《教育技术学专业英语》课程教学大纲

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教育技术学专业英语课件

Lecture Week 1Objectives and Tasks1.General introduction2.Definitions and evolution of Instructional/Educational TechnologyGeneral IntroductionObjectives and Tasks of Professional English for Educational TechnologyThe course of Professional English for Educational Technology is conducted to help build an ability to use English as a tool in the student‘s profession of education. In order to achieve this goal, this course lays the base on listening, speaking and reading and the emphasis on translation and writing, for which the student is required to do the following:1.Read every text in each chapter and try to understand them best as possible. Translate the texts into Chinese orally and, if there is difficulty, on paper.2.Memorize the New Words, Phrases and Expressions and Professional V ocabulary in each chapter.3.Refer to the Notes to the Text and Selected Translation for Reference if necessary while reading the texts.4.Do the Suggested Activities and other homework assigned by the teacher, and read the Extended Materials.5.Note: The average marks of the homework will take up 50 percent of the final total marks.6.Keep the Appendices in mind and try to invoke any item in them in professional work.7.Pay special attention to the key and difficult points in their respective chapters (See Chapter Outline in the handout).8.Preview before a new lesson begins.9.How to preview1)Read through all the texts to be studied next time and refer to any materials in or out of the textsif necessary;2)Mark out any questions or difficulty;3)Prepare any questions to ask in class; and4)Get ready to say something in English in class.Structure of the Book and Time Allocation1.Structure of the book1)Unit 1 An Overview of Instructional Technology2)Unit 2 The Theoretical Foundation of Educational Technology3)Unit 3 Media and Learning4)Unit 4 Instructional Design5)Unit 5 The Information Technology and Education6)Unit 6 Distance Education7)Unit 7 Research Methodologies for Instructional Technology2.Time allocation: Roughly four hours for each unitChapter One The Evolution of the DefinitionsKey Point：The AECT‘s Definitions in 1994Difficult Point：The AECT‘s Definitions in 19941.Early definitions (pp. 3-5)1)The 1963 definition (Ely) (p. 3)a)Audiovisual communication (formal denomination/name)b) A major departure from the earlier media-oriented definitionc)Focus on learning rather than teaching2) The 1970 definition in two ways (Commission on Instructional Technology) (p.a)Instructional technology (formal denomination)b)The first definition: Instructional technology as media, concepts expressed from theaudiovisual pastc)The second definition: Instructional technology as a process, introducing new conceptssuch as systematic, objectives and evaluation3) Another 1970 definition (Silber, AECT) (p. 4): The idea of ―problems‘ is first introduced and atthe core of the definition.4) The 1971 definition (in Ely) (p. 5): The term educational technology is used.5)The 1972 definition (AECT) (p. 4): as processes, not much difference6)The 1977 definition (AECT) (p. 4): as process, not much difference2.Evolution of definition and differences from one definition to another (the whole chapter)3.AECT‘s definitions in 1994 (pp. 5-6)1)Five separate areas of concern: design, development, utilization, management, and evaluation2) A development from the previous; not process-oriented3)Domains of Instructional Technology (p. 5)4)Relationship between Domains of the Field (p. 6)5)Similar definition given by Reiser, 2001, but with the name of instructional design andtechnology rather than instructional technology4.Assumptions behind AECT‘s