky):The term cognitive is to describe loosely methods in which students are asked to think rather than simply repeat.The goal of CLTThe goal of CLT is to develop students' communicative competenceLesson planning means making decisions in advance about what techniques, activities and materials will be used in the class.Teaching stages and procedures:Teaching stages are the major steps that language teachers go through in the classroom.Procedures are the detailed steps in each teaching stage.31. Three P's model: presentation, practice and production.SkimmingSkimming means reading quickly to get the gist,i.e. the main idea of the text. ScanningScanning means to read to locate/get specific information.1). DiscussionA discussion is often used for a) exchange of personal opinions. This sort of discussion canstart with a question like "What do you think of?"b) stating of personal opinions ongeneral issues. c) problem-solving.d) the ranking(分类；顺序)of alternatives e) deciding upon priorities(先;前)etc.2). Role-playRole-play is a very common language learning activity where students play differentroles and interact from the point of view of the roles they play.What’s called A process approach to writing1). DefinitionWhat really matters or makes a difference is the help that the teacher provides toguide the students through the process that they undergo when they are writing. What’s the assessmentAssessment in ELT means to discover what the learners know and can do at a certain stage of the learning process.a. Grammar Translation:The Grammar Translation method started around the time of Erasmus (1466-1536). Its primary focus is on memorization of verb paradigms, grammar rules, and vocabulary. Application of this knowledge was directed on translation of literary texts--focusing of developing students' appreciation of the target language's literature as well as teaching the language. Activities utilized in today's classrooms include: questions that follow a reading passage; translating literary passages from one language to another; memorizing grammar rules; memorizing native-language equivalents of target language vocabulary. (Highly structured class work with the teacher controlling all activities.)b. Direct Method:The Direct Method was introduced by the German educator Wilhelm Viëtor in the early 1800's.Focusing on oral language, it requires that all instruction be conducted in the target language with no recourse to translation. Reading and writing are taught from the beginning, although speaking and listening skills are emphasized--grammar is learned inductively. It has a balanced, four-skill emphasis.c. The Silent Way:The teacher is active in setting up classroom situations while the students do most of the talkingand interaction among themselves. All four skills (listening, speaking, reading & writing) are taught from the beginning. Student errors are expected as a normal part of learning; the teacher's silence helps to foster self-reliance and student initiative.d. Community Language Learning:Teachers recognize that learning can be threatening and by understanding and accepting students' fears, they help their students feel secure and overcome their fears of language learning--ultimately providing students with positive energy directed at language learning. Students choose what they want to learn in the class and the syllabus is learner-generated.e. Natural Approach:Introduced by Gottlieb Henese and Dr. L. Sauveur in Boston around 1866. The Natural Approach is similar to the Direct Method, concentrating on active demonstrations to convey meaning by associating words and phrases with objects and actions. Associations are achieved via mime, paraphrase and the use of manipulatives. Terrell (1977) focused on the principles of meaningful communication, comprehension before production, and indirect error correction. Krashen's (1980) input hypothesis is applied in the Naturale. Reading Method:The reading method was prominent in the U.S. following the Committee of Twelve in 1900 and following the Modern Foreign Language Study in 1928. The earlier method was similar to the traditional Grammar/Translation method and emphasized the transference of linguistic understanding to English. Presently, the reading method focuses more on silent reading for comprehension purposes.f. ASTP and the Audiolingual Method:This approach is based on the behaviorist belief that language learning is the acquisition of a set of correct language habits. The learner repeats patterns and phrases in the language laboratory until able to reproduce them spontaneously.ASTP (Army Specialized Training Program) was an intensive, specialized approach to language instruction used in during the 1940's. In the postwar years, the civilian version of ASTP and the audiolingual method featured memorization of dialogues, pattern drills, and emphasis on pronunciation.g. Cognitive Methods:Cognitive methods of language teaching are based on meaningful acquisition of grammar structures followed by meaningful practice.h. Communicative Methods:The goal of communicative language approaches is to create a realistic context for language acquisition in the classroom. The focus is on functional language usage and the ability to learners to express their own ideas, feelings, attitudes, desires and needs. Open ended questioning and problem-solving activities and exchanges of personal information are utilized as the primary means of communication. Students usually work with authentic materials (authentic realia) in small groups on communication activities, during which they receive practice in negotiating meaning.i. Total Physical Response Method:This approach to second language teaching is based on the belief that listening comprehension should be fully developed before any active oralparticipation from students is expected (just as it is with children when theyare learning their native language) .What is the Grammar-Translation Method?The Grammar-Translation Method is designed around grammatical structures.The Functional-Notional ApproachUnlike the Grammar-Translation Method, which is based on the grammar structures, it thinks thata general learner should take part in the language activities, the functions of language involved inthe real and normal life are most important. For example, the learners have to learn how to give directions, buy goods, ask a price, claim ownership of something and so on. It tells that is not just important to know the forms of the language, it is also important to know the functions and situations, so that the learner could practice real-life communication.Communicative CompetenceBoth knowledge about the language and the knowledge about how to use the language in communicative situation appropriately.Critical Period Hypothesis关键期假说This hypothesis states that if humans do not learn a foreign language before a certain age ,then due to changes such as maturation of the brain ,it becomes impossible to learn the foreign language like a native speaker.1.Process-oriented theories:强调过程are concerned with how the mind organizes newinformation such as habit formation, induction, making inference, hypothesis testing and generalization.2.Condition-oriented theories: 强调条件emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, the kind of input learners receives, and the atmosphere.3.Behavioristtheory,(Skinner and waston raynor)A the key point of the theory of conditioning is that” you can train an animal to do anything if you follow a certain procedure which has three major stages, s timulus, response, and reinforcementB the idea of this method is that language is learned by constant repletion and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised.4.Cognitive theory:Chomsky)thinks that language is not a form of behavior,it is an intricate rule-based system a nd a large part of language acquisition is the learning of this system.There are a fin ite number of grammatical rules in the system and with knowledge of these an infinite number of sentences can be produced.5.Constructivist theory:(John Dewey)the constructivist theory believes that learning is a proces in which the learner constructs meaning based on his/her own experiences and what he/he r already knows6.Socio-constructivist theory: (Vygotsky) he emphasizes interaction and engagement with the tar get language in a social context based on the concept of “Zone of Proximal Development” (ZPD) and scaffolding.。

