英语教学论
《英语教学论》教案
《英语教学论》教案一、教学目标：1. 了解英语教学的基本原则和方法。
2. 掌握英语教学过程中的技巧和策略。
3. 培养教师对英语教学的兴趣和热情。
二、教学内容：1. 英语教学的基本原则2. 英语教学方法3. 英语教学技巧4. 英语教学策略5. 英语教学案例分析三、教学方法：1. 讲授法：讲解英语教学的基本原则、方法和技巧。
2. 案例分析法：分析典型的英语教学案例，讨论教学策略的运用。
3. 小组讨论法：分组讨论教学过程中遇到的问题和解决方案。
四、教学准备：1. 教材：《英语教学论》教材。
2. 多媒体设备：投影仪、电脑、音响等。
3. 教学资源：相关英语教学案例、视频、图片等。
五、教学过程：1. 导入：简要介绍英语教学的基本概念和重要性。
2. 讲解：详细讲解英语教学的基本原则、方法和技巧。
3. 案例分析：分析典型的英语教学案例，引导学生讨论教学策略的运用。
4. 小组讨论：分组讨论教学过程中遇到的问题和解决方案。
5. 总结：总结本节课的重点内容，布置课后作业。
六、教学评估：1. 课堂参与度：观察学生在课堂讨论和小组活动中的参与情况。
3. 小组讨论报告：评估学生在小组讨论中的表现和提出的解决方案。
七、教学拓展：1. 组织一次英语教学模拟课堂，让学生亲身体验教学过程。
2. 邀请英语教学专家进行讲座，分享教学经验和心得。
3. 组织学生参观英语教学机构，了解实际教学环境和需求。
八、教学反馈：1. 收集学生对教学内容和教学方法的反馈意见。
2. 根据学生反馈调整教学计划和教学方法。
3. 定期与学生沟通，了解他们的学习进展和需求。
九、教学改进：1. 根据教学评估结果，对教学方法和策略进行调整。
2. 关注学生的学习困难，提供针对性的辅导和支持。
3. 不断更新教学资源，增加教学案例和实际教学经验分享。
十、教学总结：1. 总结整个学期的教学内容和成果。
2. 鼓励学生分享他们的学习心得和收获。
希望对您有所帮助！如有需要，请随时提问。
英语教学论讲义【舒白梅】
内部资料．．．．请勿外传．．．．英语教学论讲义舒白梅华中师范大学前言外语教学的目的是帮助外语学习者尽快地掌握所学语言，并能成功地使用所学语言进行交际。
为了达到这一目的，应用语言学家和外语教师都在竭力寻求最佳的外语教学方法。
外语教学法就是研究外语教学的方法与过程，揭示外语教学的性质与规律的一门科学。
它除了研究外语教学的途径、方法和技巧以及原则和理论基础外，还要研究外语教学中的程序、步骤和实际操作，探讨如何使教师能根据实际情况在自己的教学中选用和创造最恰当的方法，达到最佳的教学效果。
外语教学过程是一个包含了大量动态变化的发展过程，外语教学自身体系和外语教学规律体系都是复杂的。
它涉及到大纲、课程、教师、学生、教学环境等诸多方面。
因此，我们在此书中不仅讨论了教师如何教的问题，还讨论了学生如何学的问题，重点讨论了如何为学习者提供有利的、丰富的语言环境和在课堂内外如何创设这样的环境。
内容涉及教学理论、学习理论、语言知识的学习和交际能力的培养、课堂组织、教学评估等。
还探讨了任何进行启发式，交互式，合作式教学，如何促进学生的自主学习与继续学习能力，如何利用和开发现代化教育技术，以及教师职业素质的培养与发展等问题。
力求在吸收国内外外语教学领域最新成果的基础上结合中国实际，满足学习者的需要和社会需求，同时反映外语教师的总体和个体需要。
本书的读者对象是师范院校英语专业的学生和从事外语教学和研究的外语教育工作者。
鉴于这些职前与在职的各级外语人员的需要，本书除了讨论外语教学的理论与实践外，还在每章后设有“问题与任务”，旨在帮助读者加深对内容的理解，并运用所学指导实践。
本书用英语撰写，这样使用者在学习本学科专业知识的同时还可以从语言知识与运用方面得到提高，在备课和教学时也更容易和直接些。
参与本书编写的是华中师范大学英语系的部分教师。
舒白梅教授和向宗平老师担任主编，具体分工如下：李正林负责第一、二章的编写，文斌负责第三章的编写，向宗平负责第四、五、六章的编写，王勇负责第七章的编写，舒白梅负责第八章的编写，张国华负责第九章的编写，陈浪负责第十章的编写。
英语教学论
外国语学院成人教育英语教育特色专业建设教学指导书《英语教学论》课程教学指导书吴曼蕾编写淮阴师范学院外国语学院二0一二年九月课程介绍《英语教学论》是普通高等学校英语（教师教育）本科专业的一门必修课，具有基础理论和基本技能实践相结合的学科特点。
该课程传授英语教育教学基本理论和知识，训练英语教学基本技能，具备较高的英语教育理论素养和较强的教学工作能力，能适应21世纪教育改革发展和新一轮教学改革需要的、具有创新精神及创新能力的中小学英语教师。
学生通过课程学习，能初步形成对语言及语言学习本质的正确认识和科学的外语教学观，认识本课程中英语教学的性质及其发展演变过程，了解二十一世纪的英语课程改革，把握英语课程的理念，理解英语课程的性质及目标，掌握英语课程教学设计的基本原理，对语音、词汇、语法教学，听说读写教学和综合性学习教学等问题有所把握。
本课程还注重英语教学实践能力的培养，指导并帮助学生把教学理论与实践相结合，引导学生树立对外语教学作为一种职业和一门科学的正确态度，为其今后成为具备一定教学实践能力的合格中小学英语教师做好准备。
《英语教学论》是研究英语教学规律的一门科学。
“教学论”的含意是指一种理论“法则”(law) 或“体系”(system)，而不是狭义的单纯指具体的教学方式方法。
英语教学论研究英语教学的全过程及其规律。
教学内容主要包括：1、教学理论；2、基本教学理论的教学方法和技巧；3、英语课外活动、教学手段和测试手段。
本自学指导书主要是依据高等教育出版社出版的由王蔷主编的《英语教学法教程》（第二版）而写的，并在此基础上对内容进行了必要的增减。
目的是为了进一步便于学生们自学及教师们安排好各个；教学环节和面授内容。
该门课程的学时分配如下：总学时72，讲授20学时，自学52学时。
面授安排在第三学年进行。
这门课程是考试课程。
对教师布置的作业，学生应独立完成并按时交给教师批改。
由于本人水平有限，书中有不当之处，望使用该书的教师和同学们批评指正。
(完整版)英语教学论
2．认知心理学 （Cognitivism）
二、哲学 （Philosophical）
• 1．经典人文主义（Classical Humanism）
• 2．重建主义（Restructionism）
• 3、Progressivism（渐进主义）
思考题：
• 思考题： • 交际课堂教学模式探讨
第三部分：《新课标》解读
教学目的： 1、了解《新课标》的研制
情况。 2、了解《新课标》的理念
第四部分：任务型教学的理论 与实践（TBLT）
教学目的： 1、了解任务型教学的理论
依据。 2、掌握任务型教学课堂操 作模式。
第四部分：任务型教学的理论 与实践（TBLT）
• 1、王才仁：《英语教学交际论》。广西教育出版社， 1996年。
• 2、胡春洞、戴忠信：《英语阅读论》。广西教育出 版社，1998年。
• 3、高兰生、陈辉岳：《英语测试论》。广西教育出 版社，1996年。
• 4、聂希庸、曹宝健：《中学英语教学》。光明日报 出版社，1998年。
• 5、程晓堂：《任务型语言教学》。高等教育出版社， 2004年。
• 6、田式国：《英语教学理论与实践》。高等教育出 版社，2001年。
•
第一部分：外语学习论
教学目的：
1、了解人学习语言的机制和 原理。 2、了解心理学、哲学、语言 学对外语教学的影响
第一讲 外语学习论
20 世 纪 80 年 代 之 前 ， 人 们 研 究 “ Teaching”， 之 后 转 向 了 “ Learning”。 影 响 最 大 的学科有以下四个：心理学、 哲学、语言学、环境学。
（五）交际法（Communicative Approach） 又 称交际途径
英语教学论内容
英语教学论内容一、引言英语教学论是研究英语教学理论和实践的学科，涉及教学方法、教材设计、评估与测试等方面。
本篇文章将详细介绍英语教学论的内容，包括英语教学理论、教学方法和评估与测试。
二、英语教学理论1.语言学习理论语言学习理论研究人类语言习得的规律和过程，对英语教学具有重要的指导意义。
常见的语言学习理论包括行为主义、认知主义、社会交际主义等。
了解不同的语言学习理论，可以帮助教师选择合适的教学策略和方法。
2.语言教学法语言教学法是指用于教授英语的具体方法和技巧。
常见的语言教学法包括直接法、交际法、情境法、任务型教学法等。
每种教学法都有其特点和适用范围，教师可以根据学生的需求和学习目标选择合适的教学法。
3.教学模式和教学策略教学模式和教学策略是在教学过程中组织和安排学习活动的方式和方法。
常见的教学模式包括传统教学、合作学习、项目学习等，而教学策略则包括启发式教学、问题解决教学、个性化教学等。
教师可以根据不同的教学目标和学生特点选择合适的教学模式和策略。
三、教学方法1.教材设计与使用教材是英语教学的重要组成部分，教师可以根据学生的需求和学习目标选择适合的教材。
同时，教师也可以根据教材进行课堂教学设计，结合教材内容和学生实际，设计合适的教学活动和任务，提高学生的语言能力。
2.课堂教学方法课堂教学方法是指教师在课堂上组织和开展教学活动的方式和方法。
常见的课堂教学方法包括讲授法、问答法、小组讨论、角色扮演等。
教师可以根据教学目标和学生特点选择适当的教学方法，并通过多样化的教学活动激发学生的学习兴趣。
3.多媒体技术和教学工具多媒体技术和教学工具在英语教学中扮演着重要的角色。
教师可以使用投影仪、音频设备、电子白板等多媒体设备，辅助教学内容的呈现和理解。
同时，还可以利用各种教学软件和在线资源，丰富课堂教学内容，提高学生的学习效果。
四、评估与测试1.评估方法和工具评估是对学生学习情况进行全面、客观和准确的评价。
常见的评估方法包括作业、考试、口语表达、听力理解、写作等。
英语教学论
英语教学论《英语教学论》科目大纲（科目代码：922）一、考核要求《英语教学论》主要考核学生对英语教学的基本概念和知识、英语教学方法与流派的历史发展与演变、语言习得理论的了解和掌握。
要求考生在本科阶段学习和已有教学实践经验总结的基础上，对第一语言习得与第二语言习得机制的相关理论有初步了解，对英语教学中的核心概念有基本认识，对第二语言教学的发展演变和主要流派有所了解，并初步掌握语言教学技能和方法，具有一定的分析问题和解决问题的能力。
二、考核评价目标《英语教学论》的评价目标是：1）检测学生对语言本质以及语言教学基本概念的认识是否清晰；2）检测学生对第一语言、第二语言习得理论以及外语教学理论是否了解；3)检测学生是否对影响第二语言/外语学习成败的认知、情感以及社会文化方面的因素有初步认识；4）检测学生是初步掌握了主要的语言教学方法与流派；5）检测学生能否初步具有运用理论分析、解决问题的能力。
三、考核内容考核内容主要是外语教学流派、第二语言（外语）教学基本知识、基本概念和基本理论。
以下是具体考试范围。
Chapter 1 Language, learning, and teachingThe concept of language, the differences between L1 and L2, L2 and FL, thedistinction between learning and acquisition.Chapter 2 First language acquisition theoriesBehavioristic approaches, the nativist approach, functional approaches, thedistinction between competence and performance.Chapter 3 Comparing and contrasting first and second language acquisition.The parameters for comparing and contrasting the first language acquisitionand second language acquisition，Critical period hypothesis.Chapter 4 Human learning theoriesOperant conditioning, meaningful learning, Roger’s Humanistic psychology,transfer, interference, overgeneralizationChapter 5 Learning styles and strategiesDefinition and classification of learning styles and strategies, communicationstrategies, strategy training.Chapter 6 Personality factors in language learningInhibition, motivation, anxiety, risk-taking, self-esteem, empathyChapter 7 Sociolcultural factorsCultural stereotypes, acculturation, language, thought and culture,pidginization.Chapter 8 Contrastive analysis, interlanguage and error analysisThe contrastive analysis hypothesis, markedness and universal grammar,interlanguage, error analysis, fossilization.Chapter 9 Communicative competenceDefinition of communicative competence, language functionsChapter 10 Language testingDefinition of test, kinds of tests, discrete point and integrative testing. Chapter 11 Theories of second language acquisitionInput hypothesis, Attention-processing model, analysis/automaticity model. Chapter 12 Language teaching methodsGrammar-translation method, direct method, audio-lingual method, community language learning, suggestopedia, the silent way, totalphysical response, communicative language teaching.四、考试形式考试形式为笔试。
高职《英语教学论》课程标准
高职《英语教学论》课程标准一、课程说明《英语教学论》课程标准课程编码：承担单位：制定：制定日期：审核：审核日期：批准：批准日期：1、课程性质：本门课程是职业学院英语教育专业的一门专业必修课。
2、课程任务：主要针对小学英语教学岗位开设，主要任务是培养学生在小学英语教学岗位的教育教学能力，要求学生掌握英语语言教学中使用的方法和技巧，并了解其理论依据；提高学生对语言教学原则、教学规律的理解，并且引导学生将这些原则应用于教学中，使其能够胜任未来的小学英语教学工作。
3、课程衔接：在课程设置上，前导课程有基础英语、教育学、心理学，后续课程有英语教学实训、教学实习。
二、学习目标通过本门课程的学习，学生应熟练掌握英语教学的基本理论和基本方法，并能针对小学英语课堂教学实际，将英语教学理论与小学教学实践相结合，从而培养学生对小学英语教学实践的认识、思考、判断、分析、设计和研究能力。
具体目标分述如下：1、知识和技能目标：（1）了解语言与语言学习的基本概念；（2）理解英语教学的主要理论；（3）掌握英语教学设计的一般方法；（4）掌握英语课堂教学过程与教学效果的评价方法。
2、能力目标：（1）能够正确描述教学目标、重点与难点，分析教学内容，并能根据学生特点和教学条件设计有效的英语教学活动；（2）积极开展英语课堂教学微技能整合，探索英语教学的有效途径；（3）能利用所学技能进行教学设计；（4）能利用所学方法与技巧进行英语教学演示。
3、思想政治素养目标：（1）能够认识到教学能力是英语教师专业素质的必要组成部分；（2）能够认识到科学教学方法的有效应用对于优化教学过程，培养创新型人才的重要作用；（3）具有不断学习新知识和探索新理论以完善自身素质结构的意识与态度。
三、课程设计本课程以职业能力目标为载体，根据小学英语教学岗位工作任务要求，确定学习目标及学习任务内容；本课程采取行动导向项目教学教学模式，以学生为主体、以培养学生课堂教学能力为导向组织教学考核。
《英语教学论》课程教学大纲
《英语教学论》课程教学大纲（Syllabus for English Teaching Methodology）一、课程说明课程编码：、课程总学时45学时（25/20）、周学时3（2/1）、学分：2分、开课学期：第6学期。
1．课程性质《英语教学论》课程是高等师范院校英语教育专业一门必修课程，旨通过该课程的学习,引导英语师范生学习课程教学改革新理念, 树立交际语言教学观;学习语言学、心理学、二语习得等外语教学理论和外语学习理论，学习不同的英语教学法思想，掌握英语课堂交际语言教学技能；组织学生参加英语教学实践活动、帮助学生理论联系实际教学，培养学生实践教学和反思教学能力，逐步提高对英语教学的认识能力，为师范生将来从事英语教育事业奠定良好的理论和实践基础。
2．适用专业与学时分配适用于英语教育专业。
