Comparison of Teacher-Centered and Learner-Centered Paradigms
不同iated Instruction的教学概念说明书
The online teacher resource website describes how to plan for Differentiated Instruction using the four steps below.
1 Know Your Students
Differentiated Instruction
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Differentiated Instruction and Big Ideas Math
What is Differentiated Instruction?
“Differentiated Instruction is an instructional concept that maximizes learning for ALL students—regardless of skill level or background. It's based on the fact that in a typical classroom, students vary in their academic abilities, learning styles, personalities, interests, background knowledge and experiences, and levels of motivation for learning. When a teacher differentiates instruction, he or she uses the best teaching practices and strategies to create different pathways that respond to the needs of diverse learners” (Staff Development for Educators).
英语教学法
Chapter one IntroductionI. Introduction to the course1.ELTM: English Language Teaching Methodology英语教学法2.Reasons3.Aim4.Main content1)Theories2)practice5.Requirements1)prevision2)participation in classroom teaching practice3)full preparations for teaching practice before class4)attendance5)assignments6.Assessment1)performance 50%2)final exam 50%II. Main schools of foreign language teaching methodology外语教学法的主要流派1.The Grammar-T ranslation Method 语法翻译法（from the 18th）1）Main objective: to enable Ss to read and translate the target language2）Main content of classroom teaching:grammar3）Main medium of instruction:native language4）Language skills to be developed:reading and writing5）Main teaching activities: explanation, analysis, translation6）Main practice technique:translation7）The emphasized form of language:written language8）Arrangement of the teaching materials:according to the grammar system9）Advantages:parison between the native language and target languageb.development of reading and writing abilitiesc.systematic study of grammatical rules10)Disadvantages:a. overemphasis on translation, overdependence on native languageb. too much emphasis on reading and writing, neglect of listening and speakingc. rote-learning2.The Direct Method 直接法(from the late 19th)1)Main objective:to enable the Ss to communicate in the target language2)T eaching language:target language3)The emphasized language form:spoken language (correct pronunciation)4)Language skills :listening, speaking, reading and writing with emphasis onlistening and speaking5)Main teaching technique: direct association of the target language with the physicalworld6) Way of developing the ability to communicate: providing practice in listening andspeaking through imitation and repetition7) Attitude towards the Ss’ errors: intolerant8）Advantages:e of the target languageb.emphasis on language practicec.favorable atmosphere of learning9）Disadvantages:a. overemphasis on the similarities between first language acquisition and secondlanguage learningb. lack of the knowledge of the target language grammarc. very demanding for non-native teachers3.The Audio-lingual Method 听说法(from 1950s)1)Main objective:to enable the Ss to use the target language communicatively2)Language skills: listening, speaking, reading and writing; listening and speakingcome before reading and writing3)Way of presenting the language: using dialogues4)Main practice form: dialogue and pattern drills5)T eaching aids: tapes, language labs, visual aids6)Language used in classroom teaching: target language7) Practice techniques:mimicry, memorization, pattern drills8）Attitude towards the Ss’ errors:intolerant9) Advantages:a.emphasis on the importance of practice in language learningb.development of the separation of the language skillse of the lab10) Disadvantages:a. boredom caused by endless pattern drillsb. teacher’s domination of the class4.The Cognitive Approach 认知法(from 1960s)1)Main objective:to develop the Ss language abilities possessed by native speakers2)Language skills: four skills are equally important3)Main form of language learning:language practice4)Mode of classroom teaching: learner-centered5)Way of teaching : conscious teaching of grammar and language rules6)Attitude towards the Ss’ mistakes:tolerant7)T eaching aims: to teach the Ss language knowledge, language skills and the ability tolearn by themselves8)The focus of classroom teaching :a.rule learningb.meaningful practicec.creativity9)Advantages:a.enjoyable and meaningful learningb.emphasis on the four language skills10)Disadvantages:a.overdependence on analysis and understandingb.not well-researched and developed5.The Communicative Approach 交际法(from 1970s)1)Main objective:to develop the Ss’ communicative competence in the target language2)T eaching mode:learner-centered, task-based3)Language skills: four skills4)Main activities:communicative activities5)Way of learning:by communicating6)Attitude towards the Ss’ errors:tolerant7)Role of the teacher:facilitator, manager, advisor, co-communicator8)Role of the student:communicator, independent learner9)Advantages:a. a very effective approachb.realistic and motivating language practice6.The Audio-visual Method 视听法7.The Oral Approach 口语法8.The Natural Approach 自然法9.T otal Physical Response 全身反应法10.The Silent Way 沉默法munity Language Learning 集体学习法12.Suggestopaedia 暗示法III. Introduction to teaching skills教学技能介绍1.Leading in 导入1) interest2) naturalness3) close connection with new material4) purposefulness5) moderate amount of time2.Asking questions 提问1) proper order2) suitability3) clearness4) time for thinkinging the teaching language语言1) accurateness2) fluentness3) specialization4) understandability5) emotionality6) humorousness4.Presenting and explaining讲解1) emphasis on key