小学英语课程与教学论复习重点21页word

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【人教pep版】小学英语总复习：基础知识与重点难点分析详解(Word版,13页)

第一部分：基础知识1.字母：26个字母的大小写ABCDEFGHIJKLMNOPQRSTUVWXYZabcdefghijklmnopqrstuvwxyz2.语音：元音的发音五个元音字母：AEIOU12个单元音：前元音：[i:] [ɪ] /e/ [æ]中元音：[ɜ:] [ə]后元音：[ɑ:] [ɒ] [ɔ:] [u :] [ʊ] [ʌ]双元音（8个）合口双元音（5个）[ai] [ei] [au] [əu] [ɔi]集中双元音（3个）[iə][εə][uə]3.词汇：词汇量，近反义词4.句子：大小写，标点符号第二部分：语法知识1名词：名词单复数，名词的格(一)名词单复数一般情况，直接加-s，如：book-books, bag-bags, cat-cats, bed-beds以s. x. sh. ch结尾，加-es，如：bus-buses, box-boxes, brush-brushes, watch-watches以“辅音字母+y”结尾，变y为i, 再加-es，如：family-families, strawberry-strawberries以“f或fe”结尾，变f或fe为v, 再加-es，如：knife-knives不规则名词复数：man-men, woman-women, policeman-policemen, policewoman-policewomen, mouse-mice child-children, foot-feet, tooth-teeth, fish-fish, people-people, Chinese-Chinese, Japanese-Japanese不可数名词的复数就是原型：paper, juice, water, milk, rice, tea(二)名词的格有生命的东西的名词所有格：a) 单数后加’s 如: Lucy’s ruler my father’s shirtb) 以s 结尾的复数名词后加’如: his friends’bagsc) 不以s 结尾的复数后加’s children’s shoes并列名词中，如果把’s加在最后一个名词后，表示共有, 如:Tom and Mike’s car 汤姆和迈克共有的小汽车要表示所有物不是共有的，应分别在并列名词后加’sTom’s and Mike’s cars 汤姆和麦克各自的小汽车(2)表示无生命东西的名词通常用“of +名词”来表示所有关系：如:a picture of the classroom a map of China2冠词：不定冠词，定冠词种类(1)不定冠词：a / an a unit / an uncle元音开头的可数名词前用an :an egg / an apple / an orange / an eraser / an answer /an ID card / an alarm clock / an actor / an actress / an e-mail /an address / an event / an example / an opera /an houran old man / an interesting book / an exciting sport /an action movie / an art lesson /(2)定冠词：the the egg the plane定冠词的用法：特指某(些)人或某(些)物：The ruler is on the desk.复述上文提到的人或物：He has a sweater. The sweater is new.谈话双方都知道的人或物：The boys aren’t at school.在序数词前：John’s birthday is February the second.用于固定词组中：in the morning / afternoon / evening不用冠词的情况：专有名词前：China is a big country.名词前有定语：this , that , my , your , some, any , no 等：This is my baseball.复数名词表示一类人和事：Monkeys can’t swim. They are teachers.在节日，日期，月份，季节前：Today is Christmas Day. It’s Sunday.一日三餐前：We have breakfast at 6:30.球类棋类运动前：They often play football after class. He plays chess at home. * 但乐器前要用定冠词：I play the guitar very well.学科名称前：My favorite subject is music.在称呼或头衔的名词前：This is Mr Li.固定词组中：at noon at night by bus3代词、形容词、副词1).代词：人称代词，物主代词人称代词物主代词主格宾格第一人称单数I(我)memy(我的)复数we(我们)usour(我们的)第二人称单数you(你)youyour(你的)复数you(你们)youyour(你们的)第三人称单数he(他)himhis(他的)she(她)herher(她的)it(它)itits(它的)复数they(他们/她们/它们)themtheir(他们的/她们的/它们的)2).形容词，副词：比较级，最高级(一)、形容词的比较级1、形容词比较级在句子中的运用：两个事物或人的比较用比较级，比较级后面一般带有单词than。

01小学英语课程与教学论

教学观
小学特点——经验、心理、生理、语言… 语言特点——世界是翻译得以进行的中介。教学行为特点
教学是在学校或教育机构中，师生以语言交流为主来传授知识、技能、态度、观念等思想的行为，是具有责任与义务的一种语言交往活动。开关
作业
阅读附录一教育部关于积极推进小学开设英语课程的指导意见；讨论可能遇到的意义问题。预习第二章，提出有思考的问题。借小学英语教材。
小学阶段英语课程的任务
落实“教育要面向现代化，面向世界，面向未来”的战略指导思想。培养新世纪公民和现代人的英语语言素质。使学生掌握一定的英语基础知识和听、说、读、写技能，形成一定的综合语言运用能力能力。能力保护学生学习英语的兴趣兴趣，培养良好的学习习兴趣习惯，形成有效的学习策略。
语言观
语言刻画世界；语言简化思维；语言塑造民族。语言记录阅历，语言面试添彩。语言是发展手段，经由语言改变大脑、显化思维、检测学业。语言是人类独有的交际工具。语言是一种符号系统（音段和字符）。语言是人类的思维工具和文化载体。语言是一种有声音、有形象的可感物质。体的经验。学龄前儿童基本构建了相对完整的“音段-经验”对应库。从学龄儿童开始，个体进入学习共同体学习并试图建建立全新的“音段-字符”对应库。每经历一个认识过程，如实践、阅读、交流等，都使个体“音段-经验-术语”对应关系有所增加。实践使认识缓慢膨胀；文字使认识高速膨胀。 “经验”的积累、大脑的改变是隐性的，但“音段” 和“术语”的增多是显性的。
小学英语课程与教学论
金学军 2011.2 井冈山大学教育学院
第一章绪论
第一节小学英语教学的意义及目的第二节研究和学习小学英语教学法的意义及方法第三节小学英语教学法中的相关观念

英语教学法复习提纲.doc

小学英语教学法复习提纲1.小学生学习外语的特点：（1）模仿力强、记忆力好、勇于开口；（2）活泼好动，想像力丰富，富于创造力，喜欢新事物，乐于参加活动；（3）喜欢动身、动手、动脑做事情；（4）喜欢容易达到的学习FI标；（5）精力集屮时间比较短；（6）注意力较易分散，自我管理能力不强（7）理解复杂的语言指令还有一定的困难；（8）学习的目的性不如成人那样强，快乐时冰会学习；（9）.语言规则分析能力较差2.小学英语教学的主要任务：通过听、说、看、玩、唱等一系列的教学活动，对学生进行听说读写的基本训练，激发学生学英语的兴趣和动机，培养良好的学习4惯，使学生获得一些英语的感性知识，打下较好的语音基础，学习一定量的词汇，接触一定量的口常交际用语，从而具有以听说能力为主的初步交际能力，同时在英语学习过程中受到良好的思想品徳教育，个性得到健康和谐的发展。

第二章1.英语课程改革的重点是什么？（P6）改变课程过分注重知识传授的倾向，强调形成积极主动的学习态度，使获得棊础知识和棊本技能的过程同时成为学会学习和形成正确价值观的过程。

2.基础教育阶段英语课程的任务和总体目标是什么？（P7）任务：（1）激发和培养学生学习英语的兴趣，树立自信心，养成良好的学习习惯和形成有效的学习策略，发展自主学习的能力和合作精神。

（2）使学生掌握一定的英语基础知识和听说读写技能，形成综合语言运用能力。

（3）培养学生观察、记忆、思维、想象能力和创新精神。

（4）帮助学生了解世界和中西方文化差异，拓展视野，培养爱国主义精神，形成健康的人生观，为他们的终身学习和发展打下良好的基础。

总体目标：培养学生的综合语言运用能力。

3.综合语言能力的形成建立在什么基础上？（P8）语言知识、语言技能、情感态度、学习策略、文化意识4.《课标》的分级方式和设计依据（P8）采用国际通用的分级方式，将英语课程目标按照能力水平设为九个等级。

设计依据：遵循语言学习的规律和不同年龄的学生心理、生理发展的需求和特点，也考虑到我国民族众多、地域辽阔，经济、教育发展不平衡的实际，旨在体现我国英语课程标准的整体性、开放性、灵活性。

小学英语教学法复习资料

小学英语教学法一、小学生学习特点1、小学生心理特点：小学生思维特点﹑小学生注意特点﹑小学生学习动机的特点﹑小学生意志特点。

2、影响小学生学习的其他因素：年龄﹑智力﹑语言学能力﹑学习策略﹑多元智能。

3、小学生和成人学习英语的差异.小学生心理特点：1.1小学生思维特点小学生思维发展的基本特点是从以具体形象思维为主要形式,逐步过渡到以抽象逻辑思维为主要形式。

但是，这种抽象逻辑思维在很大程度上仍然是直接与感性经验相联系的，仍然具有很大成分的具体形象性。

通过小学阶段的学习，小学生逐渐具备了人类思维的整体结构，但这个思维结构还有待进一步完善和发展。

从小学阶段起，儿童逐渐开始具有思维的目的性，表现出完整的思维过程，有较丰富的思维材料和思维结果，表现出个体思维品质发展的显著差异性，儿童思维的自我监控或自我调节的能力也在日益加强。

1.2小学生注意特点小学生注意的一般特点，主要是指小学生有意注意和无意注意的发展。

主要体现在：1从无意注意占优势，逐渐发展到有意注意占主导地位。

低年级学生刚离开幼儿园不久，还不完全适应学校的学习生活，无意注意仍起重要作用。

随着年龄的增长，四五年级小学生的有意注意基本上占主导地位，他们逐步理解自己的学习责任和社会义务，逐步理解在集体生活中自己与同学及老师的关系，从而使有意注意由“被迫”状态提高到自觉状态。

2小学生的注意有明显的情绪色彩。

小学生由于大脑与神经系统活动的内抑制能力没有充分发展，一个兴奋中心的形成往往波及其他相应器官的活动，面部表情、手脚乃至全身都会配合活动，所以注意表现出明显的情绪色彩。

1.3小学生学习动机的特点学习活动行为一般是由学习动机引起的。

小学生的学习动机是有一个发展过程的。

一般地说，它的趋势是从比较短近的、狭隘的学习动机逐步向比较自觉的、远大的学习动机发展；从具体的学习动机逐步向富有原则性的、比较抽象的学习动机发展；从不稳定的学习动机逐步向比较稳定的学习动机发展。

这个过程，反映了小学生学习行为的动机及其整个学习活动的水平。

课程与教学论知识点总结-期末复习(word文档物超所值)

