教学法.docx
- 文档编号:7094048
- 上传时间:2023-01-17
- 格式:DOCX
- 页数:40
- 大小:44.76KB
教学法.docx
《教学法.docx》由会员分享,可在线阅读,更多相关《教学法.docx(40页珍藏版)》请在冰豆网上搜索。
教学法
Unit1LanguageandLearning
Abriefhistoryoflanguageteaching
●1)AncientTimes:
Romans
●2)EuropeinEarlyModernTimesbeforethe16thcentury/Latin/priests
●3)The19thandEarlytoMid-20thCentury
●4)TheMid-toLate-20thCentury
a.GrammarTranslation:
●Itstartedaroundthetimeof1466-1536
●Emphasiswasonlearninggrammarrulesandvocabularybyrote,translations,andpracticeinwritingsamplesentences.
●ItwasthedominantforeignlanguageteachingmethodinEuropefromthe1840stothe1940s,
Inthemid-19th,theoristswerebeginningtoquestiontheprinciples(教学原则)behindthegrammar-translationmethod.
2)F.GouinandPendergastemphasizedtheimportanceofunderstandingmeaninginlanguagelearningandproposedarranginggrammaticalstructuressothattheeasiestweretaughtfirst.
Gouinbelievedthat
childrenlearnedlanguagethroughusinglanguageforasequenceofrelatedactions.Heemphasizedpresentingeachitemincontextandusinggesturestosupplementverbalmeaning.
Thesereformersbelieved:
●languageteachingshouldbebasedonscientificknowledgeaboutlanguage;
●Itshouldbeginwithspeakingandexpandtootherskills;
●Wordsandsentencesshouldbepresentedincontext;
●Grammarshouldbetaughtinductively;
●Translationshould,forthemostpart,beavoided.
2.Threeviewsoflanguage
●A.Thestructuralviewoflanguage
●B.Thecommunicativeviewoflanguage
●C.Theinteractionalviewoflanguage
a.Thestructuralviewoflanguageisthatlanguageisasystemofstructurallyrelatedelementsforthetransmission(传达)ofmeaning.
b.Languageelements
Theseelementsareusuallydescribedasphonologicalunits(phonemes词素)
grammaticalunits(phrases,clauses,sentences)
grammaticaloperations(adding,shifting,joiningortransformingelements)
lexicalitems(functionwordsandstructurewords)
c.Methodsbasedonthisview
●theAudio-lingualmethod
●TotalPhysicalResponse
1)TheAudio-lingualMethod(听说法)
="TheArmyMethod,"
U.S.ArmyprogramcalledASTP,="ArmySpecializedTrainingProgram.“
oralinteractionwasemphasizedinpatterndrills,andconversationpractices.
ThetheoryoftheAudio-lingualMethod:
1)Newmaterialispresentedindialogueform.
2)Thereisdependenceonmimicry(摹仿),memorizationofsetphrases,andover-learning.
3)Structuralpatternsaretaughtusingrepetitivedrills.
4) Grammaristaughtinductivelyratherthandeductiveexplanation.
5)Thereismuchuseoftapes,languagelabs,andvisualaids.
6)Greatimportanceisattachedtopronunciation.
7) Verylittleuseofthemothertonguebyteacherispermitted.
a)Therelationshipbetweenthestructuralviewoflanguageand
SituationalLanguageTeaching
●ThestructuralviewoflanguageistheviewbehindSituationalLanguageTeaching.Speechwasviewedasthebasisoflanguageandstructureasbeingattheheartofspeakingability.
●thenotionoftheBritishappliedlinguistsisthatstructuresmustbepresentedinsituationsinwhichtheycouldbeused.
b)Theprinciples:
●languagelearningishabit-formation
●mistakesarebadandshouldbeavoided,astheymakebadhabits
●languageskillsarelearnedmoreeffectivelyiftheyarepresentedorallyfirst,theninwrittenform
●Analogy(类推法)isabetterfoundationforlanguagelearningthananalysis
●themeaningsofwordscanbelearnedonlyinalinguisticandculturalcontext
● apracticalcommandofthefourbasicskillsofalanguage,throughstructure
●accuracyinbothpronunciationandgrammar
●abilitytorespondquicklyandaccuratelyinspeechsituations
●automaticcontrolofbasicstructuresandsentencepatterns.
d)Typesoflearningtechniques,activitiesandatypicalprocedure
●Asituationalpresentationofnewsentencepatterns
●drillstopracticethepatterns
●Proceduresmovefromcontrolledtofreerpracticeofstructures
●Proceduresmovefromoraluseofsentencepatternstotheirautomaticuseinspeech,readingandwriting.
2)TotalPhysicalResponseMethod:
1)Basedonthebeliefthatlisteningcomprehensionshouldbefullydevelopedbeforeanyactiveoralparticipationfromstudents.
2)Basedonthecoordinationofspeechandaction.
3)ItwasdevelopedbyJamesAsher,aprofessorofpsychologyatSanJoseStateUniversity,California.
●Secondlanguagelearning=firstlanguagelearning
●Listeningbeforespeaking
●Childrenrespondphysicallytospokenlanguage
●Oncelisteningcomprehensionhasbeendeveloped,speechdevelopsnaturally
●Usingaction-baseddrills,activities,whereacommandisgivenfromteacherandthestudentsobeythecommand,isthemainactivityinTPR.
B.Thecommunicativeviewoflanguage
Thecommunicative,orfunctionalviewoflanguage:
●languageisavehiclefortheexpressionoffunctionalmeaning.
