英语学科发展前沿课程讲义及思考题.docx
- 文档编号:28499927
- 上传时间:2023-07-15
- 格式:DOCX
- 页数:10
- 大小:20.21KB
英语学科发展前沿课程讲义及思考题.docx
《英语学科发展前沿课程讲义及思考题.docx》由会员分享,可在线阅读,更多相关《英语学科发展前沿课程讲义及思考题.docx(10页珍藏版)》请在冰豆网上搜索。
英语学科发展前沿课程讲义及思考题
AdvancesinEnglishStudies(英语学科发展前沿)
Dr.WuBenhu(吴本虎)
Session2Theroleofforeignlanguagelearning
Reading
Berdan,S.N.etal.2012,January30.Englishisglobal,sowhylearnArabicNewYorkTimes,RetrievedJanuary31,2012
Question6:
Whatcanyoufindoutfromthedebaters’generalinformation
WuBenhu:
Ihavediscoveredthefollowingpoints:
1.Allthedebatershavetheirinternationalperspectives.
2.TheyoverwhelminglypromoteforeignlanguagelearningintheUnitedStateseventhoughEnglishisglobal.
3.Theystresstheimportanceofforeignlanguagelearningfromdifferentperspectives.
Question7:
WhatdoesStacieNevadomskiBerdanmeanbysaying‘TheWorldHasChanged’OrWhathashappenedtotheworld
WuBenhu:
Theclaim‘Theworldhaschanged’hasaprofoundimplication:
1.Wheneveryouworkabroad,youmustcompetewithgloballycompetentgraduateswithmultilanguagecompetency.
2.Theworldknows‘earlylanguagelearningworksbest,andaidscognitivedevelopmentbeyondlanguagearts’justasopeningawindowtotheworld
3.Theworlddiscoversthat‘languagealsomattersforappreciatingcultures,connectingandbuildingrelationshipsaroundtheworld’.
4.Theworldfacesthesituationinwhich‘asbusinessglobalizes,ourcolleagues,customers,ownersandinvestorsareincreasinglyoverseas’.
CourseworkforSession2:
Answerthefollowingquestions:
1.WhatareyourupdatedpurposesoflearningEnglish
2.HowdoyouimproveyourEnglishlearningforyournewpurposes
Session5ConnectingTheorywithPracticeinEnglishTeaching
ForewordasStudyGuide
Whenyouareengaginginreading,keepthefollowingquestionsandconsiderationsinmind:
1)Whatdoyouread
2)Howdoyouread
3)Whydoyouread
Withthesequestionsinmind,youwillreadwiththefollowingapproaches:
1)Readselectively(选择性阅读):
Investyourtimetothemostrewardingpartsofthemostinsightfulworkswhilekeepinganeyeontherest.
2)Readinteractively(互动性阅读):
Valueyourresponsetothereadingwithequalimportanceofwhatisinthereading.
3)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
ModelsofEnglishteaching
IntheversionoftheNationalCurriculumforEnglishbasedontheReportoftheCoxCommittee(DES1989),itwassuggestedthattherewereessentiallyfivemodelsofEnglishteaching,andthatmostEnglishteacherscombinedintheirteachingseveralifnotallofthese.ThetypesofEnglishteachingpositedbyCoxwereasfollows:
1.apersonalgrowthview,whichtendstoemphasisethepupilasacreativeandimaginativeindividualdeveloping,intermsoftheteachingandlearningofEnglish,primarilythroughanintensiveengagementwithliteratureandpersonalcreativewriting;
2.across-curricularapproach,stressingthedistinctivenatureofEnglishasthelanguageoflearningforvirtuallyallcurriculumareasandimplyingadefinitionofservicetotheseareasandtoeducationinagenericsense;
3.anadultneedsemphasis,asessentiallyapreparationforthedemandsoflifebeyondschoolintermsofeffectiveunderstandingofandcommunicationthroughtheEnglishlanguageinitsmanyforms,includingthosevocationallybased;
4.aculturalheritagemodel,withtheteachingbasedheavilyon‘great’worksofliterature,generallydrawnfromthepast;
5.aculturalanalysisview,leadingpupilstoacriticalunderstandingofthesocialandculturalcontextofEnglish,particularlythevaluesystemswhichareinevitablyembeddedinthewayslanguageisused.