*教学内容与时间安排表3．课程教学目的与要求:I．教学目的：通过《英语教学论》课程的学习，帮助英语师范生具有新课程教学改革的理念和职业规范与师德,掌握一定的外语教学理论和外语学习理论,了解交互性语言教学的课堂教学理论基础,培养英语教学实践经历和反思教学的的能力，促进师范生在学术上的可持续发展的基本素质。
II．教学要求：教师通过多媒体讲授英语教学理论、教学流派、课程标准和教学原则等知识后，组织师范生进行小组为单位的教学内容演示等教学实践活动,提高师范生对英语教学本质的认识，使他们一定的理论高度，具备反思教学的可持续发展的能力,逐步完善自己的英语教学能力。
4．本门课程与其它课程关系本课程是在第6学期开设的专业基础必修课，学生已经学习了英语专业的一些基础课程以及一些相关的通识课之后才开设，本门课程的开设对巩固和提高英语教师专业学生的专业素质会起到积极作用。
它既能够优化教育理论课程，如心理学、教育学等，同时也能够检验学生对所学英语专业知识的把握程度及综合运用英语语言的能力。
5．推荐教材及参考书推荐教材：Davies, Eric Pearse Success in English Teaching Shanghai Foreign Language Education Press, 20052.王蔷：《英语教学法教程》，高等教育出版社，2000年。
《英语教学论》教案
《英语教学论》教案一、前言1. 教学目标：通过本章的学习，使学生了解英语教学的基本概念、教学法及其发展历程，为后续教学实践打下理论基础。
2. 教学内容：英语教学的基本概念、教学法及其发展历程。
3. 教学方法：讲授、讨论、案例分析。
4. 教学重点：英语教学的基本概念、教学法及其在实际教学中的应用。
5. 教学难点：教学法的内涵及其在实际教学中的运用。
二、英语教学的基本概念1. 教学目标：使学生掌握英语教学的基本概念，如教学目标、教学内容、教学过程等。
2. 教学内容：a. 教学目标的制定b. 教学内容的选取与组织c. 教学过程的设计与实施d. 教学评价的方法与原则3. 教学方法：讲授、讨论。
4. 教学重点：教学目标、教学内容、教学过程、教学评价的概念及其相互关系。
5. 教学难点：教学目标、教学内容、教学过程、教学评价在实际教学中的运用。
三、英语教学法及其发展历程1. 教学目标：使学生了解英语教学法的基本类型及其发展历程，掌握各类教学法的特点与应用。
a. 直接法b. 间接法c. 交际法d. 任务型教学法e. 信息技术辅助教学法f. 教学法的发展历程3. 教学方法：讲授、讨论、案例分析。
4. 教学重点：各类教学法的特点与应用。
5. 教学难点：各类教学法在实际教学中的整合与运用。
四、教学计划与教学大纲1. 教学目标：使学生掌握教学计划与教学大纲的编制方法，能够根据教学目标编写教学计划与教学大纲。
2. 教学内容：a. 教学计划的编制b. 教学大纲的编制c. 教学计划与教学大纲的实施与调整3. 教学方法：讲授、讨论、案例分析。
4. 教学重点：教学计划与教学大纲的编制方法及其在实际教学中的应用。
5. 教学难点：教学计划与教学大纲在实际教学中的实施与调整。
五、教学评价1. 教学目标：使学生了解教学评价的基本概念、方法及其在英语教学中的应用。
a. 教学评价的基本概念b. 教学评价的方法c. 教学评价的原则d. 教学评价在英语教学中的应用3. 教学方法：讲授、讨论、案例分析。
英语教学论
1, Communicative language learning (CL T)1，定义CLT is an approach to the teaching second and foreign language that emphasizes interaction as both the means and the ultimate(最终的) goal of learning a language，also can called as Functional Approach(功能法) or National Approach(意念法).2，优点(1), Attaches great importance to the actual needs of the students;(重视学生的实际需要)(2), Attention to the cultivation of communicative competence, which is beneficial to students in a certain social environment properly using the target language for communication.(重视交际能力的培养，有利于学生在一定的社会环境中恰当地使用目的语进行交际)3，缺点(1) It’s not easy to judge and ensure its function and thoughts.(2) It’s not easy to compile(编写) textbook.2, Task-based language teaching (TBLT)1，定义Task-based language teaching (TBLT) refers to an approach based on the use of tasks as the core unit of planning and instruction in language.2，特点1, Emphasis -Target language2, Focus on – the learning Process & language itself3, It is student-centered class4, It pays attention to real situations3，优点(1), c an stimulate students’ interest,2(2), students have more opportunities to express their own opinions and feelings.(3)，It can improve their exploration, participation, communication and cooperation ability.4，缺点(1) The classroom efficiency is low.(2) It is difficult to guarantee the big class teaching task.(3) It is rely on teachers’ teaching ability and teaching level.3, The Oral Approach and Situational Language Teaching1, 背景Situational Language Teaching was originally called Oral Approach, which was developed by British applied linguists from the 1930's to 1960’s; the two leaders of this movement were Harold Palmer and A.S. Hornby.2, 定义The Oral Approach and Situational Language Teaching is a languageteaching method derived from the Direct Method and developed by British applied linguists between 1930s and 1960s. The Method is no longer in fashion, but some techniques from the Method can still be found in language teaching activities and especially in many textbooks.3, 目标(1) to teach a practical command of the four basic skills of language, through Structure.(2)accuracy in both pronunciation and grammar.(3) errors to be avoided.(4)automatic control of basic structures and sentence patterns through speech.4, 方法:Theory of Language Behaviorist habit-learning theory:Three conditions:1. Receiving knowledge and materials2. Fixing them in memory by repetition3. Using them in actual practiceLearning language is to learn speech habitsUse of blind imitative drills5, 角色Learner roles: Listen and repeat / more active participationTeacher roles: Serves as a model, Conductor of an orchestraThe roles of instructional materials: SLT is dependent on both a textbook and visual aids.1. Begin with spoken English, oral before written form2. The target language is the language of the classroom3. New language points: Introduced and practiced4. Selection: Cover the general service vocabulary5. Simple forms at first and then complex ones6. Rich vocabulary and basic grammar (Reading and Writing)6, 优点It strong emphasis on oral practice, grammar and sentence patterns conforms to the intuitions of many practically oriented classroom teachers.7, 缺点Children do not acquire their mother tongue through repetition and habit formation.8, 特点The essential features of SLT are seen in the "P-P-P" lesson model that thousands of teachers who studied for the RSA/ Cambridge Certificate in TEFL were required to master in the 1980s and early 1990s, with a lesson having three phrases: Presentation, Practice, and Production.4,The Audio-lingual Method1, 定义The Audio-lingual Method is a method of foreign language teaching which emphasizes the teaching of listening and speaking before writing and reading.2，特点It uses dialogues as the main form of language presentation and drills as the main training techniques. Mother tongue is discouraged in the classroom.3，基本原则(1)Emphasis on the teaching of listening and speaking.(2)Use of dialogues as the chief means of presenting the language.(3)Mainly practice techniques: imitation, memorization, pattern drills.(4)Mother tongue is discouraged in the classroom.5,Total Physical Response (TPR)1，定义In the teaching activities, teacher creates a happy relaxed environment. Meanwhile students respond with whole-body actions. The right brain is silent, nonverbal, but it can make adaptation action to express them through instruction.2，特点TPR emphasizes the importance of listening and watching. The teacher issued instructions and they complete the action.This method is suitable for little children to study foreign language; as a result of they have interests for everything around them.3，优点TPR makes complex knowledge easier than before. For example, teachers can have a dialogue with our students and build the English context in order to simplify knowledge6，暗示法Suggestopedia定义：The approach was based on the effect of suggestion in learning, the concept of which is that positive suggestion would make the learner more receptive to stimulate learning特点1，To create a cheerful, relaxing atmosphere2，The authoritative behavior of the teacher and the authority of the material3，Emphasis on memorization of vocabulary pairs4，Infantilization(稚化): Role playing games, songs and gymnastic exercises help students regain their self-confidence.5，Double-planeness: learners learn from the effect of direct instruction and the environment where the instruction takes place.优点Creating a relaxing and comfortable environmentReducing students’ pressure in learning languageAvoid boredom and making class interestingImp roving students’ motivation of learning缺点Not all teachers are qualified for this methodRequiring money to decorate the classroomThe number of students is limitedLasting a long time for teaching every day8，团体学习法Community Language Learning (CLL)1,定义Community Language Learning is an approach in which students work together to develop what aspects of a language they would like to learn.It is based on the Counseling-approach in which the teacher acts as a counselor and a paraphraser, while the learner is seen as a client and collaborator.2,特点(1)The CLL emphasizes the sense of community in the learning group, it encourages interaction as a vehicle of learning, and it considers as a priority the students' feelings and the recognition of struggles in language acquisition. There is no syllabus or textbook tofollow and it is the students themselves who determine the content of the lesson by means of meaningful conversations in which they discuss real messages. Notably, it incorporates translation, transcription, and recording techniques.