外文翻译中文oft Word 文档Word格式文档下载.docx
- 文档编号:21913734
- 上传时间:2023-02-01
- 格式:DOCX
- 页数:8
- 大小:24.57KB
外文翻译中文oft Word 文档Word格式文档下载.docx
《外文翻译中文oft Word 文档Word格式文档下载.docx》由会员分享,可在线阅读,更多相关《外文翻译中文oft Word 文档Word格式文档下载.docx(8页珍藏版)》请在冰豆网上搜索。
1.2BackgroundoftheStudy
AftertheSecondWorldWar,withboomingthedevelopmentintechnicalinnovationandrevolutionintheworld,communicationbetweencountrieshasbecomemorefrequentthanever.DuetoadvancedtechnologiesoftheU.K.andtheU.S.A.,theEnglishlanguagehasalsogainedgreatpopularitythroughoutthewholeworld.Manysciencebookssuchasthoseaboutcosmonautics,biochemistry,nuclearenergy,andcomputerscienceareunexceptionallypublished.
Englishisindeedauniversallanguagethatiswidelyusedandunderstoodallovertheworld.Andpeopleineverycountry,studentsatdifferentlevelsespecially,areeagertojumponthebandwagonoflearningEnglish.Inthemeantime,greatchangesinteachingactivitiesaretakingplacetomeetvariousneedsofthelearners.SinceChinaopenedupitsoutsidedoorworld,andmorethecasesinceherentryintoWTO,Englishhaspenetratedallwalksofpeople’slife.Socialrequirementofjob-hunters’Englishcompetencehasbecomeallthemorevariedaccordingtodifferentwantsindifferentprofessions,ThosemajoringinforeigntradeneedtonegotiateinEnglish;
…
China’sRuralEnglishTeacherEducation:
TheKeytoBetterELTinRuralAreas
LiuJunfeng
Teacherfactorinthehistoryoflanguageteaching
EnglishlanguageteachinghastraveledalongwaytoitsdesiredendandsincethefirsttextbooksdesignedsolelytoteachEnglishasaforeignlanguageappearedinthesixteenthcentury
WhenmodernlanguagesbegantoenterthecurriculumofEuropeanschoolsintheeighteenthcentury,therewasnocorrespondingteachingmethodtoteachthem.Therefore,theoldmethodofteachingthedeadlanguagesofLatinandGreek,whichwaslaterknownastheGrammar-translationMethod,hadtobeborrowedtoteachmodernlanguages.AlthoughtheGrammar-TranslationMethodoftencreatesfrustrationforstudents,itmakesfewdemandsonteachers.Itmakesfewdemandsonteachersbecauseonlythesimplestdeviceoftranslationisneededtoexplainlanguageitems.Theimportanceoftheteacherfactor,then,isnotacknowledged.Onlyaftertheemergenceofthemorenaturalmethodsoflanguageteachinghastheneedforteacherqualitypresenteditself.Butteachertrainingorteacherpreparationoranythingofthekinddidnotsurfaceontheagendaoflanguageteachinguntilmuchlaterwhenthefocusoflanguageteachingshiftedfromexternalfactor(e.g.fromcenteringonteachingmethodology,languagelaboratoryandotherfacilitiesect.)tointernalfactors(say,torealizeandvalueindividualdifferencesoflearners,ect,)oflanguagelearning.
However,theAudio-lingualMethodvaluestheuseoflanguagelaboratoryandemphasizedpracticetechniquessuchasimitation,memorization,andpatterndrills,allofwhichcouldbedonewithmedia.Mediahascentralrolesintheteacher-dominatedaudio-lingualcourses.The‘accuratepronunciation’everthoughttobetheteacher’simportantqualityisnomoreemphasizedinthisframeasitcanbecompensatedbythefrequentuseoftaperecordersandaudiovisualequipmentattheteacher’scommand.Buttheteacher,ifnotanativespeakerofthetargetlanguage,isdiscouragedtousethemothertongueinlanguageclassrooms.Theteachermustprovidesufficientpracticetostudentsanddecidetheessentialpatternsandstructuresforthestudentstomemorize.Therefore,teachersaregivenmoretraining.Theteachermustbetrainedtodoalotofthings.
Asaconsequenceofrepeatedlyarticulateddissatisfactionwiththelimitationsoftheconceptofmethodandthetransmissionmodelofteachereducation,thelanguageteachingprofessionfacesanimperativeneedtoconstructapost-methodpedagogy.Intheeraoflearner-centeredlanguageteaching,teachingquality,amongothers,isconsideredthedecisivefactorindeterminingthequalityofteaching.Theteacheristhefactorthatdeterminesotherfactorswhereteachingeffectivenessisconcerned.Itistheteacherwhodeterminestowhatdegreecertainteachingmaterialsorteachingmethodscanachievetheirintendedfunctions.
Teacherquality,however,isnotaconstantbutadynamicnotionthatdevelopswiththechangeofcriteriaofgoodteachingandlearning.GoodteachersmeantgoodexplainersintheGrammar-TranslationMethod,goodtalkersintheDirectMethodandgoodcontrollers,managersororganizersinteacher-dominatedclassrooms.Inthecommunicativeera,teachingqualitymeantqualityinfacilitatingandparticipatinginthecommunicativeprocessinclassrooms.
