现代英语教学论

图书标准信息

• 作者 李正栓；杨国燕；贾萍；谷素华
• 出版社 清华大学出版社
• 出版时间 2018-09
• 版次 1
• ISBN 9787302506713
• 定价 78.00元
• 装帧 平装
• 开本 16开
• 页数 391页
• 字数 99999千字

【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】

Chapter1TheNationalEnglishCurriculumandDevelopmentofLearners’CoreQualities1IntroductiontotheNationalEnglishCurriculum.1ObjectivesStructureintheNationalEnglishCurriculum(2001)2PerformanceStandardsforDifferentLevelsofCompetence4TheImportanceofDevelopmentofCoreQualities5BasicConnotationofLearners’CoreQualities5MainPerformanceofDevelopmentofLearners’CoreQualities.7Discussion.11Chapter2AHistoricalOverviewofEnglishLanguageTeachingMethodologyinChina.12Grammar-TranslationMethodandDirectMethod13OralApproachandAudio-LingualMethod19NaturalApproach.23CognitiveApproach25OtherTeachingMethodsInfluencingEnglishLanguageTeaching(ELT)inChina.27Discussion.32Chapter3CommunicativeApproach33DevelopmentofCommunicativeApproach.33TheoryofCommunicativeApproach35CharacteristicsofCommunicativeApproach37CaveatsofCommunicativeApproach39ObjectivesofCommunicativeApproach.40Teacher’sRoleinCommunicativeApproach.41TechniquesofCommunicativeApproach42DesigningCommunicativeActivities.43ComparisonBetweenAudio-LingualMethodandCommunicativeApproach.43ImpactofCommunicativeApproachonEnglishLanguageTeachingiChina45ExcusesforAvoidingCommunicativeApproachinEnglishClasses47Suggestions50Discussion.52Chapter4AlternativesofCommunicativeApproach53WholeLanguageEducation.53NeurolinguisticProgramming55CooperativeandCollaborativeLearning58Content-BasedInstruction65Theme-BasedInstruction69TheLexicalApproach.71Discussion.74Chapter5ExperientialLearning75ImplicationsofExperientialLearning.76RoleofExperienceinLearning.77FoundationsofExperientialLearning.79BasicModelofExperientialLearning.82CharacteristicsofExperientialLearning.85SettingsinExperientialLearning86ReflectionandMotivationinExperientialLearning87Discussion.95Chapter6Task-BasedLanguageTeaching.96DefiningTasks96GoalsandOutcomesinTask-BasedInstruction100FeaturesofTask-BasedLearning101ThePracticeofTasksandSkills103TypesofLearningActivities105RolesofLearnerandTeacher109StartingPointsforTasks.110DefiningText-BasedTasks110DesigningText-BasedTasks.112PlanningaText-BasedTaskLesson116Discussion.120Chapter7InquiryLearning121DefinitionofInquiryLearning.121CharacteristicsofInquiryLearning.122SignificanceandObjectivesofInquiryLearning123StrategiesofInquiryLearning124DevelopingStudents’QuestioningSkillsinInquiryLearning.131ApplicationofInquiryLearning.132AssessmentofInquiryLearning.136Discussion.136Chapter8InteractiveLanguageTeaching137DefiningInteraction137InteractivePrinciples.137RolesoftheInteractiveTeacher138DevelopingQuestioningTechniquesforInteractiveLearning.140TwoMajorActivitiesThatCanMotivateInteraction144Discussion.157Chapter9InstructionalPlanning158ImportanceofInstructionalPlanning.158AttentiontoConceptMapsoftheLessonPlan159FivePartsofaLessonorUnitPlan173SomeIncompletePlans174ThePrinciplesforaLessonPlan.175ComponentofaLessonPlan.177Discussion.178Chapter10ClassroomManagement.179RoutinesofaLesson.179PatternsofClassroomInteraction182Troubleshooting.189DisciplineintheLanguageClassroom.191UsingTeachingAids.192CorrectionofMistakes.198EvaluationofaTeacher’sLesson203Self-evaluation.206Discussion209Chapter11QuestioningSkills211TheImportanceofClassroomQuestions.211WhatDoWeKnowAboutQuestioning?212TheSevenHabitsofHighlyEffectiveQuestioners.213TheSixLevelsoftheTaxonomyonQuestioning.219TeacherFeedback.224Discussion229Chapter12TipsforSolvingClassroomProblems.230PreventingProblemBehavior230ReactingtoProblemBehavior.232WhatIfStudentsAreAllatDifferentLevels?234WhatIftheClassIsVeryBig?.236WhatIfStudentsKeepUsingTheirOwnLanguage?237WhatIfStudentsAreUncooperative?238WhatIfStudentsDon’tWanttoTalk?.239WhatIfSomeStudents-in-groupsFinishBeforeEverybodyElse?240Discussion.241Chapter13TeachingSkillsandClassroomActivities242Tasks243ClassroomActivities.247UsingGamesinClassroom252UsingPicturesinClassroom.256TechniquesandSkillsofEnglishLanguageTeaching261MoreSuggestionsonLanguageTeachingTechniques.276CommunicativeActivities.280Discussion282Chapter14MultipleIntelligencesandEnglishLanguageTeaching283DefinitionofMultipleIntelligences.283ClassificationofMultipleIntelligences283TheoryofMultipleIntelligences.287KeyPointsinApplyingMultipleIntelligences.291viiiODERNENGLISHTEACHINGTHEORYM现代英语教学论OtherIntelligences292StagesinTeachingwithIntelligences.292MultipleIntelligenceToolBox293LearningActivitiesforMultipleIntelligences.295Exemplification296Discussion.297Chapter15LearnerAutonomyintheLanguageClassroom.298DefiningAutonomy.298PrinciplesforFosteringAutonomyintheLanguageClassroom.299TheAutonomousLearner301HowtoHelpLearnersinAutonomy302LearningStylesandStrategies305Teacher’sRole309EffectiveWaysofPromotingGreaterLearnerIndependenceandAutonomy.310Discussion311Chapter16ActionResearch312DefiningActionResearch312CharacteristicsofActionResearch.316AimsofActionResearch317StepsinActionResearch319HowtoChooseYourResearchTopic.320MethodsandTechniquesforActionResearch322GuidelinesforConductingActionResearch323ComponentsoftheReport325ActionResearchCaseStudy325Discussion.327Chapter17TechnologyandLanguageTeaching.328WhytoUseTechnologyinLanguageTeaching.329TechnologyintheLanguageClassroom.329TheLanguageLaboratory331Computer-AssistedLanguageLearning(CALL)333TeachingwithVideo.337Multimedia-AssistedLanguageTeaching338ProblemsofUsingTechnologyinLanguageTeaching.341Discussion.342Chapter18AssessmentofLanguageProficiency.343Test,Measurement,Evaluation,andAssessment.343CriteriaforMeasuringaTest347ClassificationofTests.349PrinciplesofClassroomAssessmentandEvaluation.351PrinciplesforDesigningEffectiveClassroomTests.352PracticalStepstoTestConstruction.354TypesofTestItems.356AssessmentofStudents’LanguageProficiency358ProcessesofCreatingAssessmentPortfolio364Discussion.365Bibliography365AppendixIGlossary.371AppendixIICoreQualitiesforChineseStudents’Development.383
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