(2)Student’s role-client(3)Teacher’s role-counselor3,优点A brave speakerNo fixed teaching materialsAcquire answer the questionsIntrospection4,缺点Demand too high on teacherRely on9，自然学习法The natural approach is a method of language teaching developed by Stephen Krashen and Tracy Terrell in the late 1970s and early 1980s.It aims to foster naturalistic language acquisition in a classroom setting, and to this end it emphasizes communication, and places decreased importance on conscious grammar study and explicit correction of student errors. Efforts are also made to make the learning environment as stress-free as possible.In the natural approach, language output is not forced, but allowed to emerge spontaneously after students have attended to large amounts of comprehensible language input.优点(1)The classroom consisting of acquisition activities can be an excellent environment for beginners.(2)Comprehensible and meaningful practice activities are emphasized and the situation at their level.(3)The teacher creates speeches which enable students to interact using the target language.(4) Communication as the primary function of language and emphasis on meaning.(5)Students are not forced to respond in the target language immediately.(6)The teacher knows students’ needs and concentrates on appropriate and useful areas.(7)Materials come from our daily life rather than from textbooks.缺点(1)It ignores many factors essential in second language course design.(2)It ignores the importance of vocabulary.(3)It not necessary to analyze grammatical structure & rulesautomatically provided in the input.(4)It is suitable for the beginners, not apply to the high level students.。
(2024版)2024年智慧树知道网课《英语教学论》课后章节测试满分答案
可编辑修改精选全文完整版绪论单元测试1【判断题】 (2分)英语学科教学论，是介绍英语知识的一门课。
A.对B.错2【判断题】 (2分)英语学科教学论，是一门介绍如何教英语的课。
A.对B.错3【判断题】 (2分)关于教英语，需要了解相关的语言和语言学习的理论。
A.错B.对4【判断题】 (2分)关于教英语，还需要了解相关的教学方法、了解课堂管理的内容、学习教学设计的理念等。
A.错B.对5【判断题】 (2分)听说读写看的教学，是关于语言技能的教学。
A.错B.对第一章测试1【单选题】 (2分)Which is not the view of language? ( )A.Interactional ViewB.Structural ViewC.Functional ViewD.Constructive View2【单选题】 (2分)Which is not the view of language Learning? ( )A.Behaviorist TheoryB.Cognitive TheoryC.Schema TheoryD.Socio-constructive Theory3【单选题】 (2分)Which is from social-constructivist theory?A.stimulusB.ZPDC.reinforcementD.automatic response4【多选题】 (2分)For new language learning, the aspects that students need to do with are ( )A.Understand the formB.Understand the meaningC.Go abroad for studyingD.Practice the language5【多选题】 (2分)Which belong to process-oriented theory? ( )A.Socio-constructivist TheoryB.Schema TheoryC.Behaviorist TheoryD.Cognitive Theory6【多选题】 (2分)Which belong to condition-oriented theory? ( )A.Constructivist TheoryB.Behaviorist TheoryC.Socio-constructivist TheoryD.Cognitive Theory7【判断题】 (2分)The structural view of language is that language is a system of structurally related ele ments for the transmission of meaning. （）A.错B.对8【判断题】 (2分)The functional view only sees language as a means for doing things. ( )A.对B.错9【判断题】 (2分)For behaviorist theory, mistakes should be immediately corrected, and the correction s hould be immediately praised. ( )A.对B.错10【判断题】 (2分)Learning should be achieved via the dynamic interaction between the teacher and th e learner and between learners. ( )A.错B.对第三章测试1【判断题】 (2分)Teacher Talk Time means teacher should talk more in class and do not leave silence g ap in class. ( )A.对B.错2【判断题】 (2分)Remembering and understanding belong to the higher order thinking ability. ( )A.对B.错3【单选题】 (2分)Which one does not belong to the Bloom’s Taxonomy (2001)? ( )A.ApplyingB.AnalyzingC.RememberingD.Summarizing4【单选题】 (2分)For cognitive level of evaluating, the teacher may ask students the question like ( ).A.What is the relationship between A and B?B.How would you use this?C.Which is more interesting?D.What is the main idea of this paragraph?5【单选题】 (2分)For cognitive level of analyzing, the teacher may ask students the question like ( ).A.Which is more interesting, A or B?B.Can you compare A and B?C.Is there a better solution to this?D.What is an alternative method for this?6【多选题】 (2分)Which belong to teacher’s role? ( )A.controllerB.assessorC.prompterD.organizer7【多选题】 (2分)Teachers as facilitators means ( ).A.to guide them in planning and assessing their own learningB.to use various strategies to motivate learnersC.to develop their learning strategiesD.to create a positive learning environment8【多选题】 (2分)What are the two things that the teacher does as an assessor? ( )A.organizing feedbackB.controlling the paceC.correcting mistakesD.making research on student’s performance9【判断题】 (2分)Even the clearest instructions can be hard to grasp so, after you've given them, it's wo rth checking that they have been understood. ( )A.对B.错10【判断题】 (2分)Allow learners in class the time and the quiet they need, because they need time to thi nk, to prepare what they are going to say and how they are going to say it. ( )A.对B.错第四章测试1【单选题】 (2分)For WHERETO teaching design principle, W refers to ( ).A.allow students to evaluate their work and its implication’sB.be tailored (personalized) to the different needs, interests, and abilities of learnersC.equip students, help them experience the key ideas and explore the issuesD.help the students know where the unit is going and what is expected2【单选题】 (2分)For WHERETO teaching design principle, R refers to ( ).A.help the students know where the unit is going and what is expectedB.allow students to evaluate their work and its implication’sC.equip students, help them experience the key ideas and explore the issuesD.provide opportunities to rethink and revise their understandings and work3【单选题】 (2分)Which belongs to teaching design principle? ( )A.WHERETOB.ESAC.SMARTD.ABCD4【多选题】 (2分)What does WHERETO teaching design principle refer? ( )A.equip students, help them experience the key ideas and explore the issuesB.help the students know where the unit is going and what is expectedC.allow students to evaluate their work and its implication’sD.hook all students and hold their interest5【多选题】 (2分)What are the frequently applied teaching models? ( )A.WHERETO ModelB.Backward Design ModelC.ASSURE ModelD.ADDIE Model6【多选题】 (2分)What are the four elements of articulating learning objectives? ( )A.ConditionB.AudienceC.DegreeD.Behavior7【判断题】 (2分)Develop student’s reading skills. This learning objective is appropriately presented. ( )A.错B.8【判断题】 (2分)SMART is the method for articulating learning objectives. ( )A.对B.错9【判断题】 (2分)Activation of prior knowledge means activating cognitive structures that relate to the to pics and tasks to be studied and completed. ( )A.错B.对10【判断题】 (2分)The purpose of teaching design is to implement teaching effectively. ( )A.B.