Howtoachieveteacherqualityisalsochanging.Differentinterpretationofteacherqualityresultsindifferingunderstandingsofteachereducation.
Intothe21stcentury,scienceandtechnologyareprimaryproductiveforce.Ourliveschangeswitheachpassingday.Mustadapttodominatethiseraofrapiddevelopment,relyonscience,dependsoninnovation,andmustdevelop.Inthefinalanalysis,inaword:
dependsoneducational.Thelevelofeducation,thekeyistheschool’steachingstandardsandteachereducation.So,intoday’ssocietyitisnecessarytoputforwardnewrequirementsforteachers,thatisforteachers’professionaldevelopment.Professionaldevelopmentofteachersisthecommunity’sdemands,educationalrequirements,butalsoeducatorstothinkdeeplyandcontinuouslyexploreandstudyareas.Weteachersmustfollowthispath:
Vigorouscurriculumreform,urgechangesinoureducationalconcepts,updateteachingcontent,improveteachingmethods,changesinlearning.Weshouldclearlyrecognizethatthechallengeofcurriculumreformonteachersisprofound,comprehensive,isunprecedented.Thateducationisaincrease.“Togivethestudentsaglassofwaterhemusthaveabucketofwater“hasinthepast,andnowrequest“togivethestudentsaglassofwaterhemustbeaforceofwater.”Knowledge,teachersarerequiredtolivewiththetime.Alsorequiresknowledgeofteacherscannotbesingle,mustbetostrengthentheknowledgefromdifferentreserves.Curriculumreformrequiresustochangetheteachingmethods,changesinlearningstylethatcallsforourinnovativeteachingmethods,sothatourprofessionalhavebeendeveloped,allowteacherstogrowintheprocessofcurriculumreform.
Teacherprofessionaldevelopmentisacentralgoalofteacherdevelopment.Theso-calledprofessionaldevelopmentofteachersisdefinedas“teachersthroughouttheirprofessionalcareer,throughlife-longprofessionaltraining,acquisitionofeducation,professionalskills,implementationofprofessionalautonomy,theperformanceofprofessionalethics,andtograduallyimprovetheirownqualityinteachingtobecomeawell-educatedworkersintheprofessionalgrowthprocess”
ASurveyofTeamTeachingofCollegeEnglishTeacherinGuangxi
YangJuan
TheoreticalBasesoftheStudy
PerspectivesofTeacherprofessionalDevelopment
Nowadays,internationalcompetitionhasbecomemoreandmoredrasticandeducationrenovationhasbeenregardasacrucialfactortorealizemodernization.Thequalityofeducation,tosomeextent,dependsontheoverallqualityofteachers.Therefore,teacherprofessionaldevelopmentinevitablyturnstobeoneofthemostimportantmeanstoenhanceteacherqualities.
Owingtodifferenttheoreticalbasesandstandpoints,thereemergedistinctunderstandingsofteacherprofessionaldevelopment.Tosumup,thetheoryofteacherprofessionaldevelopmentcanbeclassifiedintothreeperspectives:
intellectualperspectivesofteacherprofessionaldevelopment,practical一reflectiveperspectivesofteacherprofessionaldevelopmentandecologicalperspectivesofteacherprofessionaldevelopment(MinistryofEducation,2003).FromtheviewPointofscholarsapprovingintellectualperspectivesofteacherdevelopment:
themostimportantfactorguaranteeingeffectiveteachingistomaketeachersmasterrelatedknowledge,techniquesandconceptsofvalue,andinsurethattheycanusethemtohelpstudentsacquirecorrespondingknowledge,techniquesandconceptsofvalue.Consequently,teacherswithinthecontextofintellectualperspectiveofProfessionaldevelopmentarerequiredtoobtaincontentknowledgeandpedagogicalknowledge.Theprimaryaimofpractical一reflectiveperspectivesofteacherprofessionaldevelopmentliesnotinhavingteachersacquireknowledge,butdemandingthemtoreflectinsomeformtofurtherunderstandprofessionalactivitiesandrelevantmatters,findmeaningsamongthem,andpursuereflectivepractice.Themodeofecologicalperspectivesofteacherprofessionaldevelopment,asanidealone,isacooperativeorcollegialdevelopment,namely,orientingone’sownwayofdevelopmentthroughcooperationwithteachersinteam.Thereby,thiskindofteacherprofessionaldevelopmentcentersnotonlyonknowledgeacquisition,buttheconstructionofasortofcooperativeteacherculture.
Infavoroftheecologicalperspectivesofteacherprofessionaldevelopment,Hargreavesdelineatedfourtypesofteacherculture:
Individualisticculture,balkanizedculture,collaborativeculture,andcontrivedculture.
Individualisticculture.Inthiskindofteacherculture,teachersareisolatedfromeachotherandhavetomanageteachingaffairsbythemselves.Itisperceivedasabarriertoteacherswhoattemptstoinitiatechanges.“Suchcommitmenttoprivacyfunctionstoinhabitteacherslearningfromeachother,andtoconfoundthe‘diffusion’ofacurriculuminnovation”
Balkanizedculture.Itis“madeupofseparateandsometimescompetinggroupsofteachers.Suchcultureoftenreflectspoorcommunicationandindifference.Teachersoftenbreakintocliquesandareloyaltothosewithwhomtheysocialize
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- 外文翻译中文oft Word 文档 外文 翻译 中文 oft