1: language and language teachingWhat is language?nguage is a system of arbitrary vocal symbols used for humancommunication.2.The answer to this question is the basis for syllabus design, teachingmethods, teaching and assessment procedures in the classroom.3.Different views on language generate different teaching methodologies. Common Views on language1.Structural view （language competence）—The founder: Saussure—The structural view of language sees language as a linguistic system made up of various subsystems (Larsen-Freeman & Long, 1991): phonology, morphology, and syntax.—The target of language learning is seen to be the mastery of elements of this system, which are generally defined in terms of phonological units(e.g., phonemes),grammatical units (e.g., clauses, phrases, sentences),grammatical operations (e.g., adding, shifting, joining, or transforming elements), and lexical items (e.g., function words and structure words).—Learning the language is to learn the structural items, study the inner structure and rule of language, ignore the social functions of the language.2.Functional view—Representative: Johnson, Marrow, swain canal (the core: grammar)—It views language as a vehicle for the expression of functional meaning, a means of doing things/ combining grammatical rules and vocabulary to express idea.3.Interactional view （communicative competence）—Emphasis: appropriateness—It views language as a vehicle for the realization of interpersonal relations and for the performance of social transactions between individuals.—Language is seen as a communicative tool for the creation and maintenance of social relations.—Learners need to know the rules for using the language in certain contexts What makes a good language teacher?1. A good language teacher does not solely depend on his/her command of thelanguage. There are a variety of element that contributes to the qualities of a good language teacher. These elements can be categorized into three groups: ethic devotion, professional quality and personal styles.How can one become a good language teacher?Wallace’s (1991) ‘reflective model’1.Stage 1: language development2.Stage 2: learning, practice, reflection1)The learning stage is the purposeful preparation that a language normallyreceives before the practice. This preparation can include:Learning from others’ experienceLearning the received knowledgeLearning from one’s own experiences2)The practice stage (2 senses)Pseudo practice: short period of time assigned to do teaching practice as part of one’s pre-service education, usually under the supervision of instructorsThe real classroom teaching:what a teacher undertakes after he/she finishes formal education3)Teachers benefit from practice if they keep on reflecting on what they havebeen doing3.Goal: professional competence2: theory of language learning and language learners1.Fluency1)Different levels of fluency：[1]time-filling[2]quality of speech[3]appropriacy of speech[4]aesthetic capability2)In terms of second or foreign language environment, fluency means a level ofproficiency in communication (Richards, 1992).3)Four kinds of abilities:[1]the ability to produce spoken language with ease;[2]the ability to speak with a good but not necessarily perfect command ofintonation, vocabulary, and grammar;[3]the ability to communicate ideas effectively;[4]the ability to produce continuous speech without causingcomprehensible difficulties or a breakdown in communication.2.Accuracy1)Accuracy refers to the ability to produce grammatically correct sentencesbut may not include the ability to speak or write fluently.3.Interaction1)Interaction pushes learners to produce more accurate and appropriatelanguage, which itself provides input for other students. (Hedge, 2002)2)Forms of Interaction[1]Teacher—Students[2]Students—StudentsPair workGroup work3)Advantages of group work and pair work:[1]Students are more involved.[2]More language practices[3]Generating interactive language.[4]Offering an embracing affective climate.[5]Developing co-operative learning[6]Promoting learner responsibility and autonomy.4)Problems of group work and pair work[1]The teacher is no longer in control of the class.[2]The class is noisy.[3]Students will use their native language.[4]Students' errors will be reinforced in small groups.[5]Teacher cannot monitor all groups at once.[6]Some learners prefer to work alone.[7]There are dominant or silent speakers (chauffeurs and hitchhikers).[8]Students talk about other things.[9]No time to practice fully or finish the task.5)Typical group work tasks[1]Games[2]Role-play and simulations[3]Drama[4]Projects[5]Interview[6]Brainstorming [7]Information gap[8]Jigsaw[9]Problem-solving anddecision-making[10]Opinion exchange6)Before the start of group work/pair work tasks[1]Introduce the technique[2]Justify the use of pairs or small groups for the technique[3]Model the technique[4]Give explicit, detailed instructionsa restatement of the purposerules to followstay with your groupshare ideas and informationlisten to other people's ideashelp each otherEnglish onlyestablish a time frameassign roles (if any) to students[5]Divide the class into groups[6]Check for clarification[7]Set the task in motionDo not sit at your desk and grade papers.Do not leave the room and take a break.Do not spend undue amount of time with one group at the expense of others.Do not correct students' errors unless asked to do so.Do not assume a dominating or disruptive role while monitoring groups.reportingdemonstratingworking on points which needs improving4.Learning and communication strategies1)Learning strategies are steps taken by students to enhance their ownlearning. Appropriate language learning strategies result in improved proficiency and greater self-confidence. --Oxford, 19902)Learning strategies (O’Malley et al, 1983)[1]Metacognitive strategiesMetacognitive strategies are used to oversee, regulate or self-direct language learning, which include how learners regulate theirlearning by planning, monitoring and evaluating their learningactivities. --Rubin, 1987advance organizer directed attention selective attention self-managementadvance preparation self-monitoringdelayed production self-evaluationself-reinforcement[2]Cognitive strategiesCognitive strategies refer to the steps or operations used in learning or problem-solving that require direct analysis, transformation, or synthesis of learning materials. --O’Malley et al, 1983repetition grouping note-taking deduction auditory key wordcontextualization elaborationtransferinferencing[3]Social mediation strategiesSocial mediation strategies/Communication strategies are those activities learners engage in which afford them opportunities to beexposed to and practice their knowledge.cooperation question for clarification 3)Compensatory strategies[1]enable learners to use the new language for either comprehension orproduction despite limitations in knowledge.[2]Compensatory strategies are intended to make up for an inadequaterepertoire of grammar and, especially, of vocabulary.[3]Knowledge sources for comprehension(1) Knowledge needed⏹Schematic knowledge: Schematic knowledge or schemas(schemata) refers to one’s general knowledge about the worldand about text types, which are cognitive constructs for theorganization of information in our long-term memory.background knowledge: actual, socioculturalprocedural knowledge: how knowledge is used in discourse⏹Contextual knowledgeknowledge of situation: physical setting, participants, etc.knowledge of co-text: what has been, will be said⏹Systemic knowledge: syntactic, semantic, morphological(2) Roles of the knowledge⏹allowing for effective guess (system knowledge)⏹building meanings by drawing on a wider range of sources(including semantic and contextual knowledge. Soundrecognition is not enough.)⏹making effective inference (previous knowledge)⏹Cutting down the range of possible meanings (situationalcontext)⏹meaning understanding is required bottom-up and top-downprocessesprehensible output1)Output can serve a consciousness-raising function by helping learners tonotice gaps in their interlanguages.2)Output helps learners to test hypotheses.3)Learners sometimes talk about their own output, identifying problemswith it and discussing ways in which they can be put right.6.Enlightenment1)Teachers should encourage students to test hypotheses and to notice gapsin interactive processes.2)Students are supposed to learn English by using English and interactingwith others.3. communicative principles and task-based language teaching1.CLT（交际英语教学）:1)Definition: Communicative Language Teaching is an approach that focuseson linguistic functions and on training communicative competence of the learners. It includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.2)The basis: the theory of sociology and sociolinguistic.3)Communicative Competence: Four aspects included (Hymes, 1979):[1]knowing whether or not something is formally possible (grammaticallyacceptable), which is roughly equivalent to Chomsky's linguistic competence.[2]knowing whether something is understandable to human beings.[3]knowing whether something is in line with social norms;[4]knowing whether or not something is in fact done: Do people actually uselanguage this way?4)Features of Communicative Language Teaching[1]It stresses the need to allow students opportunities for authentic andcreative use of the language.[2]It focuses on meaning rather than form.[3]It suggests that learning should be relevant to the needs of the students.[4]It advocates task-based language teaching. Students should be given tasksto perform or problems to solve in the classroom.5)Principles[1]Communication principle[2]Task principle[3]Meaningfulness principle6)Criteria for evaluating communicative activities[1]Communicative purpose[2]Communicative desire[3]Content, not form[4]Variety of language[5]No teacher intervention[6]No material controls7)Merits of CLT:[1]likely to give the students all skills[2]More relevant[3]Less waste of time and effort8)Demerit of CLT:[1]make great demands upon the professional training and skills of theteacher[2]Difficult to cheek what student have learnt[3]Don't offer the teacher the security of the textbook9)Traditional class VS CLT[1]Listening: to the teacher, to the tape →sth. unpredictable, sth. authentic,sth. meaningful[2]Reading: learning language →get information, exact meaning, differentskills[3]Speaking: repeating, answering, retelling →sth. creating, express oneself[4]Writing: composition, translation →write to express oneself, one’s feeling,one’s thought; write what people write in the way people write.10)Linguistic Competence: tacit knowledge of language structures and theability to use the knowledge to understand and produce language. (Chomsky) 11)Communicative Competence: Both knowledge about the language and theknowledge about how to use the language in communicative situationappropriately.2.Task-based Language Teaching (TBLT)1)TBLT vs. CLT[1]TBLT is, in fact, a further development of CLT.[2]It shares the same beliefs, as language should be learned as close aspossible to how it is used in real life.[3]However, it has stressed the importance to combine form-focusedteaching with communication-focused teaching.2)model[1]Pre-task[2]Task cycleTask: do the taskPlanning: prepare to report/rehearseReportHearing task recording or read text[3]Language focusAnalysisPractice3)What is a task?[1]A task is essentially goal-oriented; it requires the group, or pair, to achievean objective that is usually expressed by an observable result, such as brief note or lists, rearrangement of jumbled items, a drawing, a spoken summary.[2]This result should be attainable only by interaction between participants:so, within the definition of the task you often find instructions such as ‘reach a consensus’, or ‘find out everyone’s opinions’.[3]Four Components of a Task: purpose, context, process, product[4]Differences among Exercises, Exercise-tasks and Tasks:Tasks are the activities which let students focus on the complete act of communication.Exercises are the activities which let students focus their attention on the individual aspects of language, such as vocabulary, grammar orindividual skills.Exercise-tasks are the activities which helps the students to master the individual aspects of language by using them in certain kinds ofcontexts.[5]The Principles in Designing Tasks:authenticity principleform-function principletask dependency principleleaning by doingscaffolding[6]steps in designing tasks:Think about students' needs, interests, and abilitiesBrainstorm possible tasksEvaluate the listChoose the language itemsPrepare materials[7]Types of Taskslistingordering and sortingcomparingproblem solvingsharing personal experiencecreative tasksjigsaw tasksdecision-making tasksopinion exchange tasks3.PPP (Presentation, Practice, Production)1)Differences between PPP and TBLT[1]The way students use and experience language in TBLT is radicallydifferent from PPP.Free of language controlA genuine need to use language to communicateA free exchange of ideasAppropriateness & accuracy of language form in general, not production of a single formA genuine need for accuracy and fluency[2]TBLT can provide a context for grammar teaching and form-focusedactivities. PPP is different in this aspect.A task-established contextEncouraged to think, analyze, not simply to repeat, manipulate and applyA more varied exposure to natural languageLanguage forms not pre-selected for focusLearner-free selection of languageTBLT cycle lead from Fluency to accuracy (+fluency)In TBLT Integrated skills practiced4.Total Physical Response1)Total Physical Response (TPR) is a language teaching method developed byJames Asher who advocates the coordination of speech and action.2)Language is taught through physical (motor) activity.3)Features:[1]TPR reveals structuralist or grammar-based views of language.According to Asher, the verb, especially the verb in the imperative, asthe central linguistic motif around which language use and learning areorganized.[2]The language learning theory in TPR is behaviorism. Learning iseffective and meaningful through stimulus-response action.[3]The objective of a TPR course is to develop learners’ communicativeability through the use of action-based drills in the imperative form.[4]TPR syllabus is a sentence-based one with teaching items of grammarand vocabulary. However, the focus is not on the structure, but onmeaning in a way that grammar points and vocabulary items areselected according to situations in which they are used.[5]The learning and teaching activities in TPR are imperative drills such asorders, commands or instructions, which are used to elicit physicalactions and activity on the learner.[6]TPR learners are listeners and performers. They are required torespond and monitor and evaluate their own progress.[7]The teacher in TPR is active, directing the classroom interaction andturn taking to make sure everything goes well.4)Merits[1]Physical activity helps retain the language.[2]Learning is made a matter of effortless process.[3]It gives due attention to right-brained learning, which is supposed toprecede left-brain language processing.[4]It facilitates students to communicate uninhibitedly.5)Demerits[1]It may not appeal to learners as they advance in their competence.[2]A lot of complex language structures cannot be effectively incorporatedinto the imperative.[3]Learners’ needs for unrehearsed language cannot be met by suchdramatic nature of language learning.[4]It does not have basic textbooks, which may be difficult for bothteachers and learners.4. The English curriculum and coursebooks1.Curriculum: Curriculum refers to the programme of studies of an educationalinstitution. It refers to the substance of what is taught in a given subject: (a) defining objectives, (b) determining content, (c) indicating some sort of sequence or progression.2.Syllabus: A syllabus provides a focus for what should be studied, along with arational for how the content should be selected and ordered.1)Characteristics of a Syllabus:[1]consists of a comprehensive list of content items (words, structures,topics) and process items (tasks, methods)[2]is ordered (easier, more essential items first)[3]has explicit objectives (usually expressed in the introduction)[4]is a public document[5]may indicate a time schedule[6]may indicate a preferred methodology or approach[7]may recommend materials3.coursebook:1)definition: A coursebook is a textbook of which the teacher and, usually,each student has a copy, and which is in principle to be followed systematically as the basis for a language course. Coursebooks are best seen as a resource in achieving aims and objectives that have already been set in terms of learner needs.2)Role of coursebooks:[1]Coursebooks should not determine the aims themselves or becomeaims.[2]The role of the coursebook is to be at the service of teachers andlearners but not to be their master.[3]The aims of the coursebook should correspond as closely as possible tothe aims of the teacher, and both should seek to meet the needs of thelearners to the highest degree.3)英语教学材料包括教科书以及教师用书、练习册、活动手册、读物、音视频材料、挂图、卡片、教学实物、软件等。