为了成为一名教师,你做了哪些准备英语作文

为了成为一名教师,你做了哪些准备英语作文

为了成为一名教师,你做了哪些准备英语作文全文共3篇示例，供读者参考篇1Title: My Journey to Becoming a TeacherBecoming a teacher has always been my passion and dream. From a young age, I knew that I wanted to inspire and educate others through teaching. In order to achieve this goal, I have taken numerous steps and made extensive preparations to become a successful educator.First and foremost, I completed my undergraduate degree in Education, specializing in English. This provided me with a solid foundation in teaching principles, classroom management techniques, and education theory. During my time in university, I actively participated in teaching practicums and volunteered at local schools to gain practical experience in the field. These experiences were invaluable in helping me develop my teaching skills and build meaningful relationships with students and colleagues.In addition to my formal education, I also pursued further professional development opportunities. I attended workshopsand conferences on teaching methodologies, language acquisition, and educational technology. I also sought out mentorship from experienced educators who provided me with guidance and support along the way.One of the most important aspects of my preparation to become a teacher was gaining real-world teaching experience. I worked as a substitute teacher, tutor, and teaching assistant in order to get hands-on experience in the classroom. This allowed me to practice my teaching skills, connect with students from diverse backgrounds, and refine my teaching style.Furthermore, I continuously engaged in self-reflection and professional growth. I sought feedback from colleagues and students, attended professional development courses, and pursued advanced degrees to deepen my knowledge and expertise in the field of education. I also stayed current with trends and developments in education by reading scholarly articles, blogs, and books on teaching and pedagogy.Overall, my journey to becoming a teacher has been a challenging yet rewarding experience. I have put in countless hours of hard work, dedication, and preparation to achieve my goal of becoming an educator. I am excited to embark on this new chapter in my life and make a positive impact on the lives ofmy students. With the knowledge, skills, and passion that I have cultivated over the years, I am confident that I will be able to inspire, educate, and empower the next generation of learners.篇2In order to become a teacher, I have made a lot of preparations. Becoming a teacher has always been my dream since I was a child. I believe that being a teacher is not just about teaching knowledge, but also about shaping young minds and making a positive impact on society. Here are the preparations I have made to become a teacher:1. Education: I have completed my bachelor's degree in education from a reputable university. I believe that a strong educational background is essential for becoming a successful teacher. During my studies, I have learned about teaching methods, classroom management, and educational psychology.2. Teaching experience: I have gained valuable teaching experience by working as a volunteer at a local school. This experience has helped me develop my communication skills, classroom management skills, and ability to connect with students. I have also learned how to adapt my teaching style to meet the needs of different students.3. Professional development: I have attended workshops and seminars on teaching strategies, classroom technology, and multicultural education. I believe that continuous professional development is crucial for staying current in the field of education and improving my teaching skills.4. Certification: I have obtained my teaching certification by passing the necessary exams and meeting the requirements set by the state. I believe that certification is important for demonstrating my commitment to the teaching profession and my ability to meet the standards set