definition in 2005 (pp. 6-8)1)Definition: a temporary one, a snapshot in timeEducational technology is the study and ethical practice of facilitating learning improvingperformance by creating, using, and managing appropriate technological processes and resources.2)Assumptions behind ita) A general definition, a stipulatory definitionb) A definition intending to be clear, precise, and unambiguous, and to draw boundariesc) A definition referring explicitly to core values implied in educational technology, a majordeparture from past AECT definitional effortsd) A definition meant to be connected with AECT‘s most recent prior definition of 1994, as animprovement and updating, evolutionary rather than revolutionarye) A definition sensitive to the standards for the accreditation of university programspreparing teachers and specialists in the educational technology fieldf) A definition as inclusive as possible5.Mission currently embraced by AECT (p. 8)To provide international leadership by promoting scholarship and best practices in the creation, use,and management of technologies for effective teaching and learning in a wide range of settings.6.Future of definition (p. 8): subject to paradigm shiftReferenceEly, Donald P. – Ph.D., Syracuse University, Communications and Psychology, 1961, Professor and Chair, Instructional Design, Development and Evaluation; Associate Director, ERIC Clearinghouse on Information and Technology Syracuse University, New YorkSeels, Barbara B. – School of Education, University of Pittsburgh, 5142 Wesley W. Posvar Hall, Pittsburgh, PA 15260 (Ph.D., Mass Communications, Ohio State University, 1970; M.S., Instructional Communications, Syracuse University, 1963; B.A., English & Drama, Bucknell University, 1961)Richey, Rita C. – Dr. Rita C. Richey is Professor and Program Coordinator in Instructional Technology for the College of Education at Wayne State University, Detroit, Michigan. She received her B.A. in English from the University of Michigan, her M.A. in Psychology of Reading from the University of Michigan and her Ph.D. in Instructional Technology from Wayne State University. Dr. Richey's teaching and research interests include Instructional Design, Research and Theory in Instructional Technology, History and Trend in Instructional Technology.Silber, Kenneth– Dr. Kenneth Silber is the founder and President of Silber Performance Consulting, Chicago, Illinois. He holds a Ph.D. and M.A. in Instructional Technology, with minors in Organizational and Educational Psychology from the University of Southern California, and a B.A. with a major in Psychology from the University of Rochester. He speaks French and has studied at the Alliance Francaise since 1981.Homework1.Suggested Activities and Extended Materials.2.Try to understand Selected Translation for Reference3.Preview Chapters 2Lecture Week 2Objectives and TasksLearn the History of instructional technologyChapter Two The History of Instructional TechnologyKey Point：1980s-PresentDifficult Point：1950s-1970sSection A Before 19201. Theory1) E. L. Thorndike (1874-1949), a behavioral psychologist at Columbia University, an early figure in the effort to establish a scientific knowledge base for the research of human learning, especially for instructional technology (p. 13)He was the founder of Laboratory Animal Psychology. His contribution to instructional technologya) The law of Effectb) establish a scientific knowledge baseBehaviorism: Based on observable changes in behavior. Behaviorism focuses on a new behavioral pattern being repeated until it becomes automatic.2)John Deway (1859-1952) and Progressivism (p. 13)Learning by doingExperience + Reflection=Learning前者是指学习者从实际操作中获得学习，例如幼童从操弄实物个数而获得“数字”概念。