and difficult points2) combination with other skills ------ blackboard writing, asking questions, varying3) good organization4) illustration with examples5) proper speed5.varying变化1) voice ( intonation, volume, speed)2) facial expression3) pause and silence4) eye contact with students5) gesture6) position7) teaching method8) interaction pattern9) classroom activity (individual work, group work, games, etc.)6.demonstrating演示1) object2) picture3) card4) slides5) multi-media6) action7.Writing on the blackboard板书1) important points2) standard writing3) good arrangement4) various forms8.Intensifying 强化1)by language2)by body language3)by signs4)by silenceanising 组织1)classroom discipline2)classroom teaching3)interaction between teacher and students4)active involvement of all students in the teaching10.Ending结束1) summarization2) comparison or contrast3) consolidation4) conciseness5) homeworkChapter two English Language teaching in middle schoolsI. Other methods of English teaching in middle schools1. Five – step method 五步法1)revision 复习2) presentation 呈现3) drill 训练4) practice 练习5) consolidation 巩固2. T ask – based approach 任务法A. stages1) pre-task: introduction to the topic and task2) task cycle:a. performing tasksb. planning to report the outcome to the classc. reporting to the class3) post-task: language focusB. types of tasks1) listing2) ordering , sorting, classifying3) comparing4) problem-solving5) sharing personal experienceC. principles of task-designing1) interest2) purpose3) application4) realness5) encouragement6) varietyD. characteristics of task-based language teaching1) purpose2) communication3) cooperationE. Way of learning1) perceiving2) experiencing3) practicing4) communicating5) cooperatingF. Types of activities1) individual work2) pair work3) group work4) full-class workG. Forms of tasks1) oral form2) written formII. Reforms of EL T in middle schools1.New conceptions of ELT in middle schoolsOld New1)T eaching way:explanation; elicitation;impartation discovery2)T eaching mode:teacher-centered; student-centered;text-based activity-based,task-based3)Interaction pattern:T → ST; T →← ST;T →Ss T →←Ss;ST →←ST;ST→←Ss;Ss →←Ss;4)Student’s role:passive listener; active participant;5) Way of learning:rote learning independent learningcooperative learning;inquiring learning 6) T eacher’s role:imparter organizer;participant;guide;facilitator; promoter;7) T eaching method: presentation task-based teaching2. N e w objectives of curriculum in middle school English teaching1) language knowledge2）language skills3) affective; affect4）cultural awareness5）learning strategyIII. Classroom teaching techniques1. Methods of leading in 导入的方法1）by using the illustrations in the book 插图导入法2）by using objects, pictures, slides, videos 直观导入法3）by reviewing what was learned last time if the new material is connected with it复习导入法4）by talking about the background knowledge 背景知识导入法5）by enjoying music 音乐欣赏导入法6）by building a suspense 设置悬念导入法7）by telling a story 故事导入法8）by discussing the topic 讨论导入法9）by asking questions concerning the new topic 提问导入法10）by guessing a riddle 猜谜导入法2. T echniques of asking questions 提问的技巧1) purposes of asking questionsa. focusing learners’ attentionb. arousing learners’ interestc. making learners thinkd. getting feedbacke. developing learners’ oral ability2) types of questionsa. memory questionsb. comprehension questionsc. inference questionsd. extension questions3) characteristics of good questionsa. specificb. worth thinkingc. enlightening4) arts of asking questionsa. being friendlyb. asking from easy questions to difficult questionsc. giving more learners chancesd. commenting promptly and positively5)leading strategies in asking questionsa. giving hintsb. rewordingc. adding more information to the questiond. encouraging learners to guessChapter three Lesson planningI. Lesson preparation1. Aspects of preparation1) aims2) materials: key points; difficult points3) methods4) stages5) teaching aids6) tasks7) types of activities8) blackboard writing design2. How to talk about your teaching 怎样说课1) T alk about your teaching materials 说教材a. status, content and importanceb. teaching focusc. teaching difficultiesd. teaching aids2) T alk about your teaching objectives 说目标a. knowledge 知识b. ability 能力c. culture 文化d. affect 情感e. strategy 策略3) T alk about your teaching methods说教法4) T alk about your learners’ studying ways 说学法5) T alk about your teaching procedure 说教学过程6) T alk about the design of your blackboard writing说板书设计7）T alk about your reflection on the teaching 说教学反思3．How to write a teaching period plan1) T eaching materials:2) T eaching aims:a. knowledge aimb. ability aimc. affect aim3) T eaching focus:4) T eaching difficulties5) T eaching aids:6) T eaching duration: 40 minutes.7) T eaching procedure:Step 1.Step 2.Step 3.Step 4.Step 5.…8) Layout of the blackboard writingII. Basic requirements for classroom teaching1. Basic teaching manners 基本教态1) clear voice2) proper speaking speed3）natural facial expressions4）frequent eye contact with all students5）good posture2. Requirements for teaching1) good teaching manners2) standard teaching language3) clear and correct presentations and explanations4) active involvement of learners5) proper teaching methods3. Classroom teaching practice1) full preparations2) standard teaching plan3) complete teaching procedure4) JEFC teaching materials5) ten minutes’ teachingIII. Lesson variation1. Ways of varying a lesson1) tempo2) organization3) mode and skill4) difficulty5) topic6) mood7) stir-settle8) active-passive2. Criteria for lesson effectiveness1)The class seemed to be learning the material well.2)The learners were engaging with the foreign language throughout.3)The learners were active, attentive, enjoying