(精编)【人教pep版】小学英语总复习：基础知识与重点难点分析详解(Word版,13页)

《小学英语课程与教学论》教学大纲

《小学英语课程与教学论》教学大纲一、课程基本信息中文名称：小学英语课程与教学论英文名称：Curriculum and Instruction of Primary English课程编码：14110C课程类型：专业课总学时：48（理论学时：24；实践学时：24）总学分：3适用专业：小学教育专业先修课程：教育学；心理学；教育心理学；课程与教学论；大学英语开课系部：教育与心理科学系二、本课程的性质和任务小学英语课程与教学论是教育与心理科学系小学教育专业主干课程之一，是实践性很强的一门学科，在本专业的课程体系中占有重要地位。

本课程的授课对象是小学教育专业三年级的学生。

这些学生在基础阶段已掌握英语语音、语法知识，具有一定的词汇量并在听、说、读、写方面受过一定程度的训练，达到或接近大学英语四－六级水平的要求。

该课程的目标是培养具有理念新、能力强、教学基本功扎实的科研型小学英语教师。

通过本课程的学习，让学生了解外语教学的普遍规律以及这些规律在英语教学中的具体应用；帮助学生熟悉国内外各种外语教学流派的基本教学指导思想和原则，以及教学过程；培养学生学会分析英语课堂教学和根据不同情况采用不同教学方法的能力。

学生应能运用本课程所学的理论知识和掌握的教学技能开展小学英语教学实践，包括能根据教学要求制定明确的教学目标、灵活使用教材、采用合适的教学方法、设计多样化的教学活动、运用现代化教学手段、重/难点讲授清晰等，为教育实习和走上小学英语教师岗位打下坚实的基础。

三、课程教学的基本要求（一）理论教学基本要求“小学英语课程与教学论”是一门实践性很强的课程，教学中要求以培养学生的教学实际能力为主，但也不忽视对英语教学相关理论和方法的学习和理解。

通过本课程的学习，一方面引发学生对小学外语教育的意义、价值、目的、特点和方法等问题的理论思考，另一方面，通过大量的教学技能和技巧的培训，培养学生的实际从教能力和语言运用水平，力求使小学英语教师的专业化教育做到起点高、专业性强，既重理论，也重实践，着眼于小学英语教师的终身学习和可持续发展能力的培养。

小学英语课程与教学理论知识

小学英语课程与教学理论知识篇一：小学英语课程教学论整理版判断1.（）小学英语课程是面向全体学生的课程，着眼于全人的教育2．（）全人教育应该由六个方面组成，即学问、道德、艺术、宗教、建筑和生活。

3．（）“从对话中选出重要词汇和语法进行练习”这种课堂教学实践体现了功能语言观。

4．（）“通过听和模仿，形成正确的语言习惯” 这种课堂教学实践体现了互动语言观。

5．（）第一语言也可称为母语。

6．（）狭义的第二语言指除母语之外，在官方，商业及社会中广泛应用的语言。

7．（）习得（acquisition）又叫获得，是儿童在自然的语言环境中，不经过正式的教授而自然地，下意识地获得语言的过程。

8．（）学习（learning）是指儿童在非正式的语言环境下有意识地、系统地、正规地学习语言的过程。

9．（）克拉申认为成人通过两种不同而又独立的途径学会外语。

10.（）克拉申语言习得理论认为语言学习者应获得略高于其现有语言水平的第二语言输入。

11.（）斯金纳基于动物行为反应的理论提出行为主义语言学习理论。

12.（）行为主义认为语言是一种人类行为，而不是一种思维现象。

13.（）刺激——反应理论是认知主义学习理论的基础。

14.（）根据行为主义理论的观点，儿童的语言环境对其母语习得起决定性的作用。

15.（）语言行为既受语言环境的影响，也受说话人自身心理因素的影响。

16．（）中介语是指第二语言学习者建构起来的介于母语和目的语之间的过渡性语言。

17．（）隐性知识是以书面文字、图表和数学公式加以表述的知识。

18．（）中介语的三个特征是可渗透性、可变性和系统性。

19．（）僵化现象是指某些非目的语的语法、语音等长期存在于中介语中，并且不易改变的现象。

20．（）小学生思维特点以抽象思维为主。

21．（）在小学英语教学中，教师以培养小学生兴趣为主。

22．（）为了延长小学生注意时间，小学英语教师应采用单一的教学方式。

23.（）为了充分发挥小学生善于模仿的特点，小学英语教师要重视读写作用。

完整版小学课程与教学论复习资料

小学课程与教学论复习资料1、课程是按照一定的社会需要,根据特定的政治、经济、文化及社会价值取向，为培养、教育下一代所制定的一整套有目的、有计划、可执行的培养方案，具有目标的明确性、内容的科学性、方法的恰当性、策略的可操作性以及评价的合理性等特点。

2、广义的教学是指教的人指导学的人以一定的文化为对象进行学习的活动。

狭义的教学主要是指学校教学，是指学校中教师引导学生一起进行的，以特定文化为对象的教与学统一的活动。

3、教育旦的是指教育的总体方向，它所体现的是最普遍的、总体的、终极的教育价值。

4、培养目标是“教育目的”的下位概念，它所体现的是不同性质的教育和不同阶段的教育的价值。

换言之，培养目标就是对某一级、某一类学校培养人的质量规格的设想或规定。

5、课程目标是“培养目标”的下位概念，是指一定阶段教育的学校课程促进学生身心发展所要达到得预期结果。

6教学目标是“课程目标”的下位概念，是课程目标的进一步具体化，是指导、实施和评价教学的基本依据，是师生在学科教学活动中预期达到的教学结果、标准，既是教师教的目标，也是学生学的目标。

7、美国教育心理学家本杰明• S •布鲁姆长期从事教育目标研究，他把教育目标分成“认知领域”、“情感领域”和“动作技能领域”三个方面。

8、加涅主要从事学习心理学的研究,把学生的学习结果划分五种类型，即态度、动作技能、言语信息、智力技能和认知策略，以便教师能够根据学习结果的不同类型设计最佳的学习条件。

9、新课程倡导“知识与技能、过程与方法、情感态度与价值观”三维一体的课程目标。

10、整体设置九年一贯制的义务教育课程，小学阶段以综合课程为主。

小学低年级开设品德与生活、语文、数学、体育、艺术（或音乐、美术）等课程；小学中高年级开设品德与社会、语文、数学、科学、外语、综合实践活动、体育、艺术（或音乐、美术）等课程。