对第五章测试1【单选题】 (2分)What is used to express meanings in many subtle ways such as surprise, complaint, s arcasm, delighted, threats, etc.? ( )A.PronunciationB.morphologyC.PhonologyD.Intonation2【单选题】 (2分)What is the best age to start learning to read through phonics? ( )A.4-6B.C.1-2D.2-33【单选题】 (2分)After learning the individual letters’ sounds, it is natural to learn the sounds o f ? ( )A.consonant lettersB.blending lettersC.all of the aboveD.vowel letters4【多选题】 (2分)Which generally should be pronounced as weak form while reading aloud? ( )A.Auxiliary wordB.C.VerbD.Preposition5【多选题】 (2分)Phonics is a method for teaching and of the English language by develo ping learners' phonemic awareness—the ability to hear, identify, and manipulate phon emes—in order to teach the correspondence between these sounds and the spelling p atterns that represent them. ( )A.speakingB.writingC.listeningD.reading6【多选题】 (2分)Sound /k/ can be spelled as ? ( )A.kB.chC.ckD.c7【判断题】 (2分)Research has shown that children who have not developed reading skills by second gr ade, will experience an overall delay in learning throughout their school life. ( )A.对B.错8【判断题】 (2分)Understanding phonics will also help children know which letters to use when they ar e writing words. ( )A.对B.错9【判断题】 (2分)A lot of people start the journey of teaching kids phonics through the traditional ways, l ike teaching them to read, and this is the best way to follow. ( )A.错B.对10【判断题】 (2分)Written language can be compared to a code, so knowing the sounds of individual lett ers and how those letters sound when they’re combined will help children code word s as they read. ( )A.对B.错第六章测试1【单选题】 (2分)What does the first aspect of vocabulary learning involve according to Hedge (200 0)? ( )A.The sense relations among words.B.Connotative meaning.C.Denotative meaning.D.Denotative and connotative meaning.2【单选题】 (2分)Which is not the appropriate way of consolidating vocabulary? ( )A.Play a game.B.Categories.C.Spot the difference.D.Guessing.3【单选题】 (2分)Which is not a collocation? ( )A.See a movie.B.Watch a play.C.Movie.D.Look at a picture.4【多选题】 (2分)According to Hedge (2000), what does the second aspect of vocabulary learning invol ve? ( )A.Spelling and PronunciationB.Collocations.C.Synonyms, antonyms and hyponyms.D.Receptive and productive vocabulary.5【多选题】 (2分)What does knowing a word involve? ( )A.How and when to use it to express the intended meaning.B.Its meaning.C.Its spelling and grammatical properties.D.Its pronunciation and stress.6【多选题】 (2分)Which belong to vocabulary learning strategies? ( )A.Use a dictionary.B.Review regularly.C.Guessing from context.D.Presenting vocabulary.7【判断题】 (2分)Denotative meaning refers to those words that we use to label things as regards real o bjects, such as a name or a sign, etc. in the physical world. ( )A.错B.对8【判断题】 (2分)Antonyms refer to the sameness or close similarity of meaning or we can say that wor ds are close in meaning. ( )A.对B.错9【判断题】 (2分)Receptive/passive vocabulary refers to words that one is able to recognize and compr ehend in reading or listening but unable to use automatically in speaking or writing. ( )A.错B.对10【判断题】 (2分)Collocations refer to words that co-occur with high frequency and have been accepte d as ways for the use of words. ( )A.对B.错第七章测试1【单选题】 (2分)Deductive reasoning is essentially a approach which moves from the more gen eral to the more specific. ( )A.gameB.down-topC.traditionalD.top-down2【单选题】 (2分)is an approach that removes you, the teacher, from the main role of “explainer” and ex tends to the students the opportunity to question and discover the target grammar. ( )A.The guided discovery methodB.Mechanical practiceC.Deductive methodD.Inductive method3【单选题】 (2分)usually comes after mechanical practice. ( )A.The guided discovery methodB.Meaningful practiceC.Deductive methodD.Inductive method4【多选题】 (2分)Although a little less effective than inductive teaching, benefits to the deductive approa ch are: ( )A.It encourages faster learning of material and understand the meaningB.Time in the classroom is spent only on the language principle.C.Most material can be easily taught this way.D.Students can have lots of interaction with others in a meaningful context.5【多选题】 (2分)Although inductive teaching takes longer than deductive, many educators agree it i s a very efficient method in the long run. Benefits include: ( )A.Students rely on their critical thinking to figure out the language.B.Students can gain deeper understanding of the language.C.Students can get more interaction and participation among each other.D.No material can be easily taught this way.6【多选题】 (2分)Using prompts has proved to be an effective way of grammar practice. The prompts ca n be: ( )A.picturesB.tablesC.key wordsD.mines7【判断题】 (2分)The deductive and inductive teaching methods can be illustrated in this picture. ( )A.对B.错8【判断题】 (2分)That the students are asked to produce language based on pictures and key phrase s provided by the teacher is using chained phrases for storytelling. ( )A.对B.错9【判断题】 (2分)In mechanical practice the focus is on the production, comprehension or exchange o f meaning through the students “keep an eye on” the way newly learned structures ar e used in the process. ( )A.对B.错10【判断题】 (2分)Grammar practice is usually divided into two categories, mechanical practice and mea ningful practice. ( )A.错B.对第八章测试1【单选题】 (2分)Which is not involved in bottom-up processing while listening? ( )A.Recognizing phrases.B.Referring meaning from background knowledge.C.Recognizing structures.D.Recognizing sounds of words.2【单选题】 (2分)Which is not the stage of listening teaching? ( )A.While-listening.B.Predicting.C.Pre-listening.D.Post-listening.3【单选题】 (2分)Which is not the main listening difficulty of learners? ( )A.Quickly forget what is heard.B.Neglect the next part when thinking about meaning.C.Able to form a mental representation from words heard.D.Do not recognize words they know.4【多选题】 (2分)What are two models that are frequently used to describe different processes of listeni ng? ( )A.Top-up model.B.Top-down model.C.Bottom-up model.D.Bottom-down model.5【多选题】 (2分)Which belong to principles for teaching listening? ( )A.Focus on process.B.Combine listening with other skills.C.Focus on the comprehension of meaning.D.Grade difficulty level appropriately.6【多选题】 (2分)What are three main categories that affect the difficulty level of listening tasks accordin g to Anderson and lynch (1988)? ( )A.Context in which the listening occurs.B.Bottom-up and top-down approaches.C.Type of language used.D.Task or purpose in listening.7【判断题】 (2分)Bottom-up and top-down these two processes are mutually dependent. ( ）A.对B.错8【判断题】 (2分)It is important to develop listening skills together with other skills because ordinarily list ening is not an isolated skill. ( )A.错B.对9【判断题】 (2分)Multiple-choice tests play a decisive role in helping students develop good listening ha bits and strategies. ( )A.错B.对10【判断题】 (2分)In the top-down model, listening for gist and making use of the contextual clues and ba ckground knowledge to construct meaning are emphasized. ( )A.对B.错第九章测试1【单选题】 (2分)Which is not the principle for teaching speaking? ( )A.Maximizing meaning interactions.B.Problem-solving activities.C.Personalizing practice.D.Contextualizing practice.2【单选题】 (2分)Which practice is not structure-based with a focus on forms? ( )A.Grammar learning.B.Syntax learning.C.Providing sufficient opportunities for students to develop fluency.D.Vocabulary learning.3【单选题】 (2分)Which of the following activities is often used to develop students’ speaking accurac y? ( )A.Acting out the dialogue in the text.B.Having discussions in groups.C.Describing people in pair.D.Identifying and correcting oral mistakes.4【多选题】 (2分)Like all the other skills, what strategies does speaking involve?