themselves all the time.4)The lesson went according to plan.5)The language was used communicatively.IV. Classroom interaction1. Most common type of classroom interaction: IRF (Initiation - Response - Feedback)2. Patterns of classroom interaction1) T----S2) T----Ss3) S----S4) S----Ss5) Ss---Ss3. Questioning1) types of questionsa. closed-ended questionb. open-ended question2) criteria for effective questioninga. clarityb.learning valuec. interestd.availabilitye. extensionf. teacher reaction4. Group work1) importance2) organizationa. presentationb. processc. endingd. feedbackChapter four Classroom ManagementI . Classroom discipline1. DefinitionClassroom discipline is a state in which both teacher and learners accept and consistently observe a set of rules about behavour in classroom whose function is to facilitate smooth and efficient teaching and learning in a lesson.2. T eachers’ factors contributing to classroom discipline1) classroom management2) methodology3) interpersonal relationships4) lesson planning5) student motivation3. How to deal with discipline problems1) Before the problem arisesa. careful planningb. clear instructionsc. keep in touch2) When the problem is beginningII. Giving feedback1. Definition of feedbackFeedback is information that is given to the learner about his or her performance of a learning task, usually with the objective of improving this performance.2. Components of feedback1) assessment2) correction3. Forms of feedback4. T echniques of correctionChapter five T eaching pronunciationI. Components of language1. the phonology→pronunciation2. the lexis →vocabulary3. the structure→grammarII. Aspects of pronunciation1. soundsvowels: front vowels, central vowels, back vowels, diphthongseg: 1) he sea; big city; bed beg ; bad bag;2)love does; sir fur; about arrive;3)full could; do who; jaw tore; off top; car jar4)say day; eye why; boy toy; go toe; bow now; here near;hair where; pure sureconsonants: friction consonants, stop consonants, affricate consonants, (voicelessconsonants, voiced consonants,) nasal consonants, lateral consonant, glides(semi-vowels)eg: 1) feel fan; veal van; thieves thanks; these than; sink said; zink,zed;precious vacation; treature, occasion; hat head; rat red2) pear park; bear, bark; tear bet; dear, bed; card cave; guard gave;3) chin cheer; gin jeer; beats carts; beads cards; try trim; dry dream4) me moon; neck not; sing hang5) leave let6) yet yard; we when2. stress: the amount of force with which a sound or syllable is utteredword stress: The stressed syllable in a word is given more force than other syllables when it is utteredsentence stress: Some words are stressed in a sentence. As a rule, the important words in a sentence such as the nouns, adjectives, numerals, demonstrative andinterrogative pronouns, verbs and adverbs are usually given more stressand energy. They are generally stressed more than the other words in asentence. Other grammatical words, e.g. auxiliary verbs, personalpronouns, conjunctions, articles, prepositions, are generally unstressed. 3. rhythm: Each language has its own rhythm of speech. English is read not in single wordswith spaces between them, but in groups of words, several words followingsmoothly one after the other. The intervals between stressed syllables are more orless the same no matter how many unstressed syllables there are in each interval.Thus the stressed syllables occur at fairly regular intervals in English speech. Thisregular reoccurrence of stressed syllables is rhythm.4. intonationIII. Steps of improving learners’ pronunciation1. learners’ perception2. teacher’s description and demonstration3. learners’ practiceIV. T echniques of teaching pronunciation1. demonstrating2. contrasting3. gesturing4. distinguishing5. imitating6. recordingChapter six T eaching grammarI. Content of grammar1. morphology 词法2. syntax句法II. Parts of speech 词类1. noun1）proper noun2) common nouna. individual noun →countable noun →singular formb. collective noun plural formc. material noun →uncountable nound. abstract noun2. verbA. types1) transitive verb2) intransitive verb3) link verb4) auxiliary verb5) modal verbB. forms1) finite forms限定形式a. tenseb. voicei. active voiceii. passive voicec. moodi. indicative moodii. imperative moodiii. subjunctive mood2) non-finite forms 非限定形式a. gerundb. participlec. infinitive3. adjective1) positive degree2) comparative degree3) superlative degree4. adverb5. pronoun1) personal pronoun2) possessive pronoun3) self pronoun4) reciprocal pronoun5) demonstrative pronoun6) interrogative pronoun7) relative pronoun8) conjunctive pronoun9) indefinite pronoun6. article1) indefinite article2) definite article7. conjunction1) coordinating conjunction2) subordinating conjunction8. exclamation: interjection9. numeral1) cardinal numeral2) ordinal numeral3) fractional numeral10. prepositionIII.Types of sentences1. according to the purpose of use1) declarative sentence2) interrogative sentence3) imperative sentence4) exclamatory sentence2. according to the structure1) simple sentence2) compound sentence3) complex sentence4) compound-complex sentenceIV. Parts of sentence 句子成分1. subject2. predicate3. object4. predictive5. adverbial6. attributive1) restrictive attributive clause2) non-restrictive attributive clause7. appositionV. Grammar presentation1. forms2. language3. methods1) the deductive method 演绎法2) the inductive method 归纳法3) the guided discovery method 引导发现法VI. Grammar practice1. mechanical practice1) substitution drills2) transformation drills2. meaningful practiceChapter seven T eaching vocabularyI. Aspects of vocabulary teaching1. form2grammar3collocation4meaning1)denotation2)connotation3)synonym4)antonym5)hyponym6)superordinate7)co-hyponym5word