11、课程教学遵循的基本要求：（1）目标明确。

（2）内容正确。

（3）方法恰当。

（4）教学组织严密。

(完整)小学英语教学法教程第二版期末复习知识点,推举文档

(完整)小学英语教学法教程第二版期末复习知识点,推举文档.docx《小学英语教学法教程》期末复习知识点Unit1 children as language learners1、How do children acquire their first language in general?（p2） By imitations 、repetitions 、listening to stories ......Discussion point : language learning is a socializingprocess,interaction and experimenting with the language in communication are important ways for language learning2、What are the differences and similarities between learning L1 and L2?(p6D:the length of time 、 opportunities for experimenting with language S:Rich context and input ,opportunities for using thelanguage ,interaction withothers ,etc.are important in learning any languages .3、Children ’s characteristics/suggestions for teachers(p10)4、Ways to nurture children ’s motivation (p11 五点会推断即可 )5、P12 discussion point 、p20 1.5.1 (明白、会推断即可 )6、How do you understand humanistic education?(p21-22 ) Humanistic education requires teachers to treat children as human beings who have their own thoughts and needs.Teachers should never try to force their ideas into children ’s minds and should always try to think the same level as children.Discussion point : Children need to learn to try new languages and become independent learners.7、What is a good primary English teacher like?P24: you should be competent in English ,need to be good at usingdifferent teaching techniques which work with children ,need to be versatile,need to be able to organize games and activities.P25:need to understand how children think and learn ,need to care for the whole child ,need to help children to develop in an all round way .......A good primary school English teacher need to develop competence in at least three areas :the English language ,the understanding of children ,the techniques and methods for teaching English to children . Unit2 understanding the national English curriculum1、overall aim for English language teaching (p42)(九年制义务教学英语教学目标 )AffectLearning strategiesLanguage skillsLanguage knowledgeCultural understanding2、P43 小学英语教学时期目标（三个小黑点部分）Unit 3 classroom management1、What is classroom management?(p65)Classroom management refers to the way teachers organize whathappens in the classroom .2、What influence children ’s learning?(p65)Attitudes and motivation3、Two kinds of motivations(p66)Intrinsic and extrinsic motivations4、Some good ideas for motivating children in learning English（p69-70）5、Lesson planning (p71)Reasons p71-72(a-l)Advantages first of all,p71discussion point (第一段 ) ,moreover, ,thirdly,,last,6、Principles of lesson planning(1)clear aims or objectives(2)enough variety(3)with flexibility（p76）7、Why don’twe teach children in English?(p79三个小黑点部分)8、Five steps towards better instructions (p82)9、Types of question classification(p87)Closed and open questionsDisplay and genuine questionsLower-order and higher-order questions10、Some tips for engaging pupils to ask questions in class （p89-90）11、Some suggestions on creating good learning atmosphere （p94 小黑点部分）12、P95 discussion point( 教师备课时应思考的因素（小黑点部分）、课堂中有学生创造烦恼时能够采取的方法（1）-（6）)13、Teaching large classes大班教学Problems:p98 discussion point14、Four forms of interactions (p100)Whole class workPair workGroup workIndividual study15、Activitiesstirring and settling activities(p108)physically-engaged and mentally-engaged activities(p110)16、We should think about three phases of an activity when we organizeit. (111)The preparation phase,the main activity phase,the follow-up or consolidation phase17、the differences between an error and a mistake(p115)A mistake refers to a performance error that is either a random guess or a “slip of tongue”,and it is a fail ure performance to a known system .A mistake has nothing to do with the language competence, it results from carelessness or temporary breakdown and it can be self-corrected.An error has direct relation with the learners’language competence,it results from the lack of knowledge in the target language and it can ’tbe self-corrected .Unit4 teaching vocabulary ,grammar and pronunciation1、p129 In most beginning level primary English text books,vocabulary is often presented with pictures and illustrations.2、What does knowing a word involve?(p130)Word meaning ( meaning in context ,some relations)Word use(metaphor and idiom,collocation,style and register)Word information (parts of speech,prefixes and suffixes,spelling and pronunciation)Word grammar (noun:countable/uncountable,verb complementation/ phrasal verbs,etc,adjectives and adverbs ,position,etc.(p130 discussion point 是对上面的解释）3、What methods/techniques can be used to present new words?(p131) Using real objectsUsing pictures or illustrationsProviding demonstration or givingexamples Involving learners in actionsP133 An important principle that we should bear in mind is that “studentsneed to see words in context to s ee how they are used”.In other words,they need to “see or hear those words inaction ”.Therefore,the best way to present new words is to provide a meaningful context andgive children the chance to observe,to think ,to act .4、What activities can be used for practicing vocabulary?(p133-134) Look and match,Listen and point,The odd one out/which one is different? Put the words into boxes,Tape recorder,Bingo game5、p135 discussion point 第三段 Cameron and Nation 两个人的观点6、Principles in teaching grammar p138四个小黑点部分7、How should grammar be presented? p138-139deductive (演绎 )or inductive（归纳）P139 两个例子分不是演绎法和归纳法的教学，要会推断这两种办法。