专业英语(教育学)大纲

专业英语（教育学）大纲一、课程概述专业英语（教育学）是一门旨在培养学生对教育学领域英文文献的阅读、写作和翻译能力的课程。

本课程将帮助学生熟悉教育学领域的专业词汇，掌握文献检索和阅读技巧，了解国际教育趋势和实践，提升跨文化交流能力。

二、课程目标1.掌握教育学领域的基本概念、理论和实践的专业英语表达方式。

2.具备查阅和阅读教育学英文文献的能力，能准确理解文献内容。

3.提升论文写作和翻译能力，能用专业英语表达和交流教育学思想。

4.培养学生的跨文化交流能力，能适应全球化背景下的教育发展。

三、课程内容1.教育学专业词汇：介绍教育学领域的基本专业词汇，包括教育理论、教育政策、教育实践等方面的词汇。

2.文献检索与阅读：教授如何利用数据库和网络资源检索英文文献，并介绍阅读技巧，如快速阅读、重点提炼等。

3.论文写作与翻译：讲解如何撰写和翻译教育学领域的英文论文，包括论文结构、语言表达、语法和时态等方面的内容。

4.跨文化交流能力培养：通过案例分析、角色扮演等方式，培养学生的跨文化交流能力，包括沟通技巧、礼仪文化等。

5.教育学发展趋势与国际比较：介绍全球教育发展趋势和国际教育政策比较，帮助学生了解不同国家的教育制度和政策。

四、课程评价1.课堂参与度：鼓励学生积极参与课堂讨论，提问和回答问题，以及参与小组活动。

2.平时作业：布置相关阅读材料、翻译和写作作业，加强学生对课堂知识的理解和应用。

3.期末考试：通过笔试和口试相结合的方式，测试学生对课程内容的掌握程度和实际应用能力。

五、教师角色与职责1.提供清晰的学习目标和要求，确保学生了解课程内容和评价方式。

2.定期检查学生的学习进度和理解程度，及时给予反馈和建议。

3.提供学习资源和支持，包括推荐相关书籍、文章、网站等资源，为学生提供学术和情感支持。

4.鼓励学生的独立思考和创新精神，培养他们在教育学领域的知识和能力。

5.与学生保持积极沟通，解决学生在学习和生活中的问题，创造良好的学习环境。

教育技术学专业英语

教育技术学专业英语复习大纲一、专业词汇第一章：Behavioral objectives movement行为目标运动Cognitive psychology认知心理学Communications传播学Cone of experience经验之塔Constructivism建构主义Electronic performance support systems电子绩效支持系统General system 一般系统理论Instructional systems design(ISD)教学系统设计Knowledge management systems知识管理系统Learner_centered learning environments 以学习者为中心的学习环境Operant conditioning操作性条件反射Programmed instruction程序教学progressivism进步主义reinforcement强化subject matter expert(SME)学科内容专家task analysis任务分析verbalism言语主义virtual reality虚拟现实第二章Artificial intelligence人工智能Audiovisual communication视听传播Intelligent agent智能代理Media_oriented面相媒体Process_oriented面向过程Situated cognition情境认知Systematic系统化utilization利用AECT: Association for Educational Communication and Technology教育传播与技术协会第三章：Attribute of media媒体特征Correspondence course函授课程mainframe主机no significant difference无显著性差异the great media debate媒体大争论videodisk视盘第四章：Distance education远程教育Real_time 实时的K—12从幼儿园到12年级的儿童教育第五章：Intuitive notion 直观概念Schema theory图式理论Elaboration 精细化理论metacognition元认知classical conditioning经典性条件反射operant conditioning操作性条件反射verbal behavior言语行为cognition science认知科学long_term memory长时记忆short_term memory短时记忆第六章：Multiplication table乘法表Taxonomy of learning 学习分类Verbal information言语信息Intellectual skills智慧技能Cognitive strategies 认知策略Rote learning机械学习Non-arbitrary非任意性Prior knowledge先有知识Iterative process迭代过程accommodation顺应assimilation同化verbatim recall逐字回忆第七章：Societal dynamic 社会动力学Communication theory传播理论Mass communication大众传播Incoming message收文Cooperative network协作网络Sender and receiver 发送者和接受者Innovation diffusion theory 创新推广理论第八章Chaos theory混沌理论Complexity and interdependence复杂性和相互依赖性Natural science自然科学Organizational theory组织理论System dynamics系统动力学Systems thinking系统思考第九章Instructional development教学开发Advisory system咨询系统Automated instructional design自动化教学系统设计Authoring tools著作工具Electronic performance support systems电子绩效支持系统Information management信息管理Knowledge management知识管理Intellectual tutoring system智能导师系统Interactive simulation交互式仿真模拟第十章：Systematic instructional development 系统化教学开发Front-end analysis前段分析Formative evaluation形成性评价Summative evaluation总结性评价Events of instruction 教学事件第十二章Information highway信息高速公路Information literacy信息素养Critical skills关键技能第十三章Knowledge base知识库Mental models心智模型Knowledge transfer知识迁移Higher order skills高阶技能Self-awareness自我意识Instructional interventions 教学干预第十四章Multimedia PC多媒体计算机Instructional technology教学技术Artificial intelligence人工技能Cognitive model认知模型Computer-based three dimensional计算机三维Data glove 数据手套Eye phones head mounted display头盔式显示器Virtual programming languages research虚拟编程语言研究室第十五章Correspondence courses函授课程Videoconferencing 视频会议videotape录像带二、重点内容第一章教育技术学经历的时期1、Visual education视觉教育2、Audiovisual instructions视听教育Cone of experience.It contains three domains: doing experience ,observing experience ,abstract experienceDoing experience includes: direct purposeful experiences, contrived experiences, dramatic participation; observing experience includes: demonstrations, field trips, exhibits, motion picture, still pictures, radio_recodings ;abstract experience includes: visual symbols, verbal experience3、Audiovisual communications视听传播Programmed instruction. principles: in a graded sequence of controlled steps and at their own speed, immediately feedback4、Instructional technology教育技术第二章The AECT’s definition in 1994: Instructional Technology is the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning.教育技术是为了促进学习，二队过程与资源进行设计、开发、利用、管理与评价的理论与实践。