formation1) conversion 转化2) derivation 派生3) compounding 合成II. Ways of vocabulary teaching1. incidental vocabulary teaching 附带性的词汇教学方式1) clues of the contexts 文章上下文线索2) guessing ability 猜词能力3) reading tasks 阅读任务2. explicit vocabulary teaching明确性的词汇教学方式3. connectionist vocabulary teaching连通主义的词汇教学方式III. vocabulary presentation1.concise definition1) Paralympics2) crimson2.detailed description1) bathtub2) mascot3.examples (hyponyms)1) furniture2) beverage4.illustration (picture, object)1) sill2) mouse5.demonstration (acting, mime)1) yawn2) doze6.context (story or sentence in which the item occurs)1) stress2) insomnia7.synonyms1) tube2) culmination8.antonym1) coma2) amiable9.translation1)dimple2) jasmine10.associated ideas, collocations1）sneer2）heaveIV. Strategies of English vocabulary learning1) metacognitive strategy 元认知策略：measures to facilitate learning by actively involvingthe learner in conscious efforts to remember newwordsa. pre-planningb. self-supervisingc. self-evaluating2) cognitive strategy 认知策略: concrete measures to learn vocabularya. consulting dictionaryb. repeatingc. practicingd. reading articlese. sortingf. guessingg. associatingh. translating3) social / emotional strategy 社会/情感策略: measures to learn from each other and toencourage oneselfV. V ocabulary memorizationPrinciple of ACTION1. A＝Association 联想2. C＝Contrast 对比3. T＝Text surroundings 语境4. I＝Induction 归纳5. O＝Observation 观察N＝Note-taking 笔记Chapter eight T eaching listeningI.The two criteria for one’s language proficiency1. accuracy1) pronunciation2) vocabulary3) grammar2. fluency1) listening2) speaking3) reading4) writingII. Classroom listening teaching1. objective2. principles3. materials4. tasks5. stages6. f actors affecting learners’ listeningIII. Major listening strategies1. listening for gist2. listening for specific information3. listening for detailed information4. predicting5. guessing6. inferring7. note-takingChapter nine T eaching speakingI. Basic functions of language1. phatic2. directive3. informative4. interrogative5. expressive6. evocative7. performativeII. Principles of teacher’s oral language1. accuracy2. fluency3. appropriateness4. orderliness5. vividness6. elicitation7. artistry8. interest9. popularization10. educationIII. Factors affecting learners’ speakingIV. Solutions to learners’ speaking problemsV. Speaking strategies1. lowering anxiety2. visualizing3. using non-verbal cues4. paraphrasing1) lexical substitution2) circumlocution5. choosing logical patterns of organization6. analyzing interests of the audienceVI. Speaking activities1. oral fluency activities1) topic-based activity2) task-based activity2. types of oral activities3. characteristics of a successful speaking activityChapter ten T eaching readingI. Types of reading activities1. text+comprehension question activitieseg. Answering comprehension questions (1)READ THE TEXT AND ANSWER THE FOLLOWING QUESTIONS.Y esterday I saw the palgish flester gollining begrunt the bruck. He seemed very chanderbil, so I did not jorter him, just deapled to him quistly. Perhaps later he will besand cander, and I will be able to rangel to him.1) What was the flester doing, and where?2) What sort of a flester was he?3) Why did the writer decide not to jorter him?4) How did she deaple?5) What did she hope would happen later?Answering comprehension questions (2)READ THE TEXT AND ANSWER THE FOLLOWING QUESTIONS.Y esterday I saw the new patient hurrying along the corridor. He seemed very upset. So I did not follow him, just called to him gently. Perhaps later he will feel better, and I will be able to talk to him.1)What is the problem described here?2)Is this event taking place indoors or outside?3)Did the writer try to get near the patient?4)What do you think she said when she called to him?5)What might the job of the writer be?6)Why do you think she wants to talk to the patient?Answering comprehension questions (3)READ THE QUESTIONS AND GUESS WHA T THE ANSWERS ARE GOING TO BE. LA TER, YOU WILL READ THE TEXT AND BE ABLE TO CHECK HOW MANY YOU GOT RIGHT.1)Where was Jane walking?2)What did she hear behind her?3)What was her necklace made of?4)What did the thief steal ?5)What did he do next?As Jane was walking down the street, she heard someone walking quietly behind her.She began to feel afraid. Suddenly a large hand touched her neck: her gold necklace broke and disappeared. In another moment, her bag too was gone, and the thief was running away.2. Reading tasks other than questions1) listing2) ordering , sorting, classifying3) comparing4) problem-solving5) sharing personal experienceII.Factors affecting learners’ reading1. reading habits2. attention3. strategy4. linguistic, cultural and background knowledge5. reading purposeIII. Solutions to learners’ problemsIV. Major reading strategies1. skimming2. scanning3. skipping4. predicting5. guessing6. inferringV．Models of teaching reading1) bottom-up model 自下而上模式2) top-down model自上而下模式3）interactive model 交互作用模式VI. Stages of teaching reading1. pre-reading stage2. while-reading stage3. post-reading stageChapter eleven T eaching writingI. Differences between spoken and written discourse1. permanence2. explicitness3. density4. detachment5. organization6. slowness of production, speed of reception7. standard language8. sheer amount and importanceII. Objectives of writing1. as a means2. as an end3. as both means and endIII. Basic requirements for writing1. content: valuable, interesting ideas2. organization: clear organization, unity, coherence, good use of transitional words3. language: standard language, correct and proper choice of words and phrases, richvocabularyIV.Types of outlines1. topic outline2. sentence outlineV. Writing practice1. sentence2. paragraph1) time2) process3) space4) example5) comparison