英语课程教学论考试重点

Unit 1 Language and Language Learning 语言和语言学习1.Views on language 有关语言的观点Different views on language generate different teaching methodologies. P2不同的语言观产生不同的教学方法..Three different views of language: 三种不同观点的语言:1. Structural view: language as a system made up of various subsystems: the sound system phonology; the discrete units of meaning morphology; the system of combining units of meaning for communication syntax p3a finite number of such structural items 有限数量的这种结构性产品结构语言理论:语言作为一个系统由各种子系统:音响系统语音;离散单元的意义形态;对通信相结合的系统单位的意义语法2. Functional view: Language is not only a linguistic system but also a means for doing things. 功能观:语言不仅是一种语言系统;但也做事情的一种方式..3. Interactional view: language as a communicative tool to build up and maintain social relations between people. p3交互语言理论:语言作为一种交际工具来建立和维护人们之间的社会关系..2. Views on language learning and learning in general 语言学习两类理论：Process-oriented theories and Condition-oriented theories1. Behaviourist theory: p5 行为主义学习理论面向流程理论和条件理论behavioural psychologist Skinner; 行为心理学家斯金纳Watson and Raynor’s theory of conditioning; stimulus; response; and reinforcement;the audio-lingual method; the language is learned by constant repetition and reinforcement of the teacher 沃森和雷诺的调节理论;刺激响应;和强化;听说教学法;语言是不断的重复和强化学习的老师2. Cognitive theory: students are asked to think rather than simply repeat; p5Noam Chomsky; 乔姆斯基认知学习理论:要求学生想而不是简单的重复;language is an intricate rule-based system and a large part of language acquisition is the learning of this system; there are a finite number of grammatical rules in the system and with a knowledge of these an infinite number of sentences can be produced. 有数量有限的语法规则系统和知识的这些可以生成无限的句子语言是一个复杂的基于规则的系统语言习得和一个大的部分是这个系统乔姆斯基认知语言学 Transformational-Generative T-G Grammer 转换生成语法(3). Constructivist theory:P6 Learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already know; 建构主义学习理论:学习是一个过程;学习者建构意义基于自己的经历和已经知道什么;applicable to learning in general; 适用于一般学习 John Dewey 杜威teaching should be built based on what learners already knew and engage learners in learning activities; 教学应构建基于学习者已经知道和学习者参与学习活动to foster inventive; creative; critical learner; 培养创造力;创造力;关键的学习者4. Social-constructivist theory: P6 社会-建构主义理论 Vygotsky; 维果斯基emphasizes interaction and engagement with the target language in a social context;the concept of ‘Zone of Proximal Development’ ZPD 可能发展区/临近发展区and scaffolding 鹰架理论; 概念和鹰架理论强调互动和社会背景与目标语言接触learning is best achieved through the dynamic interaction betweenthe teacher and the learner and between learners.学习是最好的通过教师和学习者之间的动态交互和学习者之间3. qualities of What makes a good language teacher P7 品质好的语言老师ethic devotion; professional qualities; personal style; professional competence道德奉献职业素质个人风格专业能力4. Development of teacher’s professional competence教师专业能力的发展Figure 1.1 P9: Stage 1; Stage 2 and Goal 图1.19页:第一阶段、第二阶段和目标Stage 1: language development 阶段1:语言发展Stage 2: three sub-stages: learning; practice; reflection方案变动包括:学习实践反思The learning stage: 1. learning from others’ experiences; 2. learning the received knowledge; 3. learning from one’s own experiences学习阶段:借鉴别人的经验;学习获得知识;从自己的学习经验5. The most influential language teaching approaches in the past two decadesCommunicative Language Teaching CTL 交际语言教学最具影响力的语言Task-basked Language Teaching TBLT 任务型语言教学教学方法过去二十年Unit 2 Communicative Principles and Task-based Language Teaching 交际原则任务型语言教学1. Language use in real life vs. traditional pedagogy 在现实生活中与传统的教育学The language used in real life 在现实生活中;语言是用来执行特定的交际功能in real life; language is used to perform certain communicative functionsThe language learned in classroom 在教室里学到的语言A big gap between the two 一个很大的差距Main differences: P15 1. traditional pedagogy tends to focus on forms rather than functions; 2. traditional pedagogy tends to focus on one or two language skills and ignore the others; 3. traditional pedagogy tends to isolate language from its context.主要差异:1、传统教学往往关注形式而不是功能;2、传统教育学往往集中在一个或两个语言技能而忽略其他人;3、传统教学往往孤立的语言上下文..2. CLT 交际语言教学弥合两人之间的差距To bridge the gap between the two 目标是发展学生的交际能力The goal of CLT is to develop students’ communicative competence. Five main components of communicative competence p17-18交际能力的五个方面1. Linguistic competence 语言能力It’s concerned with knowledge of the language; it involves spelling; pronunciation; vocabulary; word formation; grammatical structure; sentence structure; and semantics.语言的知识;它包括拼写;发音;词汇;构词、语法结构、句子结构和语义..2. Pragmatic competence 语用能力适当的使用语言的社会环境It’s concerned with the appropriate use of the language in social context;To know when to speak; when not; what to talk about with whom; when; where and in what manner. 知道何时说话;何时不说;谈论与谁;何时、何地、以何种方式..3. Discourse competence 语篇能力It refers to one's ability to create coherent written text or conversation and the ability to understand them. 一个人的能力来创建一致的书面文本或对话和理解的能力..The cohesive markers used in the discourse. 有凝聚力的话语中使用的标记..The reference words in the context. 参考词汇在上下文.. 有凝聚力的词汇意义Cohesive words hold meaning together in a sensible way. 在一个合理的方式..One’s ability to initiate; develop; enter; interrupt; check or confirm in a conversation.一个启动的能力;开发、进入中断;请检查或确认的谈话..4. Strategic competence 策略能力It is similar to communication strategies. 它类似于沟通策略..It refers to strategies one employs when there is communication breakdown due to lack of resources. 它指的是战略雇佣通信故障时由于缺乏资源..By searching for other means of expression; such as using a similar phrase; using gestures; or using a longer explanation. 寻找其他的方式表达;如使用类似的短语;Keep the conversation going. 保持谈话.. 使用手势;或使用一个更详细的解释..Get input from the other end. 从另一端获取输入..5. Fluency 流利程度It means one’s ability to link units of speech toge ther with fluency and without nervousness or inappropriate slowness or undue hesitation. 这意味着一个人的能力联系单位一起演讲流利和没有紧张或不恰当的缓慢或不适当的犹豫..chunks of language大块的语言 Lexical phrases词汇短语Prefabricated language 预制语言Linguistic competence Chomsky: rules of grammar/ grammatical rules/grammar knowledge; the knowledge of language structure and the ability to use this knowledge to understand and produce language. P19 语言能力乔姆斯基:语法规则/语法规则/语法知识;语言的知识结构和使用这些知识的能力去理解和生成语言..Communicative competence Hymes: besides grammatical rules language use is governed by rules of use /knowledge of what to say; when; how; where and to whom.交际能力海姆斯:除了语法规则的语言的使用是由规则的使用/知识该说什么;何时、何地、如何和人..3. Principles of CLT 交际语言教学的原则 Communicative Language Teachingcommunication principle; task principle; meaningfulness principle 交际性原则工作原理有意义原则The weak version of CLT: learners first learn the language as a structural system and then learn how to use it in communication. 强大版本:语言是通过沟通..The strong version of CLT: language is acquired through communication.薄弱版本:学习者首先学习语言作为一种结构体系;然后学习如何使用它在沟通..4. CLT and the teaching of language skills 语言技能的教学交际能力Communicative competence is to develop learners’ language skills; namely; listening; speaking; reading and writing. 是培养学习者的语言能力;即听、说、阅读和写作..5. Main features of communicative activities 交际活动的主要特征The Key assumption in CLT is that students learn the language through engaging in a variety of communicative activities. 关键假设是学生学习语言通过从事各种各样Functional communicative activities 功能性交际活动的交际活动..Social interaction activities P22-23 社会互动活动6. Six criteria for evaluating communicative classroom activities Ellis 19901. Communicative purpose 交际目的六个标准评价课堂交际活动埃利斯2. Communicative desire 交际需要3. Content; not form 注重内容;不是形式4. Variety of language 语言的多样性5. No teacher intervention 没有老师的干涉6. No materials control 没有语言材料控制7. Task-based Language Teaching TBLT 任务型语言教学Task-based language teaching is a further development of Communicative Language Teaching. 是交际语言教学的进一步发展结合形式;集中教学与沟通combine form-focused teaching with communication-focused teaching Definitions of a task on P27 任务的定义Willis; 1996 Tasks are activities where the target language is used by the learner for a communicative purpose goal in order to achieve an outcome. 威利斯;1996任务活动;使用目标语言学习者交际目的目标为了实现一个结果..Four components of a task P28 任务的四个组成部分a purpose; a context; a process; a product 一个目的、内容、过程、结果8.Exercises; exercise-tasks; tasks 练习与任务Exercises: focus on individual aspects of language; such as vocabulary; grammar or individual skills 关注个人方面的语言;如词汇、语法和个人技能Exercise-tasks: contextualized practice of language items often a particular grammar point 符合实际的语言实践项目通常是一个特定的语法点Task: the complete act of communication purposeful & contextualized communication 完整的沟通行为有目的的和符合实际的沟通9.PPP P31-32 属于传统教学模式 traditional teaching mode Presentation of single new item 呈现单新项目Practice of new item: drills; exercises; dialogue 练习新项目:演习;演习、对话Production Activity; role play or task to encourage free use of language产出活动;角色扮演或任务鼓励免费使用语言The five-step teaching method 五步教学法修订;表示;实践;生产;整合revision; presentation; practice; production ; consolidation 10. TBLT/TBL P31Task-based Language Teaching TBLT 任务型语言教学Task-based Learning TBL 任务型学习Pre-task: introduction to topic and task 介绍主题和任务Task cycle: task/planning/report; students hear task recording or read text.任务周期:任务/计划/报告;学生听到任务记录或阅读文本Language focus: analysis and practice: Review and repeat task.语言重点:分析和实践:审查和重复的任务Five steps of designing tasks P34 五个步骤的设计任务1. Think about students’ needs; interests; and abilities考虑学生的需要兴趣和能力2. Brainstorm possible tasks 头脑风暴可能的任务3. Evaluate the list 评估列表使用以下标准:①. 教育价值using the following criteria: ①. educational value; ②.appropriateness to the students’ needs; interest and abilities;③. availability of suitable resources; ④. time available4. Choose the language items 选择的语言项目②. 适合学生的需要兴趣能力5. Preparing materials 准备材料③. 合适的资源的可用性;④.可用时间11. Appropriateness of CLT and TBLT in the Chinese context p35适当的交际语言教学和任务型语言教学在中国语境It is very difficult to design a syllabus with a one to one correspondence between a function and a form. 很难设计教学大纲与之间的一一对应一个功能和一个表单One function of the language can be fulfilled by several language forms.One language form may also have several functions. CLT一个功能可以实现语言的一些语言形式.. 一种语言形式也可能有几个功能..12. Potential constraints of TBLT 任务型语言教学的潜在限制1. It may not be effective for presenting new language items. Swan; 20052. Time 时间它可能不是有效的呈现新语言项目学习的文化:3. The culture of learning: some students may find it difficult to adapt to TBLT. Lack of appropriate skills such as problem-solving;discussing; inquiring and reasoning. 一些学生可能难以适应..缺乏适当的技能;如解决问题、讨论、4. Level of difficulty. 水平的困难查询和推理..Unit 3 The National English Curriculum 国家英语课程标准1. A brief history of foreign language teaching in China 在中国外语教学简史Main events before 1978 主要事件在1978年之前Four major phases of the development of ELT in China since 1978. Restoration; Rapid Development; Reform; and Innovation 发展的四个主要阶段;英语教学在中国自1978年以来修复、快速发展、改革和创新1. Restoration 1978-1985 : 恢复a national syllabus in 1978; 一个国家1978年教学大纲一套新的教科书a new set of textbooks by the People’s Education Press PEP; 由人民教育出版社grammar-based audio-lingual teaching method. 基本语法和听说教学方法2. Rapid development1986-1992: 快速发展the 1986 English Syllabus a revised one; 1986年英语教学大纲修订the rewriting of the textbooks by PEP. 重写教科书English is not only instrumental but also communicative and educational.Teaching should focus more on the use of the language.英语不仅是工具也是交际和教育.. 教学应更注重语言的使用..3. Reform 1993-2000: 改革The policy of nine-year compulsory education. 九年义务教育的政策..The communicative approach. 交际的方法在1993年发布的一份新的教学大纲A new syllabus issued in 1993. 很多教科书区域机构除了鼓舞士气的新系列A number of textbooks by regional agencies besides a new series by PEP.A synthesis of the new and the old approaches. 新和旧的合成方法A more communication-oriented language teaching. 面向更多的交流;语言教学4. Innovation from 2000: 创新A call for quality-oriented education. 呼吁素质教育A review of the curriculum prior 2000. overemphasis on the delivery of language knowledge; ignoring Ss’ language ability and individual learner differences; paper-and-pencil tests 回顾2000年之前的课程..过分强调语言知识的传递;忽略了学生的语言能力和学习者个别差异;纸笔测试A transition to the New National English Curriculum. 过渡到新的国家英语课程..2.the six designing principles for the National English Curriculum6种设计原则1. Aim for educating all students; and emphasise quality-oriented education.2. Promote learner-centeredness; and respect individual differences. p42/p3103. Develop competence-based objectives; and allow flexibility and adaptability.4. Pay close attention to the learning process; and advocate experiential learning and participation. 1面向全体学生;注重素质教育..2突出学生主体;尊重个体差异..5. Attach particular importance to formative assessment; and givespecial attention to the development of competence. 3整体设计目标;体现灵活开放..6. Optimize learning resources; and maximize opportunities forlearning and using the language. 4强调学习过程;倡导体验参与.. 5注重过程评价;强调能力发展.. 6开发课程资源;拓展学用渠道..The overall aim of the curriculum for nine-year compulsory educationis to develop students’ comprehensive abilities in language use.Language skills; language knowledge; affects; culture awareness and learning strategies. 九年义务教育课程的总体目标是培养学生的综合语言运用能力..语言技能;语言知识、影响、文化意识、学习策略.. 九年义务教育的英语课程The English curriculum for nine-year compulsory education.The related senior high school English curriculum. 有关高中英语课程..Nine competence-based objectives. 9个能力本位的目标..Each level is described in terms of what students can do with the language.The integrity; flexibility and openness of the curriculum.每个级别的描述语言的学生能做什么.. 完整性、灵活性和开放性的课程..The principle of learner-centered approach. 原则为中心的方法Education for all students and quality-oriented education. 所有学生教育和素质教育Develop effective learning strategies and autonomous learning abilities by means of experiencing; practicing; participating; exploring and cooperating under the teacher’s guidence. 发展有效的学习策略和自主学习能力通过体验、实践、参与、探究和合作老师的引导.. 形成性评价中扮演主要角色..Formative assessment playing a primary role. 总结性评估应关注Summative assessment should focus on assess ing students’ overall language ability and the ability to use the language. 评估学生的综合语言能力和运用语言的能力..3. The changes of goals and objectives of English language teaching p45 目的目标Compare the teaching objectives in the syllabi which have appeared since 1978; and pay attention to the changes. 比较教学大纲中的教学目标;出现了自1978年以来;并注意更改.. 该框架的目标在新的国家英语课程.. 整体目标的5个方面the framework of objectives in the new National English Curriculum. Overall Language ability: 整体语言能力: 语言知识:语音;语法;词汇;功能;1. Language knowledge: Phonetics; Grammar; Vocabulary; Functions; Topics 话题2. Language skills: listening; Speaking; Reading; Writing 语言技能:听;说;读;写3. Learning strategies: Cognitive; Self-management; Communication; Resourcing学习策略:认知策略;自我调控策略;交际策略;资源策略4. Affection and attitude: Motivation; Confidence; Patriotism;International perspectives 感情和态度:动机兴趣;自信意志;合作精神;国际视野5. Cultural awareness: Knowledge; Understanding; Awareness of cross-culture communication 文化意识:知识;理解;跨文化交际的意识4. Design of the National English Curriculum 国家英语课程的设计Before 2001; the English syllabus did not include the primary phase.教学大纲主要阶Nine-competence based levels 9段能力水平The primary phase: Level 1; Level 2 初级阶段:1级、2级The junior high school phase: Level 3 to Level 5 初中阶段:3 - 5级水平The senior high school phase: Level 6 to Level 9 高中阶段:6 - 9级的水平Level 7 is the requirement for every senior high school leavers. 是高中毕业生要求Required courses English 1-5 必修课程英语1 - 5Two tracks of elective courses 选修课程的两个轨道Elective Track 1 English 6-11 选修课跟踪1 选修课跟踪2三大系列课程Elective Track 2 three series of courses: Specialized skills courses; ESP courses; Culture and literary studies courses.专业技能课程;ESP课程;文化和文学研究课程5. Performance standards for different levels of competence Refer to the Chinese version 指中国版本不同级别的能力的性能标准6. Challenges facing English language teachers 英语教师面临的挑战Faced with the new curriculum; English teachers are expected to change in many ways. 面对新课程;英语教师将在很多方面发生变化.. What should English teachers do 英语教师应该做什么使用更多的to change their views about language. 改变他们对语言的看法任务型活动to become a multi-role educator. 成为一个多功能教育家学生学习的中心to use more task-based activities and put the students in the centre of learning.to use more formative-assessment in addtion to using tests. 造型评估使用的测试to use modern technology in teaching; creating more effective resources for learning and for using the language. 教学技术;创造更有效的资源来学习使用语言Unit 4 Lesson Planning 课程计划1.Teaching Contents 教学内容1. Importance of lesson planning 课程计划的重要性2. Principles for good lesson planning 好的课程规划的原则3. Macro planning & micro planning 宏观规划和微观规划4. Components of a lesson plan 教案的组成5. Suitable form of a lesson plan 合适的教学计划1. Importance of lesson planning 课程计划的重要性A Lesson plan is a framework of a lesson in which teachers make advance decisions about what they hope to achieve and how they would like to achieve it. P51教案是一个框架的一课教师预先决定他们希望获得什么以及他们如何想实现它..Benefits from lesson planning P52 课程计划的好处Be aware of the aims and language contents of a lesson; 注意目标和语言课内容Distinguish the various stages of a lesson and see the relationship between them;Anticipate potential problems; 预测潜在的问题区分不同阶段的一个教训Give teachers confidence; 给教师的信心看到它们之间的关系Be aware of the teaching aids; 注意教学用具2. Principles for good lesson planning P53 好的课程规划的原则They are described in terms of aim; variety; flexibility; learnability; and linkage.Aim: the things that students are able to do by the end of the lesson. Variety: a number of different types of activity; a wide selection of materialsFlexibility: some extra and alternative tasks and activities灵活性:额外和替代的任务Learnability: the contents and tasks should be within the learning capability of the students 可学习性原则:内容和任务应该在学生的学习能力Linkage: the stages and the steps within each stage are someway linked with one another. 关联性原则:阶段;在每个阶段的步骤以某种方式相关..目标:学生能做的事情的教训.. 多样性:许多不同类型活动;参加多种多样的材料3. Macro planning & micro planning P54 宏观规划和微观规划Macro planning: Planning over a long period of time 规划在很长一段时间Micro planning: Planning for a specific unit or a lesson 一个特定的单元或课程Micro planning should be based on macro planning; and macro planning is apt to be modified as lessons go on. 微观规划应该基于;宏观规划课上容易被修改..4. Components of a lesson plan P55 教案的组成Different teachers have different teaching styles and may use different teaching procedures; so ‘every lesson is unique’ Robertson and Acklam; 2000:6; and so is every lesson plan. 不同的老师有不同的教学风格;可以使用不同的教学程序;所以“每课是独一无二的”;也是每一个教案..①. What should a lesson plan include P56-P60Background information; Teaching aims; Language contents and skills; Stages and procedures; Teaching aids; End of lesson summary; Optional activities and assignments; After lesson reflection 背景信息;教学目标;语言内容和技能;阶段和过程;教学用具;总结教训;教训后可选的活动和任务;反思②. Teaching aims: P56-P57 教学目标language skills; knowledge; affection & attitude; Learning strategies; culture awareness 语言技能;知识;情感与态度;学习策略;文化意识Language contents: structure grammar; vocabulary; functions; topics etc. P58Language skills: communicative skills listening; speaking; reading and writing语言内容:结构语法、词汇、功能、话题等.. 语言技能:交际技能听说读写Stages and procedures P58 阶段和过程Teaching stages refer to the major activities that teachers go through in a lesson.Procedures are the detailed steps in each teaching stage.指教学阶段的主要活动;教师经过一个教训程序在每个教学阶段的详细步骤A warm-up or a starter P58 热身或起动器A starter is an activity or a series of activities that a teacher does at the beginning of the lesson. 起动器是一种活动或一系列活动;教师在课的开始..③. A new structure-based lesson P59 一种新的基于结构课The PPP model 适合此种课程介绍:介绍新词汇和语法结构 Presentation: introduce new vocabulary and grammatical structuresPractice: controlled practice; guided practice 实践:控制实践;指导实践Production: communicative tasks 生产:交际任务④. A skill-oriented lesson 一个技巧性的课The PWP model 适合此种课程任务前:准备工作;例如设置场景;Pre-task: preparation work; such as setting the scene; warmingup; or providing the key information such as key words. 热身;或者提供的关键信息如关键字While-task: activities or tasks the students must perform while they are reading or listening. 任务中:学生活动或任务必须执行在他们阅读或倾听Post-task: students obtain feedback on their performance at the while-stage; some follow-up activities. 任务后:学生获得反馈性能的同时;舞台上;一些后续行动5. Suitable form of a lesson plan P55 合适的教学计划Teaching plan for lesson ~Teaching Contents:……教学内容Teaching aims: 教学目标1. Students are able to … by the end of the lesson.2. ……3. ……Teaching key points: 教学重点Teaching difficulties: 教学难点Teaching methods: 教学方法教学工具：卡片、图片、录音机、多媒体Teaching aids: cards; pictures; tape-recorder; multi-media; etc. Teaching procedures: 教学过程Step 1 Revision/Introduction 复习/介绍描述;介绍/任务前/快速阅读/略读/浏览Step 2 Presentation/pre-task/fast-reading/skimming/scanningStep 3 Drill/while-task/detailed-reading 训练/任务中/精读…………Step 6 Oral practice/interview/Discussion 口头练习/面谈/讨论Step 7 Consolidation 巩固Step 8 Summary 总结Homework/Assignments:1.……2.……Layout of Blackboard: 板书设计……Reflection: ……教学反思2. Group Activity: Teaching aims designing 小组活动:教学目标设计Students can introduce themselves in English——telling other people about their names; telephone numbers; addresses; and where they are from; etc. 介绍自己Students are able to find out information about other people in English. 发现信息Students are able to ask other people to clarify if they do not understand. 清晰Students can talk confidently and politely with strangers. 自信礼貌地与人交谈Students can make an ID card for themselves in English; 用英语自己的身份证Homework:Choose a lesson from the books of primary school and write a lesson plan.Unit 5 Classroom Management 课堂管理1.Classroom management is the way teachers organize what goes on in the classroom.contribute directly to the efficiency of teaching and learning. The goal of classroom management is to create an atmosphere conductive to interacting in English in meaningful ways. 目标是创建一种氛围有利于英语交流课堂管理是教师组织在教室里发生了什么.. 直接导致了教学和学习的效率..2. Six aspects of classroom management 课堂管理的六个方面1. Appropriate roles of the teacher 适当的教师角色2. Classroom instructions 教师课堂教学用语3. Student grouping 学生分组4. Classroom discipline 课堂纪律5. Questioning in the classroom 不同类型的问题6. Dealing with errors 课堂纠错3. Multi-roles of the teacher P68 多元化教师角色Different approaches stipulate different roles for the teacher. 为老师规定不同角色What are the most common roles that teachers play in present-day second/foreign language teaching 什么是最常见的角色;教师在今天的二/外语教学吗Planner; evaluator; controller: appropriate degree of control 规划师评估者控制器assessor: correcting mistakes; organising feedback 评估员:纠正错误;组织反馈organiser: to design and organise task-based activities 组织者:设计组织任务型活动prompter: give appropriate prompts 提词员:给予适当提示participant: participate in students’ activities 参与者:参与学生的活动resource-provider; facilitator; guides; researcher资源-提供者主持人指南研究员4. Classroom instructions 教师课堂教学用语Classroom instructions refer to the type of language teachers use to organise or guide learning. P73 课堂指令引用类型的语言教师使用组织或指导学习①. Use of classroom instruction 利用课堂教学指路;提供解释;设置要求;giving directions; providing explanation; setting requirements; checking comprehension; drawing attention; motivating learners; giving feedback; assigning homework; etc. 检查理解;注意;激励学习者;给予反馈;分配作业等..②. Function: useful model; meaningful input; tools for organizing learning作用有用的模型;有意义的输入;组织学习的工具有经验的教师③. Experienced teachers: use simple and clear instructions to organize learning activities and form a routine of using it.简单明确指示组织学习活动;形成常规使用Novice teachers: not able to target their instructions to the level of the learners; long and complicated instructions. 新手教师:指导学习者;长期和复杂的指令..④. Rules to follow: 规则: 1使用简单的指令;让他们适合学生的理解水平;1 to use simple instructions and make them suit the comprehension level of the students; try to establish a limited but realistic range of instructions and build upon them gradually. 试图建立一个有限但现实的一系列指令和逐步建立在他们身上..2 to use mother-tongue only when it is necessary: explain grammarrules or rules for a game or task. 使用母语;只有当它是必要的:解释语法规则或规则游戏或任务..3 to use body language. 使用肢体语言4 to model a task/ activitiy. 模型任务/活动5 not to do all the talking in class; maximum student participation; avoid lengthy explanations. 不要在课堂上说话;最大的学生参与;避免冗长的解释..5. Student grouping 学生分组Whole class work: all the students are under the control of the teacher. 全班的活动Pair work: students work in pairs. 双人活动:学生成对工作Group work: students work in small groups. 小组作业:学生在小组工作Individual study: students work on their own at their own speed. 个人学习individual study 自习 individualised study 个性化学习6. Discipline in the language classroom 课堂纪律①. Discipline refers to a code of conduct which binds a teacher and a group of students together so that learning can be more effective. p78 纪律是指一个行为准则;老师和一群学生紧密联系在一起;这样可以更有效的学习..②. Maitaining discipline: 先进性原则: 措施;目无法纪和行为严重的学生:Harmer 1983’s measures for indisciplined acts and badly behaving students:Act immediately; Stop the class; Rearrange the seats; Change the activity; Talk to students after class; Create a code of behaviour 立即行动;停止上课;重新安排座位;改变活动;跟学生下课后交谈;创建一个代码的行为③. Ur 1996; advice about problems in class 建议在课堂上的问题 Deal with it quietly; Don’t take things personally; Don’t use threats静静地处理它;不要感情用事;不要用威胁④. Problems of teachers 老师的问题Inadequate preparation; Unclear instruction; Lack of teacher attention; Lengthy explanations to one individual; Level of difficulty 不充分的准备;不清楚的指令;老师缺乏关注;冗长的解释一个人;水平的困难7. Questioning in the classroom 不同类型的问题The most common form of interaction between the teacher and the students in the classroom. P83 最常见的在教室里老师和学生之间的互动..①. Functions: 作用to focus students’ attention集中学生的注意力to invite thinking and imaginations 邀请的思维和想象力to check understanding 检查了解to stimulate recall of information 刺激召回的信息to challenge students 挑战的学生to assess learning 评估学习②. Questions should be wise and purposeful. 问题应该是明智和有目的的contribute to the overall objectives of the lesson 对课程的总体目标作出贡献stimulate the development of knowledge and thinking 促进知识和思维的发展Help to maintain effective interaction. 帮助维持有效的互动③. Classification of question types: 问题类型的分类:1. Closed questions and open questions 封闭性问题和开放性问题2. Display questions and genuine questions 展示性问题和演示性问题3. Lower-order questions and higher-order questions 低层次问题和高层次问题4. A taxonomy proposed by Bloom different question types: 布鲁姆提出的分类:Knowledge; Comprehension; Application; Analysis; Synthesis; Evaluation知识性问题;理解性问题;应用性问题;分析性;综合性;评价性问题8. Dealing with errors 课堂纠错①. distinction between an error and a mistakeA mistake is refers to a performance error that is either a random guess or a ‘slip of tongue’; and it is a failure performance to a known system. …has nothing to do with the language competence. …can be self-corrected. 是指性能错误随机猜测或“口误”;并且它是一个失败的一个已知系统性能..与语言能力无关..可以自我纠正An error has direct relation with the learners’ language competence. It results from lack of knowledge in the target language. … can not be self-corrected. 一个错误与学习者的语言能力有直接关系..它的结果缺乏知识在目标语言..不能自我纠正..②. Dealing with spoken errors 处理口语错误Whether the task or activity is focusing on accuracy or fluency.A balance between accuracy-based activities and fluency-based activities任务或活动是否专注于精确和流畅基于平衡精度的基于活动和流畅性的活动③. When to correct 何时纠错Not to interrupt students during fluency-based activities 不要打断学生。