西南大学外国语学院外语教育技术本科课程教学大纲

西南大学《外语教育技术》本科课程教学大纲外国语学院编一、课程基本信息课程名称：（中文）：外语教育技术（英文）：Instructional Technology in Foreign Languages Teaching 课程编号：课程性质：通识教育课（专业发展课/选修课）适用专业：英语专业/英语教育专业开课学期：第5学期课程学时：36学时课程学分：2学分先修课程：计算机基础等并修课程：外语教学法、外语课程与教材分析等课程简介：本课程属于专业发展课程，其任务是使学生学会在外语教学活动中比较熟练地使用现代教育技术，特别是基于网络的现代教育技术。

本课程的作用是从学生的实际出发，让学生比较熟练地掌握整个外语教学活动所需要的现代教育技术手段。

本课程的主要内容为：1. 目前教育技术应用于中小学外语教学的现状、存在的问题以及如何应对等。

2. 指导现代教育技术在中小学外语教学中应用的相关理论以及与电子教案设计制作相关的基本内容。

3. 教学活动所需的（特别是电子教案制作时所需的）各种素材的收集、整理与加工处理。

本课程主要涉及到音频、视频、图片和动画的收集、整理与加工处理。

4. 电子教案设计与制作的相关软件，主要是Microsoft Powerpoint的应用。

5. 试卷制作与论文编排所需的软件，即Microsoft Word的应用。

6. 成绩统计与分析所需的软件，即Microsoft Excel的应用。

7. 网络与外语教学的相关问题。

选用教材：《现代教育技术与外语教学实用教程》，文和平、杨晓莉、陈玖豪编著，西南师范大学出版社，2010年7月第1版参考书目：各种软件的帮助文件。

二、课程教育目标让学生比较熟练地掌握整个外语教学活动所需要的现代教育技术手段，促使学生在实际操作过程中真正学会动手、动脑。

三、课程学时分配四、课程教学内容、要求、重难点及学时安排第一模块现代教育技术与外语教学【教学内容】1. 课程简介，课程安排，现代教育技术在外语教学中应用的相关理论、现状与前景简介；2. 备课要素，特别是与现代教育技术应用相关的备课要素与备课技巧；3. 网络在教学中的应用与网络资源建设。

教育技术学专业英语

教育技术学专业英语在当今全球化的教育环境中，教育技术学专业英语的重要性日益凸显。

这门课程不仅是教育技术学专业学生提升专业素养的重要工具，也是他们与国际前沿教育理念和技术接轨的桥梁。

教育技术学专业英语涵盖了广泛的领域和内容。

首先，它包含了教育技术学的基本理论和概念。

例如，对于“Instructional Design”（教学设计）、“Educational Technology Integration”（教育技术整合）等核心概念的准确理解和表述，是掌握这门学科的基础。

学生需要通过英语学习，清晰地阐述这些理论的内涵、应用以及发展趋势。

在教学方法方面，教育技术学专业英语的教学注重培养学生的实际应用能力。

通过案例分析、小组讨论、项目实践等方式，让学生在真实的情境中运用所学的专业英语知识。

比如，在分析国外优秀的教育技术应用案例时，要求学生能够读懂相关的英文文献，并能够用英语进行交流和讨论，提出自己的见解和观点。

专业英语的词汇是学习中的重点和难点。

教育技术学领域不断发展，新的术语和词汇层出不穷。

像“Virtual Reality Education”（虚拟现实教育）、“Augmented Reality Teaching”（增强现实教学）等新兴词汇，需要学生及时掌握和理解。