( )A.Turn taking.B.Asking for clarification.C.Initiating a conversation.D.Ending a conversation.5【多选题】 (2分)Which belong to common features of spoken language according to Bygate (1987)? ( )A.Using devices such as fillers, hesitation device to give time to think before speaking.B.Taking short cuts, e.g. incomplete sentences.C.Using less complex syntax.D.Using fixed conventional phrases or chunks.6【多选题】 (2分)Which belong to typical speaking tasks? ( )A.Problem-solving activities.B.Dialogues and role-plays.C.Doing translation exercises.D.Information-gap activities.7【判断题】 (2分)Maintaining a balance between accuracy-based and fluency-based practices is essenti al in teaching speaking.( )A.对B.错8【判断题】 (2分)Speaking is the skill that the students will be judged upon most in simulated situation s. ( )A.错B.对9【判断题】 (2分)Problem-solving activities tend to be productive because there is a clear objective to b e reached or problem to be solved and require a higher level of language proficienc y. ( )A.错B.对10【判断题】 (2分)Designing speaking activities that maximize students’ opportunity to speak is one of th e central tasks for language teachers. ( )A.错B.对第十章测试1【单选题】 (2分)Which is not the teaching step of viewing teaching? ( )A.What message does the image transmit?B.What do you feel?C.What can you touch?D.What can you see?2【单选题】 (2分)Which is not the three-dimension paradigm by Serafini (2014)? ( )A.StructuralB.IntellectualC.IdeologicalD.Perceptual3【单选题】 (2分)What is the definition of Visual literacy? ( )A.With technology, images and visual presentations are flourishing more than ever.B.It means student's ability to “use, interpret, analyze, and think critically about visual images and the signi ficance of what they are seeing”.C.This involves exploring how ideas and emotions are expressed and the use of lighting to create an emoti onal or physiological point.D.Visual literacy is based on the idea that can be "read" and that meaning can be through a process of re ading.4【多选题】 (2分)Which are the teaching steps of viewing teaching? ( )A.What can you touch?B.What is the image trying to tell us?C.What can you see?D.What do you feel?5【多选题】 (2分)What are the pedagogical questions that the teacher can use in class to develop learn ers’ visual literacy? ( )A.How could you change/improve this image?B.What more can we find out?C.What does this image say to us?D.Where has this image come from?6【多选题】 (2分)What can be used as visual literacy clues to facilitate identifying the visual products? ( )A.ColorB.ShapeC.GestureD.Lighting7【判断题】 (2分)We need to consider the active viewer as well and engage the students' creative or cur ative responses to the image. ( )A.错B.对8【判断题】 (2分)One of the most effective ways to encourage information to make that important jump f rom the limited short-term memory to the more powerful long-term memory is to pair te xt with images. ( )A.错B.对9【判断题】 (2分)As these students travel on their road to fluency in English, images can provide an eff ective bridge in that learning process. ( )A.错B.对10【判断题】 (2分)Information presented visually is processed extremely quickly by the brain. ( )A.对B.错第十一章测试1【单选题】 (2分)When expectations are set up, what kind of process of reading is ready to begin? ( )A.ForcedB.PassiveC.NegativeD.Active2【单选题】 (2分)What does bottom-up model mean? ( )A.The teacher should teach the background knowledge first, so that students equipped with such knowled ge will be able to guess meaning from the printed page.B.The teacher teaches reading by introducing vocabulary and new words first and then going over the tex t sentence by sentence.C.None of the above.D.Not only linguistic knowledge but also background knowledge is involved in reading.3【单选题】 (2分)Which is not the reading skill that the learners should be developed in reading clas s? ( )A.Making prediction based on vocabulary or titleB.Guessing the word’s meaningC.Cooperating with othersD.Making inference4【多选题】 (2分)What are the principles for reading teaching? ( )A.Prediction is a major factor in reading.B.Students should be encouraged to respond to the content of a reading text, not just to the language.C.Students need to be engaged with what they are reading.D.Good teachers exploit reading texts to the full.5【多选题】 (2分)What are the models for reading teaching? ( )A.Top-down ModelB.Discovery ModelC.Interactive ModelD.Bottom-up Model6【多选题】 (2分)Find out the reading skills that the learners should be cultivated in reading class. ( )A.Making inferenceB.SkimmingC.ScanningD.Guessing the word’s meaning7【判断题】 (2分)As with everything else in lessons, students who are not engaged with the reading tex t will not actively interested in what they are doing. ( )A.错B.对8【判断题】 (2分)In the Top-down Model, the teacher teaches reading by introducing vocabulary and ne w words first and then going over the text sentence by sentence. ( )A.错B.对9【判断题】 (2分)According to the Interactive Model of reading, when one is reading, the brain receive s visual information, and at the same time, interprets or reconstructs the meaning tha t the writer had in mind when he wrote the text. ( )A.错B.对10【判断题】 (2分)Reading comprehension involves extracting the relevant information from the text as e fficiently as possible, connecting the information from the written message with one’s o wn knowledge to arrive at an understanding. ( )A.错B.对第十二章测试1【单选题】 (2分)Which will not help teachers motivate students to write? ( )A.Encourage collaborative group writing as well as individual writing.B.Leave students less room for creativity and imagination.C.Make the topic of writing as close as possible to students' life.D.Provide constructive and positive feedback.2【单选题】 (2分)What product-oriented method of teaching writing mean? ( )A.Writing activities should serve to encourage a process of brainstorming, drafting, writing, feedback, revis ing and editing, which proceeds in a cyclical fashion resembling the writing process of a real writer.B.It pays great attention to the accuracy of the final product but ignores the process, which the students g o through to reach the final goal.C.The process approach to writing does not only pay attention to what students do while they are writing, i t also attaches great importance to what they and the teacher do before they start writing and after they f inish writing.D.What really matter is the help that the teacher provides to guide students through the process that they undergo when they are writing.3【单选题】 (2分)What does process approach to writing mean? ( )A.What really matter is the help that the teacher provides to guide students through the process that they undergo when they are writing.B.Encourage feedback both from themselves.C.Do not give students time to discover what they want to say as they write.D.Teaching writing pays great attention to the accuracy of the final product but ignores the process.4【多选题】 (2分)Which principles can help teachers motivate students to write? ( )A.Leave students enough room for creativity and imagination.B.Provide opportunities for students to share their writings.C.Make the topic of writing as close as possible to students' life.D.Encourage collaborative group writing as well as individual writing.5【多选题】 (2分)Which principles will motivate students to write? ( )A.Give students a sense of achievement from time to time.B.Leave students less room for creativity and imagination.C.。
英语教学论课件总结