小学英语课程及教学论复习重点

第一章小学英语教育的涵：指向学生的开展。

小学英语教育的具体容：1、为学生的终身开展打根底。

〔根底性〕2、为学生的知识获取、技能学习、素质培养等打根底，具有未来性。

3、促进学生的全面开展。

〔全面性〕4、面向全体学生。

〔全体性〕5、是一门必修课，具有强制性。

〔强制性〕小学英语教育的性质：既有英语教育学的性质，又有小学教育学的性质；既是小学阶段的英语教育学，又是英语学科的教育学。

1、是小学教育学与学科教育学的分支学科；2、是语言教育学的分支学科；3、是培养小学生英语根底知识与能力的学科；4、是以小学英语教育学理论与实践经历为指导的学科；5、是为小学英语教学提供教与学理论的重要来源；6、是为小学英语教学改革与开展提供理论依据与实践方法的学科。

小学英语课程的容：两级容一级容1、总体目标：听、说、玩、读、演2、具体容：对英语的兴趣和好奇心、口头表达能力3、容分析：理解简单的活动指令、参与简单的角色扮演、唱简单的歌曲歌谣、听/读懂简单故事、正确书写单词字母、视听接触语音。

二级容1、总体目标：语言技能、语音知识2、具体容：语言技能〔听、说、读、写、玩演视听〕；语音知识〔语音、词汇、语法、功能、话题、情感态度、根底学习策略、文化意识〕3、容分析：有持续的兴趣和爱好英语课程设置的原那么：整体性、多元性、灵活性实践要求：师生应该能够较全面的理解具体容与要求，并能够比拟熟练地示，如听录音后声情并茂地模仿，唱歌，说歌谣。