而且，这些词汇往往具有特定的语境和用法，不能简单地从字面意思去理解。

阅读和写作能力的培养也是至关重要的。

学生需要能够阅读国外权威的教育技术学学术期刊和论文，了解最新的研究成果和发展动态。

同时，还能够用英语撰写学术论文、研究报告等，展示自己的研究成果和思考。

这就要求学生掌握学术英语的写作规范和技巧，包括如何组织文章结构、引用文献、阐述观点等。

对于听力和口语能力，教育技术学专业英语也有着明确的要求。

在国际学术交流会议上，能够听懂专家的报告和发言，并能够进行有效的交流和互动，对于拓展学术视野和建立合作关系具有重要意义。

为了更好地学习教育技术学专业英语，学生可以充分利用多种学习资源。

教育技术学教学大纲

教育技术学教学大纲《教育技术学》教学大纲一、课程性质教育技术学是教育学科中的一门分支学科，主要研究教学媒体资源的开发应用，教学过程的设计、评价，以促进人类学习和教育、教学过程优化的理论与实践，是一门方法论性质的应用性学科。

现代教育技术是高校师范生的公共必修课。

它是为培养师范生职前教育技术基础理论和应用能力而开设的一门专业基础课。

2、教学目的学习《现代教育技术》课程之后，使学生正确认识教育技术在教育改革和优化教育、教学过程中的地位和作用，认识到具备教育技术素质和能力是我国基础教育发展对每一位教师提出的基本要求，教育技术素质是师范生综合素质中的一个重要组成部分，从而积极、自觉地学习和掌握教育技术的基本理论知识和技能。

