英语学科发展前沿课程讲义及思考题Word文档格式.docx
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英语学科发展前沿课程讲义及思考题Word文档格式.docx
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Allthedebatershavetheirinternationalperspectives.
2.
TheyoverwhelminglypromoteforeignlanguagelearningintheUnitedStateseventhoughEnglishisglobal.
3.
Theystresstheimportanceofforeignlanguagelearningfromdifferentperspectives.
Question7:
Whatdoes
StacieNevadomskiBerdan
meanbysaying‘TheWorldHasChanged’?
OrWhathashappenedtotheworld?
Theclaim‘Theworldhaschanged’hasaprofoundimplication:
Wheneveryouworkabroad,youmustcompetewithgloballycompetentgraduateswithmultilanguagecompetency.
Theworldknows‘earlylanguagelearningworksbest,andaidscognitivedevelopmentbeyondlanguagearts’justasopeningawindowtotheworld?
Theworlddiscoversthat‘languagealsomattersforappreciatingcultures,connectingandbuildingrelationshipsaroundtheworld’.
4.
Theworldfacesthesituationinwhich‘asbusinessglobalizes,ourcolleagues,customers,ownersandinvestorsareincreasinglyoverseas’.
CourseworkforSession2:
Answerthefollowingquestions:
WhatareyourupdatedpurposesoflearningEnglish?
HowdoyouimproveyourEnglishlearningforyournewpurposes?
Session5ConnectingTheorywithPracticeinEnglishTeaching
ForewordasStudyGuide
Whenyouareengaginginreading,keepthefollowingquestionsandconsiderationsinmind:
1)
Whatdoyouread?
2)
Howdoyouread?
3)
Whydoyouread?
Withthesequestionsinmind,youwillreadwiththefollowingapproaches:
Readselectively
(选择性阅读):
Investyourtimetothemostrewardingpartsofthemostinsightfulworkswhilekeepinganeyeontherest.
Readinteractively
(互动性阅读):
Valueyourresponsetothereadingwithequalimportanceofwhatisinthereading.
Readprofessionally
(专业性阅读):
Aimatyourprofessionaldevelopmentwithmulti-disciplinaryapproachesandwithafocusonthelatestdevelopmentofthedisciplinesinvolved.
Readings
Fleming,MichaelP.,MikeFlemingandDavidStevens.2010.
EnglishTeachingintheSecondarySchool:
LinkingTheoryandPractice.3rded.Oxon:
Routledge.
中华人民共和国教育部,2011,《义务教育英语课程标准》。
北京:
北京师范大学出版社。
1.WhatarethefivemodelsofEnglishteaching?
(Fleming,FlemingandStevens2010:
15-16)
1TheEnglishteacherandtheNationalCurriculum
1.2ModelsofEnglishteaching
IntheversionoftheNationalCurriculumforEnglishbasedontheReportoftheCoxCommittee(DES1989),itwassuggestedthattherewereessentiallyfivemodelsofEnglishteaching,andthatmostEnglishteacherscombinedintheirteachingseveralifnotallofthese.ThetypesofEnglishteachingpositedbyCoxwereasfollows:
apersonalgrowthview,whichtendstoemphasisethepupilasacreativeandimaginativeindividualdeveloping,intermsoftheteachingandlearningofEnglish,primarilythroughanintensiveengagementwithliteratureandpersonalcreativewriting;
across-curricularapproach,stressingthedistinctivenatureofEnglishasthelanguageoflearningforvirtuallyallcurriculumareasandimplyingadefinitionofservicetotheseareasandtoeducationinagenericsense;
anadultneedsemphasis,asessentiallyapreparationforthedemandsoflifebeyondschoolintermsofeffectiveunderstandingofandcommunicationthroughtheEnglishlanguageinitsmanyforms,includingthosevocationallybased;
aculturalheritagemodel,withtheteachingbasedheavilyon‘great’worksofliterature,generallydrawnfromthepast;
5.
aculturalanalysisview,leadingpupilstoacriticalunderstandingofthesocialandculturalcontextofEnglish,particularlythevaluesystemswhichareinevitablyembeddedinthewayslanguageisused.
WuBenhu’sSummary:
Table5.1ThefivemodelofEnglishteachinghighlighted
No.
Model
Goal
1
Apersonalgrowthview
Forstudentstoactascreativeandimaginativeindividuals
2
Across-curricularapproach
ForstudentstolearnEnglishforalltheothersubject
3
Anadultneedsemphasis
Forstudentstobepreparedfortheirfuturelifeandprofession
4
Aculturalheritagemodel
Forstudentstopayspecialattentiontothestudyofliteratureandhistoryastheculturalheritage
5
Aculturalanalysisview
ForstudentstoachieveacriticalunderstandingofthesocialandculturalcontextofEnglish
《义务教育英语课程标准》(中华人民共和国教育部,2011:
8)
一、总目标
义务教育阶段英语课程的总目标是:
通过英语学习使学生形成初步的综合语言运用能力,促进心智发展,提高综合人文素养。
综合语言运用能力的形成建立在语言技能、语言知识、情感态度、学习策略和文化意识等方面整体发展的基础之上。
语言技能和语言知识是综合语言运用能力的基础;
文化意识有利于正确地理解语言和得体地使用语言;
有效的学习策略有利于提高学习效率和发展自主学习能力;
积极的情感态度有利于促进主动学习和持续发展。
过五个方面相辅相成,共同促进学生综合语言运用能力的形成与发展。
以语言技能、语言知识、情感态度、学习策略和文化意识等五个方面共同构成的英语课程总目标,既体现了英语学习的工具性,也体现了其人文性;
既有利于学生发展语言运用能力,又有利于学生发展思维能力,从而全面提高学生的综合人文素养。
WhatisthedifferencebetweentheBritishStandardsandtheChineseStandardsofEnglishTeaching?