and contrast6) cause and effect7) classification8) definition3. whole composition1) description2) narration3) exposition4) argumentation4. summary5. book report6. practical writing1) notice2) note3) letter4) resumeVI. Feedback on writing1. focus2. principle of correcting mistakes3. necessity of rewriting4. occasional peer correctionVII. Some common writing errors1. the comma splice 逗号拼接eg. We couldn’t decide upon a new car, there were many attractive models.2. the sentence fragment不完全句eg. They guided us to the edge of the village. Leaving us to find our way home alone.3. the run-on sentence 连续接排句eg. We shopped all day we were very tired by evening.4. dangling element 垂悬成分eg. Looking up at the sky, the sun went under a cloud.To finish the work this morning, time is not enough.While climbing the hill, the rain began to fall.5. misplaced modifier 修饰语错置eg. I listened when he talked attentively.The car is in that garage which was damaged.6. grammar mistake 语法错误7. Chinese English汉语式英语8. meaning unclear意思表达不清9. spelling mistake拼写错误10. logic mistake逻辑错误Chapter twelve Language learning and teachingI. Ultimate goal of learning a languageII. Objectives of teaching a language1. language2. ability1) skillsa. receptive skillsb. productive skills2) integration of four skillsa. simple integrationb. complex integration3. culture4. affect5. strategyIII. Assessment in language teaching1. summative assessment2. formative assessmentChapter thirteen Learner differencesI. Factors affecting language learning1. Intelligence factors1) observation2) attentiveness3) imitation4) memorization5) analysis6) comprehension7) generalization8) creativity9) expression2. Non-intelligence factors1) motivation2) confidence3) will4) teacher-student relationships5) habit6) method7) personalityII. Multiple intelligencesIII. Learner motivation1. integrative motivation and instrumental motivation2. intrinsic motivation and extrinsic motivation3. global motivation, situational motivation and task motivation。
传统教育和现代教育的不同英语作文
The Dichotomy between Traditional andModern EducationIn the ever-evolving landscape of education, the divide between traditional and modern education systems has become increasingly apparent. This dichotomy is not merely a matter of pedagogical techniques or technological advancements, but a reflection of deeply rooted cultural, philosophical, and societal shifts.Traditional education, often associated with rote learning, teacher-centered classrooms, and a focus on standardized testing, has its roots in centuries-old practices. It emphasizes discipline, respect for authority, and the acquisition of knowledge through memorization. This system typically follows a structured curriculum that prepares students for specific exams or careers, often with less emphasis on critical thinking or creativity.In contrast, modern education, propelled by advancements in technology and a changing societal mindset, emphasizes student-centered learning, creativity, and problem-solving skills. It leverages digital tools and platforms to personalize learning experiences, encouragecollaboration, and foster a culture of inquiry. Modern education also recognizes the importance of emotional intelligence, social skills, and adaptability in the faceof rapidly changing technological and social landscapes.One of the most significant differences between these two paradigms is the role of the teacher. In traditional education, teachers are often seen as the sole dispensersof knowledge, with students passively receiving information. However, in modern education, teachers are facilitators, guiding students through exploration and discovery, encouraging them to question, criticize, and innovate.Another notable difference is the focus on assessment. Traditional education often relies heavily on standardized testing as a measure of student performance, whereas modern education emphasizes a more holistic approach,incorporating formative and summative assessments that take into account a student's progress, skills, and understanding.However, it's important to note that neithertraditional nor modern education is inherently better or worse. Both have their strengths and weaknesses, and theeffectiveness of each approach depends on the context, the student population, and the educational goals. For instance, while traditional education may be better suited forcertain types of rote learning or for preparing studentsfor specific exams, modern education may be more effectivein fostering creativity and critical thinking.Moreover, the integration of technology in modern education has opened up new possibilities for learning, allowing students to access information, collaborate, and create in ways that were not possible before. However, this also brings challenges, such as the need for teachers to be technologically literate and the potential fortechnological distractions in the classroom.In conclusion, the dichotomy between traditional and modern education reflects a complex and evolving tapestryof educational practices and beliefs. While both systems have their strengths and weaknesses, it is essential to recognize that education is not a one-size-fits-all endeavor. An ideal educational system should draw from both paradigms, leveraging the best practices of each to createa learning environment that is both effective andresponsive to the needs of the individual student and the society at large.**传统教育与现代教育的差异**在教育的不断演变中，传统教育与现代教育体系之间的分歧日益明显。
英语专业院校的原版课件--英语教学论Unit-7-Teaching-Grammar
•Explicit grammar instruction
The deductive method is criticized because:
• Grammar is taught in an isolated way; • Little attention is paid to meaning; • The practice is often mechanical.
