教学法学习笔记导论：从英语专业解读到师范课程学习1了解我自己2什么是大学？高等教育意味着什么？3英语师范专业解读4对2008级英语师范生的要求专题壹：英语教育专业素质能力及其发展1 优秀或合格教师的标准维度有哪些？2 英语教师成长与发展模式3 英语教师成长和发展的类型目标：研究型教师1）为什么要成为研究型教师2）什么是“教学研究”3）如何从事“教学研究”专题贰英语教师的角色定位: 从“普通教育”到“英语教学”（一）普通教育领域的教师角色论1．什么是“角色”？2、教师角色有何特点？1）知识传播者、学习发动者、组织者和评定者2）父母长者、朋友和管理员3）榜样和模范公民4）学生灵魂的塑造者5）教育科学研究人员（二）The role of the teacher in ELT1）Harmer’s framework2）New roles of teachers3）Two aspects to the role of moral educator4）邹为诚：教师必须摆脱过去的“教书匠”角色. 教师必须实现由“技术型”教师到“研究者型”教师的转变。

教师成为研究者(研究型外语教师）教师必须发展课程开发能力, （教师作为课程开发者）应该成为课程开发的主体教师的角色从传统的知识传递者转向学生学习促进者教师的职能从传统的教书匠变为学习的引导者教师自身必须是学习型的人(教师作为学习者）作为学生学习的引导者成为学生心理健康的维护者和学生的心理教育者（教学）行动研究者专题叁：了解英语学习者一教育心理学视野中的学习者：聚焦“青少年心理发展与教育”2 “青少年心理发展与教育”概论 1) 心理发展：含义与特征 2) 心理发展的阶段及其典型特征 3）学生的情意发展 4）学生的人格发展 5) 学生认知发展的经典理论 6）学生心理发展的教育蕴涵二、第二语言习得研究框架中的语言学习者：影响语言习得的内因——学习者变量 1. 影响语言学习的个体学习者差异因素 年龄（Age ） 性格(personality) 性别 (Gender/Sex) 情感因素(affect)1）学习动机；学习动力 (motivation) 2) 学习归因(attribution) 3）焦虑(anxiety) 4）其他情意类因素学习中的认知因素(Cognition in learning )1）语言潜能、语言学能、 语言学习天赋(language aptitude ） 2)学习策略(learning strategy/learner strategy)3) 认知方式/认知风格/认知偏好(cognitive style/learning style) Phenomenon ： Types of Learning Style个体心理心理过程 • 认知：注意、感知觉、记忆、思维、想象。

• 情感个性心理特征——气质、性格、能力……心理状态——前苏联心理学家爱列维托夫（1890-1972)认为，在心理过程与个性之间还有一种过渡的状态，即“心理1. 学习者个体心理维度概观（Psychological aspectsCognitive styles c u m TPR (Total Hands-on: Language Community a c h l in learningvisual au d i t o r y t ati lekinestheticg r op individuala ut ho r i t y -or i e n t e d reflectiveAu d i o -l i n g u a l e t h o d PhysicalResponse); Role Play; Drama Method;…Touching; Writing;Making things with hands; …Learning ；Cooperative LearningAutonomous learningT ee r -g u i d e d /d i r e c t e de a r n i n g M e t a -l e a r n i n g认知方式研究的教学意义: Implications for ELT:4) 智力/智能及其教育蕴涵： 从传统到当代 Traditional view of human intelligencesNew development of Intelligence Theory: Howard Gardener ’s Multiple Intelligences (MI)Implications of MI theory for English education多元智能理论在教学中的应用：为促进学生多元智能发展而教学 Example 1 Example 2 Example 3专题肆Understanding language teaching，learning & education: Basic concepts，relations & implications第一部分：学与教1 关于“学”的理解：学习的本质与内涵（什么是学习？）1）汉语“學習”2）Learn, study, acquisition in English3) 学习是如何发生的？——Relationship of learning，acquisition & study2 关于“教学”的理解：教？教与学？1）汉语中的“教学”2）英文中的“教学”3 关于“教育”的理解1) 什么是教育2）“教育”的语源3）教育的内涵：现代阐释4）教育视野中的学习：教学与教育、教育与学习的关系4 课程：教育教学的重要载体和平台1）curriculum2）Subject3）教育、教学与课程的关系：基于学科课程的教学与教育4）英语教学与英语教育5）从语言教学到语言教育第二部分：语言的学与教——基于语言观的考虑1.语言本质观及其教学启发1) The structural view of language based on linguistic analysis2) The communicative view of language Introduction3) The interactional view of language2.语言变体观及其教学启发1）教学(法)；教学(论) Didactics2）pedagogy/pedagogics专题伍了解英语课程understanding English curriculum ResourcesUnit 3 The National English CurriculumUnit 17 Using and Creating ResourcesUnit 18 Evaluating and Adapting Textbooks第三章外语教材和备课第十章外语教学的辅助技能：音乐、歌曲、简笔画第十一章外语现代教育技术1. National English Curriculum in basic education in China：its changes and challenges for teachers(Unit 3, Wang Qiang, 2006: 38~50; 310~312. )The New National English Curriculum Read Section 3.2 (P41-43; 310-313).The characteristics (Read Section 3.4 and 3.5 carefully)2. Curriculum Resources——Basic concepts and framework3. The Core of Curriculum Resources4. Supportive Curriculum Resources专题陆一Curriculum Resources：Basic concepts and frameworkTask 1Q1. What are resources ?Resources refer to books, any person, animals, or any object, that make teaching and learning easier, clearer and more interesting.Q2. What are materials?Materials refer to anything that is used by teachers or students to facilitate the learning of a language.Q3. What are textbooks?Textbooks, in its narrow sense, refer to a coursebook independent of the other materials; in its broad sense, have expanded from books to all the materials used around a particular coursebook.Q4. How do you understand the relationship between the three terms?R esources:•Wang Qiang, 2006: 285; 294.