WhatcanwelearnfromtheBritishStandardsofEnglishTeaching?
4.WhatisadynamicapproachtoEnglishteaching?
23-24)
1.4Practicaldimensions
Againwecanseehow,withalittleimagination,therequirementsoftheNationalCurriculummaybemetthroughanorganicratherthanmechanisticapproach.IndeedtheintroductiontothecurrentOrders,undertheheading‘TheImportanceofEnglish’,suggeststhatEnglishenablespupils‘toexpressthemselvescreativelyandimaginativelyandtocommunicatewithotherseffectively’(DfEE/QCA1999:
13).ThustheNationalCurriculumcanbeviewednotjustasasetofindividualsyllabusrequirementsbutasprovidingabroadconceptionofthewayEnglishshouldberealisedasasubjectinschools.AttentionhastendedtofocusonthemorecontroversialaspectsliketheplaceofstandardEnglish(tobediscussedinmoredetailinlaterchapters).However,thefollowingselectedquotationsfromthe1995NationalCurriculum,stillverymuchembeddedinthecurrentversion,indicatethatitcanbejudgedtorequireadynamicandvariedapproach:
Pupils’abilitiesshouldbedevelopedwithinanintegratedprogrammeofspeakingandlistening,readingandwriting.
Pupilsshouldbegivenopportunitiestotalkforarangeofpurposes.
Pupilsshouldbegivenopportunitiestoreadawidevarietyofliterature...toreadwidelyandindependentlysolelyforenjoyment.
4)
Themainemphasisshouldbeontheencouragementofwiderreadinginordertodevelopindependent,responsiveandenthusiasticreaders.
5)
Pupilsshouldbeencouragedtoextendtheirconfidenceinwritingforavarietyofpurposesandtodeveloptheirowndistinctiveandoriginalstyles.
6)
Pupilsshouldbegivenopportunitiestowriteforspecificreaders,foralargeunknownreadershipandforthemselves.
WecanaddtothislisttwoquotationsfromtheearliestformulationoftheEnglishOrder:
Workingontaskswhichtheyhavechosenandwhichtheydirectforthemselves.
Workingwithteacherswhoarethemselvesinvolvedintheprocesses,withspecialexpertise,astalkers,listeners,readersandwriters.
AdynamicapproachtoEnglishteachingisexpectedtoincludethefollowingfeatures:
Studentscandeveloptheirabilitiesintheintegrationofspeaking,listening,readingandwriting.
Studentshaveopportunitiestotalkforarangeofpurposes.
Studentshaveopportunitiestoreadawidevarietyofliteratureforenjoyment.
Studentsareencouragedtoreadwidelyinordertodevelopasindependent,responsiveandenthusiasticreaders.
Studentsareencouragedtoextendtheirconfidenceinwritingforavarietyofpurposesanddeveloptheirdistinctiveandoriginalstyles.
6.
Studentshaveopportunitiestowriteforspecificreaders,forgeneralreadersandforthemselves.
6.WhatarethebasicrequirementsofEnglishteachers?
28)
Chapter2TheimpactoftheStrategy
2.1Introduction:
thecontext
ItcouldbearguedthatbecausethedemandsofliteracyeducationaresofundamentaltotheteachingandlearningofEnglish,ideallysointegratedintothepracticalcurriculum,itwouldbemistakentodevoteachaptertoitasadiscreteentityinabooklikethis.MostEnglishteacherscouldhappilyagreewithDaviesthat:
thefirstrequirementoftheEnglishteacherhastobetoensurethatstudentscanreadandwrite,tomakethemliterate.BeyondthatpointIbelievethatstudentsshouldbeactivelyencouragedtoreadforpleasureandshouldbeprovidedwithanadequatetimetableforpersonalreading.
(1996:
135)
ThebasicrequirementsofEnglishteachersareidentifiesasfollows:
Tohelpstudentslearntoreadandwrite.
Toencouragestudentstoreadforpleasure.
Toprovidestudentswithadequatetimeforpersonalreading.
Questionsforconsideration:
2.Whatcanwefigureoutfromthealternativenamesof
English
ascourses?
3.Howshallweimplement
TheNationalEnglishCurriculumStandard?
5.WhataremajorcharacteristicsofpositivecollaborationthatcanpromoteEnglishteaching?
7.Howdoyouunderstandthe‘literacyissues’presentedhere?
8.Whatare‘thefiveelementsoftheproposedteachingsequence’?
9.WhatshouldtheEnglishteacherdoindevelopingthestude
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