The best approach is the combination of both implicit and explicit instruction.
the deductive method （演绎法） the inductive method （归纳法）
the guided discovery method (引导发现法）
It is generally believed that
• Grammar teaching is less important for children than for adults;
• Grammar teaching is less important in listening and reading than in writing.
Unit 7 Teaching Grammar
Focal points
1. The role of grammar in ELT 2. Grammar presentation methods 3. Grammar practice
situational teaching method 情景式教学法
Situational Teaching Method in Primary School English Teachingby陆雅琼A thesis presented to the School of English Education ofXi’an International Studies Universityin partial fulfillment of the requirementsfor the degree ofBachelor of ArtsMay 15, 2013Class: 09-5Advisor: 刘全利西安外国语大学毕业论文开题报告AcknowledgementsI’d like to take this opportunity to extend my best regards to those who have helped me with my graduate thesis.In writing this paper, I have benefited from the presence of my teachers and my classmates. They generously helped me collect materials I need and made many invaluable suggestions. I hereby extend my grateful thanks to them for their kind help, without which the paper would not have been what it it. Particularly, I am deeply indebted to Ms. Liu, my supervisor, who guided me throughout my writing of this thesis. She carefully read the whole draft and offered precious criticism. Her standards of academic excellence have made my revision exciting and gratifying experience. I also wish to sincerely thank my classmates and friends, whose brilliant ideas and perceptive observations have proved immensely constructive.“情景式教学法”在小学英语教学中的应用摘要：传统小学英语教学模式就是老师在课堂上教授，学生做一些简单的听、说、读、写以及背诵。
Learner-Centered Teaching Melanie A. Fisher, M.D., M.Sc.
Learner-Centered Teaching Key Components
• Helping students understand how they learn and developing confidence in their abilities as learners
• How do I learn to step out of the spotlight?
Learner-Centered Teaching
• How do I learn to become a facilitator or guider of learning?
• What responsibilities can we give over to the students and what must we keep to remain in control?
submitting it • Allow time for students to discuss projects
while doing them, and debrief experiences
Ways to make the Class More Learner-Centered
5. Assessments
• What can be cut from our course content?