英语教学论Relationship of three termsApproach theoreticalMethodTechnique practicalNote: Techniques must be consistent with a method, and therefore in harmony with an approach as well.Views on languagethe structural view结构主义理论Def: sees language as a linguistic system made up of various subsystemsthe sound system、the discrete units of meaning produced by sound combination 、the system of combining units of meaning for communication .Content: to learn a language means to learn these structural itemsAim: to understand and produce languageThe functional view功能主义理论：Def: not only sees language as a linguistic system but also a means for doing things.Content: know how to combine the grammatical rules and the vocabulary to express notions that perform the functionAim:to do thingsthe interactional view.互相作用理论：Def: considers language to be a communicative toolContent: to know the grammar and vocabulary of the language but as importantly they need to know the rules for using them in a whole range of communicative contexts .Aim: to build up and maintain social relations between people.Final tips:1. The structural view limits knowing a language to knowing its structural rules and vocabulary.2. The communicative or notional-functional view adds the need to know how to use the rules and vocabulary to do whatever one wants to do.3. The interactional view says that to know how to do what you want to do involves also knowing whether it is appropriate to do, and where, when and how it is appropriate to do it.Views on language learningBehavioral theories: you can train an animal to do anything if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement.”teacher-centeredStimulus Organism Response behaviorReinforcement No reinforcement/Negative reinforcementHabitHumanistic learning theories:Humanistic psychology is concerned with the development of the whole person. According to humanists, schools must be able to accomplish their goals:(student-centered )develop healthy self-concepts,satisfy each child’s needs for security and love,foster respect for self and othersencourage uniqueness and diversityallow each child to become what he or she truly can beallow freedom of choice and individual responsibilityhelp each child feel that he or she is a decent, capable, lovable, worthwhile human being了解constructivism theory: Coming to know is a process of adaptation based on and constantly modified by a learner’s experience of the world. Knowledge is actively constructed by the learner, not passively received from the environmentZone of Proximal Development: (ZDP) “the distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peer” Social-constructivist theory :Based on the concept of “Zone of Proximal Development” (ZPD), it regards learning as a dynamic interaction between the teacher and the learner and betweenlearners. Scaffold (支架理论)：With the teacher’s scaffolding through questions and explanations, or with a more capable peer’s support, the learner can move to a higher level of understanding and extend his skills and knowledge to the fullest potential.A brief history of western language teaching⑴Before 16th century：Latin was the only focus of studying language It was the dominant language of education, commerce, religion, and government in the western world(2）After 16th century: French, Italian, and English gained in importance as a result of political changes in tin became displaced as a language of spoken and written communication.⑶From the 17th century to the 19th century：The learning of Latin exerted great impact upon the early teaching in western world⑷By the 19th century：Gradually, the approach based on the study of Latin had became the standard way of studying foreign languages in schools. It became known as theGrammar-Translation Method5）Toward mid-19th century：GT Method in teaching and learning was gradually rejected.⑹Toward the late 19th century：IPA (International Phonetic Alphabet).The emphasis on natural language learning principles ultimately led to the development of what came to be known as the Direct Method.⑺Teaching methods in the 20th century:Grammar-Translation MethodTheoretical relevance in linguistics：1.Philology （语文学）：originally: the love of words≈linguistics: the scientific study of language. In a restricted sense：it refers to the branch of linguistic study devoted to comparative and historical research into the development of languages.In a wider sense：it is the study of ancient literary text.2. Historical-Comparative Linguistics(历史比较语言学)It is historical in the sense that it deals with the historical development of individual languages. It is comparative in the sense that it aims at developing and elucidating the genetic relationships that exist between and among languages, classifying related languages into language families, and reconstructing their ancestral languageslanguage families(四大语系)Indo-European Family印欧语系The Sino-Tibetan Family汉藏语系The Austronesian Family南岛语系The Afroasiatic Family 非亚语系Ttheoretical relevance in psychologyFaculty Psychology官能心理学：It views the mind as a collection of separate modules or faculties assigned to various mental tasks. 解析：虽然心灵的官能是人生来就有的，但它们就像肌肉一样，必须经过训练才能得到发展和加强。
英语教学论的基本内涵
英语教学论的基本内涵选自《新编英语教学论》(鲁子问、王笃勤著，华东师范大学出版社2006年版)教师的职业就是从事教学，那么就必须准确理解教学这个核心概念，而理解这个概念却并不容易，因为教学既是一门科学，也是一门艺术。
一、教学和教学论的基本内涵（一）教学教学是一种活动。
对于教师来说，教学是指导学生学习的教育活动；对于学生来说，教学是在老师的指导下的学习活动。
在这个活动中，学生在教师指导下掌握知识和技能，同时发展能力，而且身心获得一定的发展，形成相关的思想品德。
教学是一个过程，是教师教的过程，也是学生学习、并在学习过程中全面发展的过程。
教学是有目的的活动。
教育是人类有目的的活动，教学是学校教育最主要的教育活动，具有明确的目的。
不同学科的教学虽然具有共同的教学目的，但也有各自不同的教学目标。
在不同学段、学年、学期、星期，不同的教材、单元、课文、活动，教学目的表现为不同的教学目标。
教学目标可以分为不同的领域或层次。
教学需要具体的内容。
教学是一定知识、技能的传递，是人类生存经验的传递，这些知识、技能、经验表现为具体的课程内容和教学内容。
教学内容也具有不同的内容或层次。
教学具有系统性和计划性。
教学是学校教育中有计划的系统的活动，通常表现在课程计划、教学计划上。
即使某一次的具体教学活动可能没有明确的系统性和计划性，但总体上仍然具有系统性和计划性。
当然，这种系统的计划主要是由教育行政机构、学校和教师制定的。
教学需要师生共同参与。
教学是师生双方教和学的共同活动，没有教师的有计划的教，就不可能有教学活动，但更为关键的是，没有学生积极主动的学，就更没有教学活动，教学是教和学相结合或相统一的活动。
所以从师生互动来说，教学应该是学生主导、教师引导的互动活动。
教学需要采用一定的教学方法，借助一定的教育技术。
教学有着深厚的历史积淀，形成了大量有效的方法。
现代科学技术，尤其是信息技术的发展，也为教学提供了可以借助的众多教育技术。
读英语教学论心得体会参考7篇
读英语教学论心得体会参考7篇写一篇精彩的读后感，使我们在阅读后对人物的成长与变化有更深的体会，反思心得体会时，我们可以更加珍惜人生中的美好瞬间和珍贵经历，本店铺今天就为您带来了读英语教学论心得体会参考7篇，相信一定会对你有所帮助。
读英语教学论心得体会篇1英语课堂教学效率的提高，方法是多种多样的，可谓智者见智，仁者见仁，下面我就结合两年来在英语教学上的实践，谈一谈自己的一些体会：我国著名作家巴金说得好：孩子成功教育从好习惯培养开始。
学生学英语习惯的培养非常重要。
那么到底要培养他们那些习惯呢?这就仁者见仁智者见智了，因为要培养的习惯实在太多。
但归纳起来就是听说读写习惯的培养。
一、听的习惯。
弗里斯说：学生学会说英语的前提首先是听。
亚历山大也说过掌握一种语言，首先是听懂。
可见听是运用英语进行交际最重要的手段之一。
也是学习英语使用最广泛的手段之一。
现实生活中很多现象也说明听力差的人语言表达能力也不会好到那里去。
比如聋和哑往往就是相连的。
光靠初三这两个月是不行的，所以我从初一的时候起就狠抓听力训练，每天中午放20分钟的磁带，听力训练的单词记得多，听力也就不怕了。
二、说和朗读的习惯我们最怕的就是哑巴英语，因为中国学生大部分性格内向、腼腆有一种不愿积极参与的心理障碍，要排除这种心理障碍只有认真训练学生的说和朗读的习惯。
语言这东西，我看读比写还重要，比如一个两三岁的小孩，他虽然写不出几个字，但他能基本掌握语言的表达功能，比较自由的交流。
这就是读起了很重要的作用。
俗语说：拳不离手，曲不离口。
拳师每天要练拳，歌手每天要练嗓子。
我们学习英语也要坚持朗读英语，只要每天坚持朗读英语，只要每天坚持朗读三四十分钟，持之以恒，就能使舌头听从大脑的指挥，说出一口流利的英语。
另外，大量的、准确的朗读能够促进听力和口语的进一步完善而广泛的朗读更能充分提高阅读和写作水平。
我们是每周一三五早上半小时朗读，对有些课文学生能背能默写，但早上还须耐心朗读，学生喜欢朗读，在其中享受乐趣。
英语教学论的心得体会
Introduction:Teaching English as a second language (ESL) is a challenging yet rewarding profession. Over the years, I have had the opportunity to engage with students from diverse cultural backgrounds and help them improve their language skills. Through this experience, I have gained valuable insights and reflections that I would like to share in this心得体会.1. Understanding the Students' Needs:One of the most important aspects of English language teaching is understanding the needs and backgrounds of the students. Each student comes with unique experiences, learning styles, and goals. As an educator, it is crucial to recognize these differences and tailor the teaching methods accordingly.a. Cultural Sensitivity:Cultural sensitivity plays a vital role in ESL teaching. By being aware of the students' cultural backgrounds, we can avoid misunderstandings and create a more inclusive learning environment. It is essential to respect their traditions, values, and language habits while fostering a sense of belonging.b. Learning Styles:Identifying the students' learning styles is crucial for effective teaching. Some students may be more visual, while others may prefer auditory or kinesthetic approaches. By incorporating a variety of teaching methods, we can cater to different learning styles and ensure that all students have the opportunity to