总之，要求学生做到的，教师必须要先做到。

中国英语教学存在的问题：问题一：费时多，收效微。

问题二：教师工作量太大，顾此失彼。

问题三：学生怕苦，兴趣不持久。

问题四：交际练习没有信息差，交际活动在不真实的语境中进展，学生在现实生活中不会运用。

问题五：家长水平有限，课后无法辅导。

问题六：教材难度大，学生消化不良。

问题七：教师英语素质不理想。

问题八：考评标准不标准，适用围小。

问题九：缺乏真实环境语言环境，学而不用。

【人教pep版】小学英语总复习：基础知识与重点难点分析详解(Word版,13页)

---------------------------------------------------------------最新资料推荐------------------------------------------------------【人教pep版】小学英语总复习：基础知识与重点难点分析详解（Word版，13页）第一部分：基础知识 1. 字母：26 个字母的大小写ABCDEFGHIJKLMNOPQRSTUVWXYZ abcdefghijklmnopqrstuvwxyz 2. 语音：元音的发音五个元音字母：AEIOU 12 个单元音：前元音：[i:] [ɪ] /e/ [ ] 中元音：[ɜ:] [ə] 后元音：[ɑ:] [ɒ] [ɔ:] [u :] [ʊ] [ʌ] 双元音（8 个）合口双元音（5 个）[ai] [ei] [au] [əu] [ɔi] 集中双元音（3 个） [i ə][ə][uə] 3. 词汇：词汇量，近反义词 4. 句子：大小写，标点符号第二部分：语法知识 1 名词：名词单复数，名词的格 (一)名词单复数一般情况，直接加-s，如：book-books, bag-bags, cat-cats, bed-beds 以 s. x. sh. ch 结尾，加-es，如：1 / 20bus-buses, box-boxes, brush-brushes, watch-watches 以辅音字母+y结尾，变 y 为 i, 再加-es，如：family-families, strawberry-strawberries 以f 或 fe结尾，变 f 或 fe 为 v, 再加-es，如：knife-knives 不规则名词复数：man-men, woman-women, policeman-policemen, policewoman-policewomen, mouse-mice child-children, foot-feet, tooth-teeth, fish-fish, people-people, Chinese-Chinese, Japanese-Japanese 不可数名词的复数就是原型：paper, juice, water, milk, rice, tea (二)名词的格有生命的东西的名词所有格：a) 单数后加 s 如: Lucys ruler my fathers shirt b) 以 s 结尾的复数名词后加如: his friends bags c) 不以 s 结尾的复数后加 s childrens shoes 并列名词中，如果把 s 加在最后一个名词后，表示共有, 如: Tom and Mikes car 汤姆和迈克共有的小汽车要表示所有物不是共有的，应分别在并列名词后加s Toms and Mikes cars 汤姆和麦克各自的小汽车 (2)表示无生命东西的名词通常用of +名词来表示所有关系：如: a picture of the classroom a map of China 2 冠词：不定冠词，定冠词种类 (1)不定冠词：a / an a unit / an uncle 元音开头的可数名词前用 an : an---------------------------------------------------------------最新资料推荐------------------------------------------------------ egg / an apple / an orange / an eraser / an answer / an ID card / an alarm clock / an actor / an actress / an e-mail / an address / an event / an example / an opera / an houran old man / an interesting book / an exciting sport / an action movie / an art lesson / (2)定冠词：the the egg the plane 定冠词的用法：特指某(些)人或某(些)物：The ruler is on the desk. 复述上文提到的人或物：He has a sweater. The sweater is new. 谈话双方都知道的人或物：The boys arent at school. 在序数词前：Johns birthday is February the second. 用于固定词组中： in the morning / afternoon / evening 不用冠词的情况：专有名词前：China is a big country. 名词前有定语：this , that , my , your , some, any , no 等：This is my baseball. 复数名词表示一类人和事：Monkeys cant swim. They are teachers. 在节日，日期，月份，季节前：Today is Christmas Day. Its Sunday. 一日三餐前：We have breakfast at 6:30. 球类棋类运动前：3 / 20They often play football after class. He plays chess at home.* 但乐器前要用定冠词：I play the guitar very well. 学科名称前：My favorite subject is music. 在称呼或头衔的名词前：This is Mr Li. 固定词组中：at noon at night by bus 3 代词、形容词、副词 1).代词：人称代词，物主代词人称代词物主代词主格宾格第一人称单数I(我)memy(我的) 复数we(我们)usour(我们的) 第二人称单数you(你)youyour(你的) 复数you(你们)youyour(你们的) 第三人称单数 he(他)himhis(他的) she(她)herher(她的) it(它)itits(它的) 复数 they(他们/她们/它们)themtheir(他们的/她们的/它们的) 2).形容词，副词：比较级，最高级 (一)、形容词的比较级 1、形容词比较级在句子中的运用：两个事物或人的比较用比较级，比较级后面一般带有单词 than。

小学英语课程与教学论

总体目标：培养学生初步运用英语进行听、说的交际能力语言知识和语言技能是语语言技能：听、说、读、写、（记）言运用能力的基础，文化意识语言知识：语音 -词汇-语法-功能-话题是得体运用语言的保证。情感情感态度：兴趣动机、自信意识、合作精神、态度是影响学生学习和发展的爱国意识、国际视野重要因素，学习策略是提高学学习策略：资源策略、交际策略、调控策略、习效率、发展自主学习能力的认知策略保证。文化意识：文化知识、文化理解、跨文化交际
教学观

小学特点——经验、心理、生理、语言… 语言特点——世界是翻译得以进行的中介。教学行为特点
教学是在学校或教育机构中，师生以语言交流为主来传授知识、技能、态度、观念等思想的行为，是具有责任与义务的一种语言交往活动。开关
作业

阅读附录一教育部关于积极推进小学开设英语课程的指导意见；讨论可能遇到的意义问题。预习第二章，提出有思考的问题。借小学英语教材。
小学英语课程与教学论
金学军 2011.2 井冈山大学教育学院
第一章绪论
第一节小学英语教学的意义及目的第二节研究和学习小学英语教学法的意义及方法第三节小学英语教学法中的相关观念
第一章绪论

第一节小学英语教学的意义及目的第二节研究和学习小学英语教学法的意义及方法第三节小学英语教学法中语言观、学习观、教育观、哲学观
Teaching & Learning philosophies

3.All language must be REAL according to Communicative Approach Useful functions (Functional Approach) Language is SUBSTITUTE of the WORLD. Language is MARKER of the WORLD. The children change gradually. Language is TOOL for BRAIN. Language is INDICATER of BRAIN.

课程与教学论期末复习资料

课程与教学论期末复习资料第一篇：课程与教学论期末复习资料课程与教学论复习资料名词解释：1、课程目标：在博比特看来，课程目标指的是那些人们需要掌握和形成的能力、态度、习惯、鉴赏和知识的形式。

2、教学目标：教学目标是教学过程中师生预期达到的学习效果。

它是课程目标的进一步细化，在方向上对教学活动设计起指导作用，为教学评价提供标准和依据。

3、生成性目标：生成性目标是在教育情境中随着教育过程展开的，而自然生成的课程与教学目标，它是问题解决的结果，是人的经验生成的内在要求。

4、表现性目标：表现性目标是指每一个学生在具体教育情境中的个性化表现。

它与学生的主体性发挥的怎么样、个性展示得怎么样是相一致的。

5、教学设计：教学设计是以现代学习理论为基础，科学合理地运用系统理论的思想与方法，根据学生的特点和教师自身教学观念、教学经验、个性风格，分析教学中的问题与要求，确定教学目标，设计解决问题的步骤，选择和组织相应的教学策略与教学资源，为达到预期的优化教学效果而制定系列的教学实施方案的过程。

6、教学方法：教学方法，是教学过程中教师与学生为实现教学目的和教学任务要求，在教学活动中采取的行为方式的总和。

7、教学模式：教学模式是在教学理论研究中运用系统科学的方法论的产物，它主张运用系统论的方法把教学现象与教学活动看做由各因子、各要素相互作用、相互联系的大系统，教师水平、学生状况、教材、教学手段、教学组织形式等要素都处在系统联系之中，并与外部的教学情境发生关系。

8、教学组织形式：教学组织形式是指为完成特定的任务，教师和学生按一定要求组合起来进行活动的结构形式，也就是教师与学生的共同活动在人员、程序、时空关系上的组合形式。

简答题1、简述课程与教学目标制定的基本依据答：社会发展对人的教育提出的要求和人的自身对教育提出的要求，这两个要求是相辅相成的，具有发展与要求的内在一致性。

同时，由于课程与教学的核心成分是学科知识。

因此制定课程与教学目标，必须对学生、社会及学科进行研究，并处理好这三者之间的关系。

(完整版)小学课程与教学论复习资料

小学课程与教课论复习资料1、课程是依照必定的社会需要，依据特定的政治、经济、文化及社会价值取向，为培育、教育下一代所拟订的一整套有目的、有计划、可履行的培育方案，拥有目标的明确性、内容的科学性、方法的适合性、策略的可操作性以及评论的合理性等特色。

2、广义的教课是赐教的人指导学的人以必定的文化为对象进行学习的活动。

狭义的教课主假如指学校教课，是指学校中教师指引学生一同进行的，以特定文化为对象的教与学一致的活动。

3、教育目的是赐教育的整体方向，它所表现的是最广泛的、整体的、终极的教育价值。

4、培育目标是“教育目的”的下位观点，它所表现的是不一样性质的教育和不一样阶段的教育的价值。

换言之，培育目标就是对某一级、某一类学校培育人的质量规格的假想或规定。

5、课程目标是“培育目标”的下位观点，是指必定阶段教育的学校课程促使学生身心发展所要达到得预期结果。

6、教课目的是“课程目标” 的下位观点，是课程目标的进一步详细化，是指导、实行和评论教课的基本依照，是师生在学科教课活动中预期达到的教课结果、标准，既是教师教的目标，也是学生学的目标。

7、美国教育心理学家本杰明· S·布鲁姆长久从事教育目标研究，他把教育目标分红“认知领域” 、“感情领域”和“动作技术领域”三个方面。

8、加涅主要从事学习心理学的研究，把学生的学习结果区分五种种类，即态度、动作技术、语言信息、智力技术和认知策略，以便教师能够依据学习结果的不一样种类设计最正确的学习条件。

9、新课程倡议“知识与技术、过程与方法、感情态度与价值观”三维一体的课程目标。

10、整体设置九年一向制的义务教育课程，小学阶段以综合课程为主。

小学低年级开设道德与生活、语文、数学、体育、艺术（或音乐、美术）等课程；小学中高年级开设道德与社会、语文、数学、科学、外语、综合实践活动、体育、艺术（或音乐、美术）等课程。