Five Key Changes to Practice for Learner-Centered Teaching
1. Balance of Power in the Classroom 2. Function of Content 3. Role of the Teacher 4. Responsibility for Learning 5. Evaluation Purpose and Process
teachers' roles的英语作文
teachers' roles的英语作文part 11. The Significance and Impact of Teachers' RolesTeachers play an indispensable role in our lives. They are not just educators who impart knowledge but also mentors who shape our characters and souls. From the moment we step into the classroom as young students, teachers become an integral part of our growth journey.1.1 When it comes to knowledge impartingI still remember when I was struggling with a complex math problem, my teacher patiently explained it to me step by step. She didn't get frustrated or impatient even though I asked the same question multiple times. Instead, she encouraged me to think independently and guided me until I finally understood. Thanks to her patience and guidance, I not only mastered that particular problem but also learned how to approach similar challenges in the future.1.2 In the aspect of moral cultivationMy teacher always emphasized the importance of honesty and integrity. Once, a classmate accidentally broke a window in the classroom and was too scared to admit it. But our teacher didn't scold or punish theclassmate immediately. Instead, she calmly talked to us about the value of taking responsibility for our actions. Her words and deeds made a deep impression on all of us, and from then on, we understood that being honest and courageous in admitting mistakes is a virtue.1.3 Teachers also provide crucial psychological supportThere was a time when I was going through a difficult period due to family problems and my grades started to decline. My teacher noticed my change in mood and took the initiative to talk to me. She listened attentively to my troubles, comforted me, and gave me practical suggestions. Her care and understanding made me feel that I was not alone and gave me the strength to overcome those difficulties.1.4 In conclusionTeachers are the lighthouses that illuminate our paths of learning and growth. They help us acquire knowledge, shape our characters, and guide us through the ups and downs of life. Their dedication and love have a profound and lasting impact on us. We should always be grateful for the efforts and contributions of our teachers and strive to become better individuals because of their teachings.part 21. The Evolving Roles of TeachersTeachers play an indispensable role in shaping the future of generations. Their influence extends beyond the confines of the classroom, impacting the lives and careers of students in profound ways.1.1 In the traditional educational settingTeachers were often seen as the sole disseminators of knowledge. They stood at the front of the classroom, delivering lessons and information in a one-way manner. The focus was primarily on covering the curriculum and ensuring students memorized facts and figures. Exams and grades were the primary measures of success, and teachers were tasked with preparing students to perform well in these assessments. For instance, in history classes, teachers would recite dates and events, expecting students to remember them precisely. This approach placed a heavy emphasis on rote learning and discipline.1.2 However, as society has evolved and educational paradigms have shiftedThe role of teachers has undergone significant changes. In modern education, teachers are no longer just imparters of knowledge; they have become facilitators of learning. They guide students to explore, question,and discover on their own. Instead of simply providing answers, they encourage students to think critically and find solutions independently. For example, in a science class, a modern teacher might pose a problem and let students design experiments to solve it. This approach nurtures creativity and problem-solving skills.1.3 The modern teacher also places greater emphasis on individualized instructionRecognizing that each student has unique learning styles and paces, they strive to tailor their teaching methods to meet these diverse needs. They use a variety of educational technologies and resources to make learning more engaging and accessible. Additionally, teachers now act as mentors and role models, instilling values and life skills along with academic knowledge.1.4 In conclusionThe roles of teachers have indeed transformed over time. This evolution reflects the changing needs of society and the advancements in educational thought. The shift from a knowledge-centered to a learner-centered approach has had a profound impact on the quality of education. As teachers continue to adapt and evolve, they will undoubtedly play a crucial role in preparing students for an increasingly complex and dynamic world.part 31. The Multifaceted Roles of TeachersTeachers play an indispensable role in the education system and the development of students. They are not just educators who impart knowledge but also mentors, guides, and inspirations. The importance of their various roles cannot be overstated.1.1 One of the crucial roles of teachers is that of a knowledge providerThey are responsible for presenting complex concepts and information in a clear and understandable manner. For instance, a mathematics teacher might explain difficult formulas and theorems in a way that makes them accessible to students. By doing so, they lay the foundation for students' future learning and intellectual growth.1.2 Teachers also act as mentorsThey inspire students to think critically and independently. Consider a teacher who encourages students to question conventional wisdom and explore different perspectives. This kind of teacher helps students develop their analytical skills and the ability to solve problems on their own. For example, in a science class, a teacher might present a problem and guide students to come up with possible solutions through experimentation andobservation. This process not only imparts scientific knowledge but also nurtures the students' creativity and innovation.1.3 Patience is another essential quality of a teacherThere are always students who struggle to keep up with the pace of the class. A patient teacher will take the time to understand the difficulties these students face and provide individualized support. They might offer extra tutoring sessions or break down complex topics into smaller, more manageable steps. Such a teacher can make a significant difference in the life of a struggling student. I remember a classmate of mine who had difficulty understanding history. Our history teacher spent countless hours after school explaining the concepts to him, and eventually, he not only caught up but also developed a passion for the subject.1.4 Furthermore, teachers are role modelsThey exhibit positive values and behaviors that students often imitate. A teacher who is honest, hardworking, and respectful sets an example for students to follow. Through their daily interactions with students, they instill important life lessons and ethical values.1.5 In conclusionTeachers wear many hats and their roles are diverse and vital. They are the torchbearers of knowledge, the inspirers of creativity, the supporters of struggling students, and the models of good character. Theimpact they have on students' lives is profound and long-lasting. We should recognize and appreciate the efforts of teachers and the significant role they play in shaping the future of our society.。