succeed.2. Establishing a Positive Learning Environment:Creating a positive and supportive learning environment is essential for student motivation and success. Here are a few strategies I have found effective:a. Encouraging Participation:Encouraging students to participate actively in class discussions and activities helps build their confidence and speaking skills. By creating a safe and non-judgmental atmosphere, students are more likely to express themselves and engage with the material.b. Setting Clear Expectations:Providing clear guidelines and expectations for student behavior and performance helps create a structured and predictable learning environment. This clarity can reduce anxiety and help students focus on their learning goals.3. Utilizing Technology:Incorporating technology into ESL teaching can make the learning process more engaging and effective. Here are a few technology tools and resources I have found helpful:a. Online Platforms:Using online platforms such as Coursera, edX, and Duolingo can provide students with additional learning opportunities outside the classroom. These platforms offer a variety of courses, exercises, and interactive materials that can complement traditional teaching methods.b. Mobile Applications:Mobile applications like Duolingo, HelloTalk, and Anki can help students practice their language skills in their own time and at their own pace. These apps often feature gamification elements that make learning fun and motivating.4. Assessing Student Progress:Regularly assessing student progress is crucial for monitoring their development and adjusting teaching strategies as needed. Here are a few assessment methods I have used:a. Formative Assessments:Formative assessments, such as quizzes, discussions, and presentations, provide ongoing feedback on students' understanding and performance. These assessments help identify areas where students may need additional support or challenge.b. Summative Assessments:Summative assessments, such as final exams and project presentations, measure students' overall progress and achievement. These assessments provide a comprehensive view of their language skills and help determine their readiness for the next level.5. Continuous Professional Development:As an ESL teacher, it is essential to engage in continuous professional development to stay updated with the latest teaching methods, resources, and research. Here are a few ways to foster growth and improvement:a. Participating in Workshops and Conferences:Attending workshops and conferences allows educators to network with peers, share experiences, and learn from experts in the field. These events can provide valuable insights and inspiration for enhancing teaching practices.b. Reading Research and Journals:Staying informed about current research and trends in ESL teaching can help educators refine their methods and incorporate new strategies into their practice.Conclusion:Teaching English as a second language is a dynamic and challenging endeavor. By understanding the students' needs, establishing a positive learning environment, utilizing technology, assessing student progress, and engaging in continuous professional development, ESL teachers can create a supportive and effective learning experience. As I continue to grow and learn in my teaching journey, I am reminded of the importanceof patience, creativity, and dedication in helping students achieve their language goals.。
《英语教学论》教案
《英语教学论》教案一、教学目标：1. 了解并掌握英语教学的基本理论和方法。
2. 培养教师运用英语教学策略进行有效教学的能力。
3. 提高教师对英语教学评价的认识和运用。
二、教学内容：1. 第一章：英语教学论概述英语教学的基本概念英语教学的历史与发展英语教学的重要性2. 第二章：英语教学方法直接法间接法交际法任务型教学法3. 第三章：英语教学策略教学计划与设计课堂教学管理学习动机的激发学习策略的培养4. 第四章：英语教学评价教学评价的类型与方法形成性评价与终结性评价的运用自我评价与同伴评价教学反思与改进5. 第五章：英语教学资源与技术英语教学资源的开发与利用多媒体教学技术的运用网络教学资源的利用教学辅助工具的选择与使用三、教学过程：1. 导学：介绍英语教学论的基本概念和重要性，激发学生的学习兴趣。
2. 教学方法与策略的学习：通过案例分析、讨论和实践，让学生掌握各种教学方法和策略。
3. 教学评价的学习：通过实例分析，让学生了解并掌握各种评价方法的应用。
4. 教学资源的利用：介绍并演示如何利用各种教学资源和辅助工具进行教学。
四、教学评价：1. 平时成绩：学生的课堂参与度、讨论和作业完成情况。
2. 实践报告：学生分组进行教学实践，提交实践报告。
3. 期末考试：闭卷考试，考察学生对英语教学论知识的掌握。
五、教学资源：1. 教材：《英语教学论》教材。
2. 辅助材料：教学案例、教学设计模板、评价工具等。
3. 多媒体教学设备：投影仪、电脑、音响等。
4. 网络资源：英语教学网站、在线课程、教学论坛等。
六、教学活动设计：1. 案例分析：选取典型的英语教学案例，让学生分析并讨论教学方法、策略和评价的应用。
2. 小组讨论：分组讨论教学问题，培养学生的合作能力和解决问题的能力。
3. 教学设计实践：学生分组设计一节英语课，包括教学目标、方法、评价等，并进行展示。
4. 教学模拟：学生模拟教学过程，教师进行评价和指导。
七、教学计划与时间安排：1. 第一周：英语教学论概述2. 第二周：英语教学方法3. 第三周：英语教学策略4. 第四周：英语教学评价5. 第五周：英语教学资源与技术6. 第六周：教学活动设计实践7. 第七周：教学模拟与评价八、教学注意事项：1. 注重理论与实践相结合，提高学生的教学能力。
《英语教学论》教案
《英语教学论》教案一、教学目标1. 了解英语教学的基本原则和方法。
2. 掌握英语教学设计的基本步骤。
3. 熟悉英语教学评价的标准和手段。
4. 提高英语教学实践能力。
二、教学内容1. 英语教学的基本原则2. 英语教学方法3. 英语教学设计4. 英语教学评价5. 英语教学实践三、教学方法1. 讲授法：讲解英语教学的基本原则、方法和评价手段。
2. 案例分析法：分析典型英语教学设计案例，讨论其优点和不足。
3. 小组讨论法：分组讨论英语教学实践中遇到的问题，分享经验。
4. 模拟教学法：进行模拟教学，提高学员的英语教学能力。
四、教学安排1. 第一课时：英语教学的基本原则2. 第二课时：英语教学方法3. 第三课时：英语教学设计4. 第四课时：英语教学评价5. 第五课时：英语教学实践五、教学评价1. 课堂参与度：评估学员在课堂讨论、提问和分享经验方面的积极性。
2. 模拟教学效果：评估学员在模拟教学中的表现，包括教学内容、方法和组织能力。
3. 课后作业：评估学员对教学内容的掌握程度，以及运用所学知识解决实际问题的能力。
4. 期末考试：全面测试学员对英语教学理论和实践的掌握程度。
六、教学资源1. 教材：《英语教学论》教材，用于讲解基本理论和知识点。
2. 案例库：收集各类英语教学设计案例，用于分析和讨论。
3. 模拟教学材料：提供模拟教学所需的教材、课件等资源。
4. 视听资料：播放优秀英语教学视频，供学员学习借鉴。
5. 在线资源：推荐相关英语教学网站和论坛，便于学员课后学习和交流。
七、教学过程1. 导入：每节课开始时，用几分钟时间引导学员回顾上节课的内容，为新课的学习做好铺垫。
2. 讲解：详细讲解本节课的教学内容，通过案例分析、互动讨论等方式，帮助学员理解和掌握知识点。
3. 实践：安排模拟教学环节，让学员亲自动手实践，提高教学能力。
4. 总结：每节课结束前，对所学内容进行总结，强调重点和难点。
5. 作业布置：布置课后作业，巩固所学知识，培养学员独立思考和解决问题的能力。
自学考试《英语教学论》试题及答案
自学考试《英语教学论》试题及答案自学考试《英语教学论》试题及答案一、选择题1、下列哪个词不属于《英语教学论》中的教学用语？（） A. 教授B. 学习C. 评估D. 管理答案：D2、《英语教学论》中的“5Cs”理论是由谁提出的？（） A. Benjamin S. Bloom B. David Nunan C. Ken Goodman D. None of the above 答案：B3、在《英语教学论》中，哪一个理论强调了语言学习的社会性？（）A. Behaviorism theoryB. Cognitive theoryC. Constructivism theoryD. Social constructivism theory 答案：D4、下列哪个理论在《英语教学论》中被视为一种全面的、综合的教学法？（） A. Task-based language teaching B. Communicative language teaching C. Total physical response D. None of the above 答案：B5、下列哪个评估方法在《英语教学论》中被认为是一种自我修正的评估方法？（） A. Oral exams B. Written exams C. Portfolio assessment D. None of the above 答案：C6、下列哪个课堂活动在《英语教学论》中被认为是一种交互性活动？（） A. Group discussions B. Individual reading C. Solitary practice D. None of the above 答案：A7、下列哪个理论在《英语教学论》中强调了语言学习的个性化？（）A. Behaviorism theoryB. Cognitive theoryC. Constructivism theoryD. None of the above 答案：C8、下列哪个教学原则在《英语教学论》中被强调？（） A. Maximum practice B. Minimum guidance C. Gradual release D. None of the above 答案：D9、下列哪个理论在《英语教学论》中被称为一种行为主义理论？（）A. Task-based language teachingB. Communicative language teachingC. Total physical responseD. None of the above 答案：C10、下列哪个课堂活动在《英语教学论》中被称为一种“接受性”活动？（） A. Group discussions B. Individual reading C. Solitary practice D. None of the above 答案：B二、简答题11、请简述《英语教学论》中的“5Cs”理论的主要内容。
英语教学论教程 王蔷ppt课件
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E-mail:chunlingyang2008@
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II. How to be a good English teacher?
❖ Not just a good command of foreign language, there are a variety of elements that contributes to the qualities of a good language teacher. They are: ethic devotion, professional qualities and personal styles. ( Parrot, 1993)
writing ❖ 4. Classroom English, teaching manners and
comments on class ❖ 5. Games, blackboard-design for English
teaching
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Ⅴ. How to present this course.
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IV. Topics for discussion:
❖ 1. Writing a teaching plan and talking about a class.
❖ 2. Teaching pronunciation, vocabulary, grammar. ❖ 3. Teaching listening, speaking, reading and
Confidence Motivation
英语教学论Chapter1 Language and Language Learning
• 3. Linguistic Performance refers to the practical use of the language when the ideal speaker/hearer speaks or writes in homogeneous language situation.