11、课程教课依照的基本要求：（1）目注明确。

（2）内容正确。

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第一章小学英语教育的内涵：指向学生的发展。

小学英语教育的具体内容：1、为学生的终身发展打基础。

（基础性）2、为学生的知识获取、技能学习、素质培养等打基础，具有未来性。

3、促进学生的全面发展。

（全面性）4、面向全体学生。

（全体性）5、是一门必修课，具有强制性。

（强制性）小学英语教育的性质：既有英语教育学的性质，又有小学教育学的性质；既是小学阶段的英语教育学，又是英语学科的教育学。

1、是小学教育学与学科教育学的分支学科；2、是语言教育学的分支学科；3、是培养小学生英语基础知识与能力的学科；4、是以小学英语教育学理论与实践经验为指导的学科；5、是为小学英语教学提供教与学理论的重要来源；6、是为小学英语教学改革与发展提供理论依据与实践方法的学科。

小学英语课程的内容：两级内容一级内容1、总体目标：听、说、玩、读、演2、具体内容：对英语的兴趣和好奇心、口头表达能力3、内容分析：理解简单的活动指令、参与简单的角色扮演、唱简单的歌曲歌谣、听/读懂简单故事、正确书写单词字母、视听接触语音。

二级内容1、总体目标：语言技能、语音知识2、具体内容：语言技能（听、说、读、写、玩演视听）；语音知识（语音、词汇、语法、功能、话题、情感态度、基础学习策略、文化意识）3、内容分析：有持续的兴趣和爱好英语课程设置的原则：整体性、多元性、灵活性实践要求：师范生应该能够较全面的理解具体内容与要求，并能够比较熟练地示范，如听录音后声情并茂地模仿，唱歌，说歌谣。

总之，要求学生做到的，老师必须要先做到。

中国英语教学存在的问题：问题一：费时多，收效微。

问题二：教师工作量太大，顾此失彼。

问题三：学生怕苦，兴趣不持久。

问题四：交际练习没有信息差，交际活动在不真实的语境中进行，学生在现实生活中不会运用。

问题五：家长水平有限，课后无法辅导。

问题六：教材难度大，学生消化不良。

问题七：教师英语素质不理想。

问题八：考评标准不标准，适用范围小。

问题九：缺乏真实环境语言环境，学而不用。

解决英语教学问题的途径：1、重新确立英语教学目标，改革评价体系；2、改革教学方法，实行适合学生理解水平的双语教学模式；3、引进和编写适合的语音教材和专业教材；4、推行新的教师培养模式；5、采用高科技的教学手段进行英语教学。

小学英语语言知识的基础内容：1、语音知识：音素读音、拼读、发音规则（字母及字母组合的读音）、重读、连读、音变、失爆、停顿、节奏、音节及音节的划分、语调、语流等；2、词汇知识：音、形（名词、动词、形容词、副词的变化）、义（基本含义和含意、用法）、形为其基本要素；构词法（词根、词缀、派生、合成等）为拓展性知识。

3、语法知识：语态、时态、基本句型、句子成分、主谓一致等。

英语语言的基本技能：1、初级技能：听、说、读；2、高级技能：写、译；3、必备技能：成分分析、句型运用。

第二章小学英语教育的内容：英语语音的基础内容；英语语音的基本技能；培养学生的基础素质。

课程改革的具体目标：（情感态度、学习策略、文化意识）1、形成积极主动的学习态度；2、设计综合课程，体现课程结构的均衡性、综合性和选择性；3、加强课程内容与学生生活以及现代社会科技发展的联系；4、倡导学生主动参与、乐于探究、勤于动手，培养学生收集和处理信息的能力、获取知识的能力、分析和解决问题的能力以及交流与合作的能力；5、改变课程评价标准，发挥评价促进学生发展、教师提高和改进教学实践的功能6、实行国家、地方、学校三级管理课程。

教学目标新增内容：1、情感态度：关注学生的全面发展，既强调学生的智力发展，也强调非智力发展；2、学习策略：学生的终身发展和可持续发展；3、文化意识：学生文化素养的提高。

英语课程改革的基本理念：1、强调关注每个学生的情感，提高人文素养；2、整体设计目标，保证国家英语课程标准的整体性、灵活性和开放性；3、突出学生主体，尊重个体差异；4、倡导任务型教学模式；5、注重过程性评价，建立由形成性评价和终结性评价构成的评价体系；6、开发课程资源，丰富课程资源。

英语课程的性质：把外语作为基础教育阶段的必修课程，把英语作为我国中小学外语课程中的主要语种。

英语课程的学习，既是学生通过英语学习和实践活动，逐步掌握英语知识技能，提高语言实际运用能力的过程，又是他们磨砺意志、陶冶情操、丰富生活经历、开发思维能力、发展个性和提高人文素质的过程。

英语课程的任务：1、激发和培养学生的学习兴趣；使学生树立信心，养成良好的学习习惯和形成有效的学习策略；2、发展自主学习的能力和合作精神，形成综合语言运用能力；3、培养观察、记忆、思维、想象能力和创新精神；了解世界和中西文化的差异，培养爱国主义精神。

英语课程的基本理念：1、树立以学生为主体的指导思想；2、强调培养创新精神；3、提倡学生体验参与，促进学习方式的转变；4、确立英语课程的开放性体系。

讨论：“这人真有文化！”意味着什么？1、表层文化（物质文化）看得见摸得着能感受，如饮食、服饰、工具、音乐等；2、中层文化（制度文化）人际关系中的礼仪风俗、行为准则等；（greeting kiss; lady first)3、深层文化（观念文化）人的价值观、思维方式、审美情趣等(“这断子绝孙的阿Q！”）课程资源：是指形成课程的要素来源与必要而直接的实施条件。

新课程标准下的教师角色：1、教师由知识课程体系的传递者转变成教学意义的对话者2、教科书的被动使用者转变成新课程的塑造者3、传统的书匠向新型转变（组织者、指挥者、帮助者、提供者、管理者、评价者）第四章学生的学习方式：接受学习（内容以定论的形式直接呈现出来，学生进行学习的心理机制或途径是同化的）和发现学习（注重学生对知识的积极构建，是一种主动的、发现的、合作的学习方式）传统的学习方式：“三个中心一个基本点”1、教师中心、课堂中心、课本中心2、接受知识现代学习方式：以弘扬人的主体性为宗旨，以促进人的可持续性发展为目的，由许多具体方式构成的多维度、具有不同层次结构的开放系统。

现代学习方式的特征：1、主动性（首要特征、兴趣）2、独立性（核心特征）3、独特性（学生独特的个性）4、体验性（体验是指由身体性活动与直接经验而产生的感情和意识）5、问题性（强调通过问题来进行学习，通过学习生成问题）新型的学习方式：自主、合作、探究1、自主学习：指一种主动的、构建性的合作过程，是学生为自己确定学习目标、制定学习计划和安排，并对自己的实际学习活动进行监察、评价、反馈、调节和控制的过程。

特征：①学生有多重学习目标可以选择；②学生给自己设置有挑战性的目标，然后最大限度发挥自己的学习潜能；③学生知道知道如何使用课堂中的学习资源，自主地调控自己的学习；④能很好与他人进行合作学习，讨论学习策略；⑤学生重视意义构建，喜欢发表自己见解；⑥学生具有较高的学习信心和自我责任感；⑦学生自己管理学习进程、评价学习表现。

2、合作学习：学生在小组或团队中为了完成共同任务，有明确责任分工的互助性学习。

特征：既是一种教学方法，又是一种学习方式。

强调教学过程多边互动，要求关注师生互动、学生的交流互动，注重学生间的相互启发、相互帮助。

五要素：积极互赖、面对面的促进性互动、个体和小组的责任、人际和小组技能(社交合作)、小组自加工。

3、探究性学习：学生在老师指导下，在学习和社会生活中自主地发现问题、探究问题，获得结论的过程。

特征：是一种学习方式，也是一种课程形态。

①问题性②实践性③开放性④主体性⑤过程性。

自主、合作和探究之间的关系：1、以自主学习为途径，引导学生获取语言知识；2、以合作学习为手段，促进生命潜能的开发；3、以探究学习为目的，培养学生的创新精神和实践能力。

对照自主学习的特征，你具备了哪些方面的特征？从中你看出什么？我的理解：1、从自主学习的定义看，这其实就是自我管理在学习方面的具体表现，而自我管理则是个人综合素质的重要组成部分。

2、大学生最需要改进的就是自我管理方面的缺陷：没有节制的时间浪费。

强调学习方式的转变原因：1、新课程非常强调以创新精神和实践能力的培养为核心，而传统的学习方式远远不能满足这一需要；2、学习方式的转变对新课程培养目标的具体落实又具有十分重要的、甚至是关键的意义。

学习方式改变的意义：①有利于课程规范式转变落到实处；②有助于教学观及其模式的转变。

第五章教学设计的基本概念：是课程实施中的一个决策的过程，教师要回答“为什么教”、“教什么”、“怎么教”、“教得怎么样”等问题，对教学做出整体安排，是课程开发的进一步发展和延续。

小学英语教学设计基本概念：小学英语教育工作者运用系统的方法，在对小学英语教学系统中的各种要素进行科学分析的基础上，整合各种课程资源，运用现代学习心理学及教育心理学理论，设计规划教学程序、教学内容的呈现方式及教学效果的评价标准的过程。

现代教学设计：是一个分析教学问题，设计解决方法、对解决方案进行试行、评价试行结果、并在评价基础上修改方法的过程。

又称系统教学设计。

小学英语教学设计的特点：是教学科学、教学艺术和教学技术的综合。

①是一个构思、策划并制定教学活动方案的总过程；②是由目标设计、内容方法设计、评价监控设计所构成的一个有机整体；③教学设计目标是通过教学活动的规划和组织，使教学活动的诸要素得到有序的、优化的安排，从而提高小学生获得语言知识和技能的兴趣，达到理想的教学效果；④具有很强的针对性，强调教学对象——小学生的各方面特点的了解和分析，强调以小学生现有的发展水平来设计教学活动。

⑤具有方案定制的机动性。

小学英语教学设计的意义：1、促进教学理论与实践的有机结合；2、促进教师技能的快速提高；3、创造了理想的学习条件，提高教学质量和效果。

小学英语教学设计的理论依据：1、教学系统分析：系统论——教学系统是由教和学的两个子系统构成。

2、学习理论：重要理论基础。

行为主义理论（刺激—反应，个体对外部刺激的反应）、认知理论（客观事物之间的关系）、建构主义理论（对新信息意义的建构形成；对原有经验的改造和重组。

强调以学生为中心；强调“情景”、“协作学习”；学习环境、利用各种信息资源、学习过程的最后总意义是完成意义建构）3、教学理论：加涅（根据教学目标来安排教学工作；学习结果：①语言知识学习②智慧技能学习③认知策略学习④动作技能学习⑤态度学习）皮亚杰（突出学习者地位；注重学习者积极参与、注重过程、注重内心体验、注重情感）4、现代信息技术：信息化——数字化学习（以学生、问题或主题为中心；学习具有创新性和再生性；不受时空控制）信息技术——获取知识、创设情境、交际讨论、知识构建和学习反馈的工具。

设计过程1、前期准备：①教学背景分析（硬环境—教学媒体设施、班级设置；软环境—教学理念、风格、学习氛围、教学评价）②教学任务分析（选择内容、刺激积极性、教师能动性）③学习者分析（了解学生学习状态、学习风格、态度和情感）2、实际操作：①方案定制的原则：把握好指导教学设计的教学新理念；教学活动共的预期效果；教学进程的各个环节。