英语作文大词
英语作文大词Title: The Impact of Technology on Education。
In the contemporary era, technology has become an indispensable aspect of our lives, profoundly impacting various spheres, including education. This essay delvesinto the multifaceted influence of technology on education, exploring its benefits, challenges, and implications for the future.First and foremost, technology has revolutionized the way knowledge is disseminated and acquired. The advent of the internet has enabled access to a vast repository of information, transcending geographical barriers. Students now have the world at their fingertips, with resources ranging from scholarly articles to educational videos available online. Moreover, e-learning platforms andvirtual classrooms have made education more accessible to individuals from diverse backgrounds, offering flexibility in terms of pace and place of learning.Furthermore, technology has enhanced the efficacy of teaching methods and pedagogical approaches. Interactive multimedia tools, such as simulations and educational games, cater to different learning styles, fostering engagementand retention among students. Additionally, platforms equipped with artificial intelligence algorithms can personalize learning experiences, providing tailoredcontent and feedback to meet the unique needs of each learner. As a result, technology has facilitated a shift towards student-centered learning paradigms, empowering learners to take ownership of their educational journey.However, the integration of technology into educationis not without its challenges. One significant concern is the digital divide, whereby disparities in access to technology exacerbate existing inequalities in educational opportunities. While affluent students may have access to state-of-the-art devices and high-speed internet, theirless privileged counterparts may lack basic technological infrastructure, impeding their academic progress. Bridging this gap requires concerted efforts from policymakers,educators, and stakeholders to ensure equitable access to digital resources for all students.Moreover, the pervasive use of technology in education raises concerns about its potential drawbacks, particularly regarding distractions and over-reliance on digital tools. The ubiquitous presence of smartphones and social media platforms can tempt students to succumb to procrastination and diversion, detracting from their focus on learning. Additionally, the over-reliance on technology may diminish critical thinking and problem-solving skills, as students become accustomed to instant answers and automated solutions. Thus, striking a balance between harnessing the benefits of technology and mitigating its adverse effects is imperative in promoting holistic educational outcomes.Looking ahead, the future of education is intricately intertwined with technological advancements. Emerging technologies such as augmented reality, virtual reality, and artificial intelligence hold immense potential to further transform the educational landscape. Virtualreality simulations can provide immersive learningexperiences, allowing students to explore complex concepts in a simulated environment. Artificial intelligence-driven tutoring systems can offer personalized guidance and support, supplementing traditional instruction methods. Embracing these innovations entails reimagining traditional educational frameworks and embracing a culture of innovation and adaptability.In conclusion, technology has become an integral catalyst for innovation and transformation in education.Its pervasive influence has reshaped teaching and learning practices, offering unprecedented opportunities and challenges. By leveraging technology judiciously and inclusively, educators can foster a more dynamic, engaging, and equitable learning environment. As we navigate the evolving educational landscape, harnessing the transformative power of technology is paramount in preparing students for the challenges and opportunities of the digital age.。
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From Figure 1-2 in Huba and Freed, Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning, 2000
Teacher-Centered
Culture is competitive and individualistic.
Learner-Centered
Culture is cooperative, collaborative, and supportive.
Comparison of Paradigms
What I know best I have taught…
…the individuals learning the most in the teachercentered classrooms are the teachers there. They have reserved for themselves the very conditions that promote learning:
er-Centered
Emphasis is on acquisition of knowledge outside the context in which it will be used.
Learner-Centered
Emphasis is on using and communicating knowledge effectively to address enduring and emerging issues and problems in real-life contexts.
Comparison of Paradigms
Teacher-Centered
Students passively receive information.
Learner-Centered
Students are actively involved.
Comparison of Paradigms
Teacher-Centered
Only students are viewed as learners.
Learner-Centered
Professor and students learn together.
Introduction to Problem-Based Learning
Outcomes?
First, an exercise:
1. Individually, write down five words or short phrases that come to mind when you think of:
Student-Centered Learning
2. In small groups, select three “most important”. 3. Finally, prepare to report out one choice.
Comparison of Paradigms
Teacher-Centered
Instructor’s role is to be primary information giver and primary evaluator.
Learner-Centered
Instructor’s role is to coach and facilitate. Instructor and students evaluate learning together.
Outcomes?
Moving to:
Can students gather and evaluate new information, think critically, reason effectively, and solve problems?
Outcomes?
Moving to:
Can [students] communicate clearly, drawing upon evidence to provide a basis for argumentation?
Comparison of Paradigms
Teacher-Centered
Knowledge is transmitted from professor to student.
Learner-Centered
Students construct knowledge through gathering and synthesizing information and integrating it with the general skills of inquiry, communication, critical thinking, and problem solving.
Moving away from:
Are students getting the right answer?
Outcomes?
Moving to:
Can students demonstrate the qualities that we value in educated persons, the qualities we expect of college graduates?
Comparison of Paradigms
Teacher-Centered
Focus is on a single discipline.
Learner-Centered
Approach is compatible with interdisciplinary investigation.
Comparison of Paradigms
Outcomes?
Moving to:
Do [students’] decisions and judgments reflect understanding of universal truths[/concepts] in the humanities and arts [etc.]?
Outcomes?
Comparison of Paradigms
Teacher-Centered
Emphasis is on right answers.
Learner-Centered
Emphasis is on generating better questions and learning from errors.
Moving to:
Can [students] work respectfully and productively with others?
Outcomes?
Moving to:
Do [students] have self-regulating qualities like persistence and time management that will help them reach long-term goals?
actively seeking new information, integrating it with what is known, organizing it in a meaningful way, and explaining it to others.
Page 35, Huba and Freed, Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning, 2000
George Watson ghw@ Institute for Transforming Undergraduate Education University of Delaware 2004 Annual Conference on Case Study Teaching in Science SUNY Buffalo, NY