WuBenhu’sSummary:
TableThefivemodelofEnglishteachinghighlighted
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。
WuBenhu:
1)WhatisthedifferencebetweentheBritishStandardsandtheChineseStandardsofEnglishTeaching
2)WhatcanwelearnfromtheBritishStandardsofEnglishTeaching
4.WhatisadynamicapproachtoEnglishteaching
(Fleming,FlemingandStevens2010:
23-24)
Practicaldimensions
Againwecanseehow,withalittleimagination,therequirementsoftheNationalCurriculummaybemetthroughanorganicratherthanmechanisticapproach.IndeedtheintroductiontothecurrentOrders,undertheheading‘TheImportanceofEnglish’,suggeststhatEnglishenablespupils‘toexpressthemselvescreativelyandimaginativelyandtocommunicatewithotherseffectively’(DfEE/QCA1999:
13).ThustheNationalCurriculumcanbeviewednotjustasasetofindividualsyllabusrequirementsbutasprovidingabroadconceptionofthewayEnglishshouldberealisedasasubjectinschools.AttentionhastendedtofocusonthemorecontroversialaspectsliketheplaceofstandardEnglish(tobediscussedinmoredetailinlaterchapters).However,thefollowingselectedquotationsfromthe1995NationalCurriculum,stillverymuchembeddedinthecurrentversion,indicatethatitcanbejudgedtorequireadynamicandvariedapproach:
1)Pupils’abilitiesshouldbedevelopedwithinanintegratedprogrammeofspeakingandlistening,readingandwriting.
2)Pupilsshouldbegivenopportunitiestotalkforarangeofpurposes.
3)Pupilsshouldbegivenopportunitiestoreadawidevarietyofliterature...toreadwidelyandindependentlysolelyforenjoyment.
4)Themainemphasisshouldbeontheencouragementofwiderreadinginordertodevelopindependent,responsiveandenthusiasticreaders.
5)Pupilsshouldbeencouragedtoextendtheirconfidenceinwritingforavarietyofpurposesandtodeveloptheirowndistinctiveandoriginalstyles.
6)Pupilsshouldbegivenopportunitiestowriteforspecificreaders,foralargeunknownreadershipandforthemselves.
WecanaddtothislisttwoquotationsfromtheearliestformulationoftheEnglishOrder:
1)Workingontaskswhichtheyhavechosenandwhichtheydirectforthemselves.
2)Workingwithteacherswhoarethemselvesinvolvedintheprocesses,withspecialexpertise,astalkers,listeners,readersandwriters.
WuBenhu:
AdynamicapproachtoEnglishteachingisexpectedtoincludethefollowingfeatures:
1.Studentscandeveloptheirabilitiesintheintegrationofspeaking,listening,readingandwriting.
2.Studentshaveopportunitiestotalkforarangeofpurposes.
3.Studentshaveopportunitiestoreadawidevarietyofliteratureforenjoyment.
4.Studentsareencouragedtoreadwidelyinordertodevelopasindependent,responsiveandenthusiasticreaders.
5.Studentsareencouragedtoextendtheirconfidenceinwritingforavarietyofpurposesanddeveloptheirdistinctiveandoriginalstyles.
6.Studentshaveopportunitiestowriteforspecificreaders,forgeneralreadersandforthemselves.
6.WhatarethebasicrequirementsofEnglishteachers
(Fleming,FlemingandStevens2010:
28)
Chapter2TheimpactoftheStrategy
Introduction:
thecontext
ItcouldbearguedthatbecausethedemandsofliteracyeducationaresofundamentaltotheteachingandlearningofEnglish,ideallysointegratedintothepracticalcurriculum,itwouldbemistakentodevoteachaptertoitasadiscreteentityinabooklikethis.MostEnglishteacherscouldhappilyagreewithDaviesthat:
thefirstrequirementoftheEnglishteacherhastobetoensurethatstudentscanreadandwrite,tomakethemliterate.BeyondthatpointIbelievethatstudentsshouldbeactivelyencouragedtoreadforpleasureandshouldbeprovidedwithanadequatetimetableforpersonalreading.
(1996:
135)
WuBenhu:
ThebasicrequirementsofEnglishteachersareidentifiesasfollows:
1.Tohelpstudentslearntoreadandwrite.
2.Toencouragestudentstoreadforpleasure.
3.Toprovidestudentswithadequatetimeforpersonalreading.
Questionsforconsideration:
1.WhatarethefivemodelsofEnglishteaching
2.WhatcanwefigureoutfromthealternativenamesofEnglishascourses
3.HowshallweimplementTheNationalEnglishCurriculumStandard
4.WhatisadynamicapproachtoEnglishteaching
5.WhataremajorcharacteristicsofpositivecollaborationthatcanpromoteEnglishteaching
6.WhatarethebasicrequirementsofEnglishteachers
7.Howdoyouunderstandthe‘literacyissues’presentedhere
8.Whatare‘thefiveelementsoftheproposedteachingsequence’
9.WhatshouldtheEnglishteacherdoindevelopingthestudents’writingskills
CourseWork:
1.Selectonequestionamongwhatwehavecoveredincludingthequestionsofyourown.
2.Discussitwithapproachesanddimensionsasmanyaspossible.
Session7AdvancesinEnglishlanguageteaching
Readings
Claypole,Maurice.2010.Con
- 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:
- 英语 学科 发展 前沿 课程 讲义 思考题