1、了解作为教育技术理论基础的学习理论、教育理论、教育传播理论和系统科学理论，初步具有运用这些理论指导自己今后教学实践活动的能力。

2、初步掌握应用系统科学方法分析和处理教学问题的原则和方法。

3.初步掌握教学设计的基本概念、基本原则和基本方法，能够对实际教学过程中的教学活动或教材进行教学设计，能够运用教学设计的方法实施、管理和评价教学活动。

4、正确认识媒体技术在教育、教学中的作用，了解各种教学媒体的特性及其教学功能，对常用教学媒体的基本原理有所了解，会使用常用的教学媒体。

关注媒体技术的发展状况，具有不断学习和掌握新型教学媒体使用方法的能力。

5、初步具备根据教学需要设计、编制投影片、幻灯片、录音带、录像带和计算机课件等教学软件的能力。

6.初步具备利用技术获取、处理、存储、处理和传输各种教育信息的基本能力。

3、教学重点1、现代教育技术学的发展特点以及发展趋势。

2、现代教学媒体的特点、种类以及常用方法和手段。

3、熟练现代教育技术手段，并能够应用到课程教学实践中。

四、教学难点1.使用各种多媒体。

2.现代教学理论和学习理论。

现代教育技术条件下的教学设计。

5、班级分配一学期36学时，其中讲授26学时、实验10学时。

北师大教育学部教育技术学专业英文

北师大教育学部教育技术学专业英文In the fast-paced and dynamically evolving era of educational technology, the Department of Education Technology at Beijing Normal University (BNU) stands out as a beacon of excellence, fostering a new generation of leaders in the field of educational technology. This esteemed program, with its unique blend of academic rigor and practical applications, is committed to cultivating individuals who are not only well-versed in educational theories but also skilled in harnessing the latest technological advancements to revolutionize education.The Department of Education Technology at BNU offers a comprehensive curriculum that covers a broad range of topics, including educational theory, technology integration, and innovative practices in education. The program emphasizes a hands-on approach, encouraging students to engage actively in projects and collaborations that allow them to apply their knowledge and skills inreal-world settings. This approach not only enhances their understanding of the subject matter but also prepares them for the challenges they will face in their future careers.One of the key features of the program is its emphasis on cross-disciplinary collaboration. Students are encouraged to work closely with peers from diverse backgrounds, including those from the fields of computer science, psychology, and design, to develop innovative solutions to educational challenges. This collaborative approach fosters a culture of creativity and innovation, enabling students to think outside the box and come up with unique ideas that can transform education.Moreover, the Department of Education Technology at BNU boasts a faculty of highly qualified and experienced educators who are leaders in their respective fields. These experts bring a wealth of knowledge and practical experience to the classroom, providing students with insights and guidance that are invaluable in their academic and professional pursuits.The program also places a strong emphasis on international perspectives, with a focus on global issues and trends in educational technology. Students are given opportunities to participate in international conferences, exchange programs, and collaborative projects, which notonly broaden their horizons but also prepare them to work effectively in a global context.Graduates of the Department of Education Technology at BNU are highly sought after by employers in a range of sectors, including educational institutions, technology companies, and government organizations. They are equipped with the skills and knowledge necessary to lead and innovate in the field of educational technology, making significant contributions to improving the quality and effectiveness of education worldwide.In conclusion, the Department of Education Technology at BNU is a premier program that offers students a unique and comprehensive education in educational technology. By combining academic rigor with practical applications and cross-disciplinary collaboration, it prepares students to become leaders in the field, driving innovation and transformation in education.**北师大教育学部教育技术学专业：培养未来教育科技领军人才**在教育技术迅猛发展和不断革新的时代，北京师范大学教育学部教育技术学专业以其卓越的教学质量和实践应用能力脱颖而出，致力于培养教育科技领域的新一代领军人才。

教育技术学专业英语教学PPT

text, and differentiation from opinion
Vocabulary Development
Building a rich and diverse vocabulary through exposure to a variety of texts and contexts, enabling students to understand and use new words effectively
Critical Thinking
The ability to read critically, evaluate arguments, and analyze the structure and language of texts, to gain a
deeper understanding of the content
Modern Fiction
Expose to contemporary authors like J.K. Rowling, Harper Lee, and J.R.R. Tolkien can introduce students to different writing styles and themes
• Homework and projects: Assign home work and projects that require students to apply their knowledge and skills in real world contexts, promoting self directed learning and critical thinking
Teaching methods and means

《专业英语》教学大纲

《专业英语》课程教学大纲Professional English for Educational Technology学时数：36其中：实验学时：0课外学时：0学分数： 2适用专业：教育技术学专业执笔者：梁燕葵编写日期：2005年9月一、课程的性质、目的和任务本课程是教育技术专业选修课程，通过本课程的教学，加强学生对教育技术学词汇的熟悉程度，培养学生掌握教育技术学专业的相关专业词汇及阅读、翻译、写作的技巧和方法，使学生能够熟练地查阅相关的科技文献，并能流利阅读和翻译相关的专业资料，为将来更深入地学习和从事科研工作打下坚实的英语语言基础。

本课程的基本任务是在英语学习中掌握专业知识，在专业学习的同时提升英语水平。

二、课程教学的基本要求着力帮助学生理解教育技术学的基础知识、基本理论和基本技能，了解教育技术学研究的最新进展和研究动向，同时要使学生学习用英语交流教育技术学的基本知识与基本技能（如阅读、撰写专业文献、与国内外同行用英语进行交流，这就涉及到了英语语言的读、说、听、写、译等技能），为今后进一步学习和工作服务。