Communicative Competence---Hymes
Views on language
• To be able (and to what degree) to know the agreement of language form and grammatical rules (grammaticality / possibility); • to be able (and to what degree) to know how to use and response to different types of speech acts（feasibility）; • to understand(and to what degree) an acceptable language form is appropriate in relation to a context in which it is used and evaluated（appropriateness）; • to be able (and to what degree) to know the frequent use of language forms现方式做保护处理对用户上传分享的文档内容本身不做任何修改或编辑并不能对任何下载内容负责
Unit one Language and Language Learning
School of Foreign Languages, Sichuan Normal University
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英语教学论第一单元1、从2001年秋季开始，我国从小学三年级起逐步开设英语课程，小学英语教学已成为专家学者、教学们关注的热点。
2、国际上小学外语教学的发展与两次世界大战有关。
3、我国小学大面积开设外语课程是从20世纪80年代末开始。
4、目前，国家有关文件中明确指出：小学4~6年级每周外语教学不可少于120分钟。
但从全国来看，地区差异非常明显。
北京市小学基本上从1年级起开设英语课，每周4节课左右，每课时45分钟，一些条件好的削下每周还设有外教课。
但农村小学因师资紧张，英语开课年级很不统一，课时安排每周1~2次，英语教学进度不能正常完成。
教学资源贫乏，教学设备简陋。
同时，小学英语教育质量评价系统不健全，教育质量难以保证。
5、《标准》的新理念：a、面向全体学生，注重素质教育：课程特别强调要关注每个学生的情感，激发他们的学习兴趣，帮助他们建立自信。
《标准》将英语课程的总目标确定为学生综合语言运用能力的形成。
这一目标的确定，将英语课程从仅仅关注知识与技能的培养提高到对学生整体素质的培养，使学生既有较强的英语语言运用能力，又有自主学习能力和良好的个性品格，从而为他们的终身学习和发展打下良好的基础。
b、整体设计目标，体现灵活开放：将英语课程的目标按能力水平设计为九个级别：一级为小学三、四年级的教学参考目标；二级为小学五、六年级的教学参考目标；三、四、五级为初中阶段的教学参考目标；六、七、八级为高中阶段的教学参考目标；九级为外国语学校、外语特色学校和其他学校外语特长学生的教学参考目标。
《标准》规定，二级、五级和八级分别为小学、初中和高中毕业的基本要求。
基础教育阶段英语课程目标的各个级别均以学生的语言技能、语言知识、情感态度、学生策略和文化意识五个综合方面的综合行为表现为基础进行总体描述。
而要使学生的潜能得到发展，教师必须坚持以学生为主体，教师为主导的原则；以教学为主线，以培养学生的语言交际能力为主旨。
c、突出学生主体，尊重个体差异d、采用活动途径倡导体验参与：《标准》建议教师在课堂教学中采用实践性强、具有明确任务目标的“任务型”教学方式，使学生带着明确的任务目标，积极主动地进行学习。
“任务型”的教学方式有利于学生在发展语言能力的同时，强化学习动机，提高学习兴趣，形成学习策略，培养合作精神，增进对文化的理解；同时，也有利于学生思维和想象能力、审美情趣和艺术感受、协作和创新精神等综合素质的发展，促进英语学科与其他学科的互相渗透和联系。
他要求学生在教师的引导下，通过思考、讨论、交流、合作等方式，利用教师所给的语言信息，进行自主性、探究性和合作性的学习，完成教师规定的任务，获得语言学习和语言习得的成果。
e、注重过程评价，促进学生发展f、开发课程资源，拓展学用渠道6.课程的总目标：是培养学生的综合语言运用能力。
综合语言运用能力的形成建立在学生语言技能、语言知识、情感态度、学习策略和文化意识等素养的整体发展的基础上。
语言知识和语言技能是综合语言运用能力的基础，文化意识是得体运用语言的保证。
情感态度是影响学生学习和发展的重要因素，学习策略是提高学习效率。
发展自主学习能力的保证。
7.课程目标图——>综合语言运用能力：技能：听说读写知识：语音词汇语法功能话题情感：兴趣动机自信意志合作精神策略：认知、调控、交际、资源策略文化：文化知识文化理解跨文化交际意识和能力课程目标图包含的五层意思：a、兴趣、动机、自信、意志和合作精神是影响学生学习过程和学习效果的内在因素；b、培养学生养成良好学习习惯的同时，应侧重帮助学生找到适合自己的学习策略，以培养和促进学生更有效地学习和发展，使他们具有终身学习的能力；c、《标准》强调英语基础知识和基础技能的重要性，更强调综合语音运用能力的重要性，语音运用能力即运用英语进行真实交际的能力；d、在英语教学中还要注意发展学生的智力，即发展学生的观察力、注意力、记忆力、思维力和想象力，以培养学生的创新精神e、在英语教学中，培养学生的祖国意识和国际视野意识。
在英语教材中，有丰富的关于英语国家文化的文章和素材。
8.小学英语课程资源的开发？a.学校资源的开发：充分利用学校的场所与设施，尽可能多地增加学生接触学习英语的机会。
如电台、图书馆、语音室、多媒体，播放影片、英语名言警句。
b.教室资源的开发：英语角、英语图书角、粘贴英文小报、单词图片、英语工具书与读物。
c.社会资源的开发：要求学生收集电视英语、杂志、广告词、商品的英语说明书、英语格言等。
d.教师资源的开发：教师的服饰、生日、家庭、爱好、身体语言、语音语调、人品学识等都是宝贵的课程资源。
e.学生资源的开发：教师可请有绘画特长的学生画图，在课前排练对话表演，当教学需要实物时，可叫学生做好准备。
f.家长资源的开发：学生学习的新单词、歌曲，教师可以要求他们向家长展示，或让学生教家长学英语。
第二单元1.小学英语教师专业素质现状分析？a.教学理念落后：灌输多于启发，忽视学生的实践和经验，忽视交流、合作、参与和探究的学习方式，挫伤了学生参与的积极性，致使学生的自主发展与独立人格意识的形成收到阻碍；英语教学内容与评价标准过于单一，只重视结果性评价，忽视学生的发展性评价，很多学生由于在学习中不能获得成就感，从而对学习外语失去兴趣。
b.专业素质偏低：1).英语专业水平较低：大部分教师专业基础差，英语口语和交际能力不强，不能用英语组织课堂教学，听力较差，难以指导学生进行听说训练。
2).教育学心理学理论知识贫乏：相当一部分教师对少年儿童的心理特点和生理要求了解甚少，教学中不能按小学生的认知规律设计教学环节，加上这些教师整天忙于进修英语拿学历和应付日常繁重的教学工作，没有时间学习教育理论、研究教学现状。
3).教学方法陈旧、单一：相当一部分教师不了解语言学习规律，教学经验不足，不能创设情境激发学生兴趣，只让学生死记硬背，教学方法单一，照本宣科，重知识传授，轻能力培养，不能培养学生良好的学习习惯，发展他们的个性特长。
4).教师综合素质差：小学英语课要求教师能说会唱，能动手制作教具、图片、简笔画，以便在课堂上创设真实的语言情境，但一些教师既不会做教具，也不会画，不会唱，不会跳，更谈不上课堂教学艺术。
5).现代教育技术运用能力较差：大多数小学英语教师仍然用“粉笔+黑板”的传统教学手段，不会运用现代教育技术进行课堂教学，更不会制作小学英语教学课件。
6).教学科研能力差：一部分教师只想考什么就教什么，不重视教学科研，不研究总结教学经验，不撰写教学科研论文，更不知道如何从教学科研中获取经验和信息来充实自己。
2. 小学英语教师心理素质结构？⑴教师的智力素质。
教师的良好智力素质表现为：注意力集中、转移与分配合理；观察力敏锐、准确、全面；记忆力准确、永久、牢固；思维具有逻辑性、流畅性、灵活性、机敏性、想象力和创造性；善于综合运用知识创造性地分析问题和解决问题等。
⑵教师的非智力素质。
包括高尚的职业情感、昂扬振奋的精神、轻松愉快的心境、积极稳定的情绪和坚忍不拔的毅力。
3. 小学英语教师能力素质结构？1）一般能力素质。
㈠表达能力。
⑴语言表达能力。
遵循的原则：①逻辑性和系统性，②情感性，③启发性，④节奏性。
⑵非语言表达能力。
教学非语言表达能力是指教师在创造性地运用非语言因素进行教学表达的活动。
方式主要包括眼神、手势、体态、和表情等。
㈡课堂驾驭能力。
课堂的前15分钟和25~40分钟是需旺盛脑力最佳的状态期，是教师新授的最佳时间；第15~20分钟是学生课堂疲劳的波谷期，是学生情绪上相对平衡的时段。
教师注意按照“弱-强-弱”，“强-弱-强”、“弱-渐强-强”、“强-渐弱-弱”这样的规律进行反复循环，使自己的课高潮迭起，起伏自然。
㈢教育研究能力。
㈣运用教学媒体的能力。
2）特殊能力素质。
⑴演、唱、跳的能力。
“演”是指能充分利用体态语，以丰富的表情、协调的动作表达意义或情感，做到有声有色。
“唱”是指结合学生学习的进程编写、教唱学生喜爱的英文歌曲和童谣。
“跳”贯穿在演和唱的过程中。
⑵书写能力。
书写要求板书工整、规范、美观。
“三笔字”要求过关。
⑶绘画能力。
具有四、五级简笔画的技能，在教学中能运用既利于学生学又能说明问题的简笔画。
⑷制作能力。
能设计制作适用于教学的各种教具，包括幻灯片、录像和电脑软件等。
⑸“玩”的能力。
在教学中教师要善于带领学生玩各种各样的与教学有关的游戏，要懂得游戏规则。
4.专业人才“三期”层次？①入门期（教龄0~3年）。
入门期是基础性培养阶段，培养工作从“应知应会”着手，使青年教师掌握教育教学的常规要求和教学技能，以至崭露头角。
我们的目标是：使合格的大专、本科毕业生缩短“磨合期”，尽快成为一名合格的教师。
②成才期（教龄3~5年）。
成才期是成就性培养阶段。
重点培养青年教师在成熟的基础上向获得成就方向发展，在这个阶段可以培养更多的教学能手或教坛新秀。
③发展期（教龄6~8年）。
分类培养四种类型：一是培养有先进的教育观念、扎实的教育理论和独特的教学风格的学术型教师；二是培养有正确的办学思想、科学的管理方法、渊博知识的学者型管理人才；三是培养有超前的教育理念、全面的教育理论、很强的科研能力的研究型教师；四是培养根据各学科特点进行高层次自我发展的其他优秀教师群体成员。
5.四证是指普通话二甲、计算机国家二级、简笔画五级、三笔字和演唱跳才艺过关并获得教育机构颁发的证书。
第三章1.交际能力是语言在社会中运用的最根本功能，交际能力又是外语教学的最根本目的，所以功能教学法又称交际教学法。
交际教学法以培养学生交际能力为目的，主张外语课堂应是一个“交流”场所，语言是交际手段，教学活动要以学生为中心。
2. 交际性原则就是在英语教学中，以培养学生的语言理解，运用能力为中心，通过让学生参与课堂的英语交际活动，培养学生正确、得体、有效地运用英语交流和传递信息的能力，把语言项目恰当地运用到具体情境中。
3. 交际性原则的贯彻：①创设信息差，提高交际动力。
信息差是指人们在掌握信息方面存在的差距。
由于人们在信息掌握量、对事物的观点上存在差距，才有必要进行传递和交流信息的活动，也就是交际活动。
信息差是人们交际的基础和动力。
人教版义务教育小学《英语》教材中“猜猜看游戏”活动与信息差的原理很相似。
②组织丰富的交际性活动，促进交际能力的发展。
这样的活动有多种形式，如角色扮演、交际游戏、解决问题、模拟表演和辩论等。
③充分创设情景，提高交际的真实性。
4. 所谓情景性原则，是指在学生学习和使用语言的过程中，为他们提供话语发生的具体环境，让他们充分体验具体语言项目发生的背景，为他们能够正确归纳、内化语言的理解和运用规律创造条件。
5. 情景性原则的贯彻？a活动情景化：在教学中，把教学活动情境化，让学生投身到英语英语情境中去，使学生在口说、手做、耳听、眼看、脑想的过程中，学习知识，发展能力。