by the education system.5. Networking: I have built a strong network of fellow teachers, mentors, and education professionals. Networking has helped me gain valuable insights into the teaching profession, learn from the experiences of others, and stay connected to the latest developments in education.Overall, I have made thorough preparations to become a teacher. I am excited about the opportunity to inspire and educate the next generation of students and make a positive impact on their lives. I am confident that my passion for teaching, combined with my education and experience, will help me become a successful and effective teacher.篇3Preparing to become a teacher is a process that requires dedication, passion, and hard work. As an aspiring educator, I have taken several steps to ensure that I am fully prepared for the challenges and responsibilities that come with the profession. In this essay, I will outline the various preparations I have made in order to become a successful teacher.First and foremost, I have completed a Bachelor's degree in Education from a reputable university. This program provided me with a solid foundation in pedagogy, curriculum development, and classroom management. I have also taken specialized courses in my area of interest, such as English literature and language teaching. Through these courses, I have gained a deeper understanding of the subject matter and developed the skills necessary to effectively teach it to students.In addition to my formal education, I have also gained practical experience through hands-on teaching opportunities. I have completed several practicum placements in local schools, where I have worked closely with experienced teachers to plan and deliver lessons, assess student learning, and manage classroom dynamics. These experiences have allowed me toapply the theoretical knowledge I have gained in a real-world setting and have helped me develop my teaching skills.Furthermore, I have taken the initiative to continuously improve and expand my teaching skills. I have participated in professional development workshops and seminars, where I have learned about the latest trends in education, teaching strategies, and technology integration. I have also sought feedback from peers and mentors to identify areas for growth and have worked diligently to address any weaknesses.In order to effectively communicate with diverse populations of students, I have also learned to speak multiple languages and have gained a basic understanding of different cultures. This has enabled me to connect with students from various backgrounds and foster a supportive and inclusive learning environment.Overall, the preparations I have made to become a teacher have been both challenging and rewarding. I am confident that my education, practical experience, and ongoing professional development have equipped me with the knowledge and skills necessary to be an effective educator. I am excited to embark on this fulfilling career path and make a positive impact on the lives of my future students.。

(中学教师资格考试)英语学科知识与教学能力复习题库及答案

(中学教师资格考试)英语学科知识与教学能力复习题库及答案

（中学教师资格考试）英语学科知识与教学能力复习题库及答案一、单选题1.Which of the following nominating patterns can a teacher adopt to ensure that all students are actively involved in classroom activities?A、Nominating those who are good at English.B、Asking questions in a predicable sequence.C、Nominating students after the question is given.D、Nominating students before giving the question.【正确答案】：C解析：本题考查提问方式。

题目中问哪种提问方式可以保证所有的学生都积极参与到教学活动中来。

C是提出问题后随意点名，这样可以保证所有学生的关注。

综上，C选项正确。

A是提问那些英语好的人，这会让那些英语不好的学生疏于关注，故排除。

B是按照一定的顺序来进行提问，这种方式会让顺序外的学生失去兴趣，故排除。

D是先点名提问，之后给出问题，这种方式会导致其余学生不去关注问题，故排除。

故正确答案为C项。

2.What instruction does the teacher give in class? Choose from the options what the teacher wants to do. Quiet now, please.A、get the class to stop talking.B、help the student to correct the mistakes.C、change roles in pair work.D、tell the pupils to get into pairs for pair work.【正确答案】：A解析：本题考查教师的指令。