三、课程的教学内容、重点和难点Chapter One The Evolution of the DefinitionSection A The Early DefinitionsSection B The AECT’s Definitions in 1994Section C Assumptions behind the AECT’s Definitions in 2005Chapter Two The History of Instructional TechnologySection A Pre-1920Section B 1920s-1940sSection C 1950s-1970sChapter Three Instructional Technology: Present andFutureSection A The Positive and Negative Trends of Instructional Technology Development Section B The Diverse Status of Instructional TechnologySection C The Professionalizing of the FieldSection D The Training of the ProfessionalsChapter Four Learning TheoriesSection A Why Theories of LearningSection B The Behaviorist Orientation to LearningSection C Cognitive Information-Processing TheorySection D ConstructivismChapter Five Communication TheoriesSection A Defining CommunicationSection B What Is Communication TheorySection C A Basic Linear ModelChapter Six Instructional TheoriesSection A Gagne’s Theory of InstructionSection B Bloom’s Taxonomy of Educational ObjectivesSection C Programmed InstructionChapter Seven Systematic TheorySection A Systems TheorySection B Systems Theory: The BasicsChapter Eight Media HistorySection A Seven Milestones in the Evolution of Human CommunicationChapter Nine New TechnologySection A Multimedia TechnologySection B Computer-Mediated CommunicationSection C Virtual RealitySection D Artificial IntelligenceSection E Jini TechnologyChapter Ten Media and LearningSection A The Medium is the MessageSection B Media ResearchSection C The Great Media DebateChapter Eleven Instructional Design and InstructionalSystem DesignSection A What’s Instructional Design?Section B Basic Principles of IDSection C Instructional System DesignChapter Twelve Models of Instructional Design Section A ID Models and Their Basic FeaturesSection B A Taxonomy of ID ModelsSection C An Introduction to Instructional Design ModelsChapter Thirteen Automating Instructional DesignSection A Purpose of Automated Instructional Design ToolsSection B Wha t’s AID?Chapter Fourteen The Overview of ICTSection A The Information AgeSection B Fours Goals for Technology in SchoolsSection C The Effect of ICT in EdcuationChapter Fifteen Introduction of ICT CurriculumSection A Aims of ICT in EdcuationSection B How to Teach ICTSection C How to Design ICTChapter Sixteen The Study and Practice to FacilitateLearning with ICTSection A The Cycles of Technology IntegrationSection B The Market Power of E-LearningSection C The Critical Attributions of WebQuestChapter Seventeen Definitions and History of DistanceEducationSection A Definitions of Distance Education According to the AECTSection B History of Distance EducationSection C What is Distance Education?Chapter Eighteen Theories of Distance EducationSection A The Industrial Model of Distance EducationSection B European Theory of Independent StudySection C The Need of TheoryChapter Nineteen The Platforms of Distance EducationSection A WebCTSection B Leadership in E-LearningChapter Twenty Institute and Successful Cases of DistanceEducationSection A The Open University of Hong Kong (OUHK)Section B The Open University (United Kingdom)Section C What Is the Commonwealth of Learning (COL)?Chapter Twenty-One An Overview of InstructionalTechnology ResearchSection A Scientific MethodsSection B Purposes of Educational ResearchSection C Two Research ParadigmsSection D Quantitative ResearchSection E Qualitative ResearchChapter Twenty-Two A Research Report of Research onInstructional Technology四、课程各教学环节要求（一）教与学模式以任务驱动为主线，采用多媒体演播教学或基于网络环境下的自主学习、协作学习、问题探究、资源检索、在线讨论等多种教与学模式。