●Thesemanticandcommunicativedimensionsoflanguagearemoreemphasizedthanthegrammaticalcharacteristics.
b.Approachesandmethodsbasedonthisview:
CommunicativeLanguageTeaching
NoamChomsky
LinguistNoamChomskychallengedthebehavioristmodeloflanguagelearning.
Learnersdonotacquireanendlesslistofrulesbutlimitedsetoftransformationswhichcanbeusedoverandoveragain.Withafairlylimitednumberofthesetransformations,languageuserscanformanunlimitednumberofsentences.
Introduction
●CommunicativelanguageteachingbeganinBritaininthe1960sasareplacementtoSituationalLanguageTeaching.ThiswaspartlyinresponsetoChomsky'scriticismsofstructuraltheoriesoflanguageandpartlybasedonthetheoriesofBritishfunctionallinguistics,aswellasAmericansociolinguists.
●Thegoalofcommunicativelanguageapproachesistocreatearealisticcontextforlanguageacquisitionintheclassroom.
●Thefocusisonfunctionallanguageusageandtheabilitytolearnerstoexpresstheirownideas,feelings,attitudes,desiresandneeds.
●Openendedquestioningandproblem-solvingactivitiesandexchangesofpersonalinformationareutilizedastheprimarymeansofcommunication.Studentsusuallyworkwithauthenticmaterialsinsmallgroupsoncommunicationactivities,duringwhichtheyreceivepracticeinnegotiatingmeaning.
●Thismethodislearner-centeredandemphasizescommunicationandreal-lifesituations.
●TheroleoftheinstructorinCLTisquitedifferentfromtraditionalteachingmethods.Inthetraditionalclassroom,theteacherisinchargeand"controls"thelearning.InCLTtheteacherservesasmoreofafacilitator,allowingstudentstobeinchargeoftheirownlearning.
●Languageisusedforcommunication.Forthisreason,CLTmakesuseofcommunicationtoteachlanguages.Whereastraditionallanguageteachingplacesalotofemphasisongrammarrulesandverbconjugations,CLTemphasizesreal-lifesituationsandcommunicationincontext.WhilegrammarisstillimportantintheCLTclassroom,theemphasisisoncommunicatingamessage.
●InCLT,studentspracticereal-lifesituations,forexample,buyingfoodatthemarketoraskingsomeonefordirections.
●Intheseexercises,thegoalisforthestudenttocommunicatehisorherneedsandthoughts,withoutworryingabouthavingperfectgrammar.
Typesoflearningtechniquesandactivities
● Communicativelanguageteachingusesalmostanyactivity(课堂活动)thatengageslearnersinauthenticcommunication,howeverhasdistinguishedtwomajoractivitytypes:
●functionalcommunicationactivities:
onesaimedatdevelopingcertainlanguageskillsandfunctions,butwhichinvolvecommunication,
●socialinteractionactivities,suchasconversationanddiscussionsessions,dialoguesandroleplays
MethodsandTeacherandLearnerRoles
Conclusion:
Thereisnosingle"BESTWAY"toteach.Thequestionteachersmustaddressiswhichmethodsarebestemployedduringthedifferentstagesoftheteachingandlearningprocessandthendesigncurriculumtomeettheirfinalobjectives.
WhatmakesagoodEnglishteacher?
Thequalitiesaqualifiedteacherneedsinclude:
a.non-intellectualqualities
●Psychologicalqualitiesareessentialfactors.
strongwill-power
goodmotivation
perseverance
out-goingcharacteristics
Howtodevelopnon-intellectualqualities?
●Asuccessfulexperience
●Thingsthataremorelikelytogainrewardsinthenearfuture.
●Novelties
b.intellectualqualities
●Languagelearningabilitysuchas
observation,memory,comprehension,attention,imagination,practice
●Self-studyability
●Fourlanguageskillsability
●ApplicationofCAI
●c.ApplicationofCAI
(computer-assistedinstruction)
Teachingpractice
●Topreparealesson
●HandwritingontheBB
●Teachers’posture(theexpressionintheeyes,gestures)
●Oralexpression
●Psychologicalqualitytraining
●Tobeversatile(drawing,acting,singing,playingsports)
●HandwritingontheBB
Tobeversatile
●Drawing
●Acting
●Singing
●playingsports
(1)认知能力(cognitivecompetence):
包括归纳能力、演绎能力和分类等逻辑思维能力。
(2)教学反思能力(reflectivecompetence):
(3)设计创意能力(creativeanddesigningcompetence):
(4)执行能力(implementingcompetence):
包括实施课程计划和整体教学计划、实施具体教学计划;在实施过程中保持课程计划、整体教学计划和具体教学计划的一致性;教学过程的随机处理策略等。
(5)观察能力(observationcompetence):
(6)话语能力(discoursecompetence):
(7)互动能力(interactivecompetence):
主要包括师生间的互动模式的养成、互动模式的转换与变化、真实交际中的互动技术等。
(8)群体控制能力(groupmonitoringcompetence):
主要包括班集体的建构(与英语课堂教学相关的方面)、课堂的管理技术、课堂活动类型的运用、课堂活动类型的转换、群体学习行为的养成、教师对教学群体的领导方式等。
(9)表现和操作能力(presentationandoperationcompetence):
主要包括运用电脑进行教学的技能、形体技能、课堂表演技能、课堂造型技能(如绘制图画)、使用各种教学工具的技能等。
(10)研究能力(researchcompetence):
UnitFourPlanyourlesson
PrinciplesforGoodLessonPlanning
Variety:
Planninganumberofdifferenttypesofactivitiesandwherepossibleintroducingstudentstoawide
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- 教学法
![提示](https://static.bdocx.com/images/bang_tan.gif)