【英语】英语师范专业课程与教学大纲目录

【关键字】英语英语（师范）专业课程与教学大纲目录《根底英语1》课程教学大纲 (1)《根底英语2》课程教学大纲 (5)《教师教学语言艺术1》课程教学大纲 (9)《教师书写技能1》课程教学大纲 (12)《大学语文》课程教学大纲 (15)《大学数学》课程教学大纲 (20)《教师教学语言艺术2》课程教学大纲 (23)《教师书写技能2》课程教学大纲 (26)《英语语音训练1》课程教学大纲 (29)《英语语音训练2》课程教学大纲 (33)《英语语法》课程教学大纲 (37)《英语专业学科导论》课程教学大纲 (41)《阅读与写作1》课程教学大纲 (44)《阅读与写作2》课程教学大纲 (47)《英语口语1》课程教学大纲 (50)《英语口语2》课程教学大纲 (53)《听力1》课程教学大纲 (56)《听力2》课程教学大纲 (59)《高级语言程序设计(VFP)》课程教学大纲 (62)《小学班级管理与少先队活动组织》课程教学大纲 (67)《学校突发事件处置技巧》课程教学大纲 (71)《小学语文课程与教学论》课程教学大纲 (75)《小学数学课程与教学论》课程教学大纲 (79)《听力3》课程教学大纲 (84)《听力4》课程教学大纲 (87)《现代教育技术》课程教学大纲 (90)《教育学原理》课程教学大纲 (93)《微格教学》课程教学大纲 (97)《小学英语课程与教学论1》课程教学大纲 (100)《小学英语课程与教学论2》课程教学大纲 (104)《根底英语3》课程教学大纲 (108)《根底英语4》课程教学大纲 (111)《英语口语3》课程教学大纲 (114)《英语口语4》课程教学大纲 (117)《英美文化》课程教学大纲 (121)《阅读与写作3》课程教学大纲 (124)《阅读与写作4》课程教学大纲 (127)《儿童发展心理学》课程教学大纲 (130)《教育政策与法规》课程教学大纲 (132)《教育研究方法》课程教学大纲 (135)《教育见习（常规）》课程教学大纲 (139)《教育见习（特色）》课程教学大纲 (141)《教育实习（岗前）》课程教学大纲 (143)《教育实习（特色）》课程教学大纲 (145)《教育实习（综合）》课程教学大纲 (148)《英语电影文化》课程教学大纲 (151)《专业英语考级辅导》课程教学大纲 (154)《儿童英语说唱演》课程教学大纲 (158)《英语演讲与辩论》课程教学大纲 (162)《中外教育史》课程教学大纲 (165)《英语教师专业发展》课程教学大纲 (168)《教育测量与评价》课程教学大纲 (172)《高级英语1》课程教学大纲 (175)《高级英语2》课程教学大纲 (178)《英语翻译》课程教学大纲 (181)《英美文学1》课程教学大纲 (184)《英美文学2》课程教学大纲 (187)《语言学概论》课程教学大纲 (190)《英语词汇学》课程教学大纲 (194)《英语学科教学设计与能力训练》课程教学大纲 (197)《英语教育学》课程教学大纲 (203)《毕业论文》课程教学大纲 (206)《跨文化交际》课程教学大纲 (209)《教育英语时文导读》课程教学大纲 (212)《儿童如何学英语》课程教学大纲 (215)《英语文体学》课程教学大纲 (218)《商务英语》课程教学大纲 (221)《广告英语》课程教学大纲 (224)《旅游英语》课程教学大纲 (226)《圣经罗马神话与英语习语》课程教学大纲 (229)《美国情景喜剧赏析》课程教学大纲 (232)《英美报刊选读》课程教学大纲 (236)《英语口译1》课程教学大纲 (239)《英语口译2》课程教学大纲 (242)《英语儿童文学作品选读》课程教学大纲 (245)《基础英语1》课程教学大纲一、课程基本情况课程编号：030Y01D 学分：4 周学时：4 总学时：68 开课学期： 1.1开课学院：教师教育学院英文名称：Intensive English 1适用专业：英语（小学教育）课程类别：通识课程平台必修课程课程修读条件：中学英语网络课程地址:课程负责人：刘柏林所属基层学术组织：英语教育系二、课程简介《基础英语1》是一门通识课程平台必修课程，面向本科一年级英语专业的学生而开设。

《学科教学技能》课程教学大纲(英语师范专业)

《学科教学技能》课程教学大纲
一、课程信息
二、实践环节目标
通过本实践环节的学习，英语（师范）专业学生应达成以下几方面的目标：
1.了解小学、初中、高中各学段英语教学设计的基本原则、教学设计方法以及不同课型的教学设计模式，并依据教学设计进行模拟授课与说课。

2. 能够用流畅的英语进行口语表达，能够根据不同年级的学生用贴近学生的英语语言水平的课堂用语组织不同学段的课堂教学。

3. 能够书写出美观大方的中英文钢笔字、粉笔字，提升师范生专业素质与人文素养。

4. 学会与牛津教材配套的各学段英文歌曲，以及经典英文歌曲，用以创造性地开展课堂教学的热身环节。

5.熟练运用现代化教育技术手段和方法，优化英语课堂教学，提升英语教学效果。

6.能够对教师职业认知类，综合分析类，问题解决类等问题进行回答，并对指定话题发表演讲。

课程目标对毕业要求的支撑关系表
三、训练内容与预期学习成效
四、成绩评定及考核方式。