•Supplementary readings.Task 2 Framework of curriculum resources:Types of available resourcesWhich resources are introduced in the New National English Curriculum ?Readings:•邹为诚，2008：3、10、11章.•Wang Qiang, 2006: 284-291.Task 3 Implications of CR for TeachersQ: What are the implications of various types of resources for English teachers?Wang Qiang, 2006: 292Teacher should•develop awareness and some techniques in creating resources in order to …•become more efficient and effective in planning their lessons and managing classroom activities by …•try things out, then observe and evaluate their effectiveness and then modify and improve themselves in teaching.In this way, teachers will be able to …二Curriculum Resources：Supplementary/Supportive Ones•报纸•图片•海报•杂志……•电视•电台•录像•软件•影片•网络教育环境中的人实物专题柒The Core of Curriculum Resources: Textbooks1. Definition of textbooks:2. Function of textbooks: What’s the role of textbooks?2.1 Advantages of textbooks: Relationship of textbooks, curriculum and instruction (methodology/pedagogy2.2 Disadvantages of textbooks3.The teacher & textbooks:3.1 What’s the traditional/innovative practice of dealing with textbooks by the teacher in ELT?3.2 General purposes: Why should we teachers evaluate textbooks?3.3 Using Published textbooks (2): the how3.4 Using one’s own (collected/self-made) materials: Textbook Creation3.5 Conditions for textbook evaluation/selection, adaptation & creation专题八Understanding the Goals of English Curriculum & InstructionPart One：Pre-work1. Revision2. 学校课程的目标指向3. 国际外语课程目标建构的主流思想4. 我国学校外语课程目标的历史擅变5. 小结ELT vs. ELE 英语教学与英语教育从“语言教学”到“语言教育”语言课程的目标体系基础教育阶段英语课程目标态度价值观Part 1 Pedagogical Goal of English Curriculum: Focus on Language英语课程的教学性目标：聚焦语言Task 1. Understand: Views of language nature and their implications for language pedagogy （语言本质观及其教学启发）Task 2. Compare: language use in reality and traditional language pedagogy.Task 3 Key concepts in language use and language pedagogy: form, meaning, context/situation, functionTask 4. Understand Communicative Competence (CC) and its implications for language pedagogy.Part 2 Educational Goal of English Curriculum: Go beyond language英语课程的教育性目标：超越语言Section A Learner Training (LT)Task 1: Find out as many as possible Key Words that are closely related with learner training in meaning.Task 2: Answer the Questions below.Q1. What? What does LT refer to? What’s its goal?►Wang Qiang, 2006: 273-274;282-283.Q2. Why? Why should there be LT in ELT1)learner differences:2)trend of general education:Supplementary readings: Learning to be3) New English Curriculum & Textbooks4) research into good language learnersQ3. What? What should be done for LT in ELT?Q4. How? How can LT be carried out in ELT?Section B Moral Learning (ML)Task 1:Find out at least three recurring Key Words in Unit 14.moral values moral developmentmoral learning moral educationmoral content/messageTask 2: Answer the Questions below.Q1. What? What is involved in moral education?Q2. Why? Why should ML be included in ELT?Q3. How? How can ML be achieved in school education? (What responsibilities should the school take in so doing? And what about the teacher? )专题玖英语课程的教学设计Instructional Design for Language Course 6.1 General Issues6.1.1 What ——语言教学设计的概念与内涵 Task: Basic terms: What is LP? Q1. What is lesson plan?Q2. What is lesson planning?Q3. What other terms can you think of to refer to lesson plan(ning)?Q4. According to the definitions of lesson plan, what constituents should be incorporated in lessonplanning?6.1.2 Why ——语言教学设计的意义与功能Task: Why is LP part of teacher work? Necessity & Importance of Lesson Planning in Teachers ’ Professional workQ1. Why is lesson planning included in teachers ’ professional work?6.1.3 How6.1.3.1 语言教学设计的前提6.1.3.2 语言教学设计的基本类型/层次 6.1.3.3 语言教学设计的基本考虑/基本原则 6.1.3.4 语言教学设计(lesson plan)的基本架构Question 1：What components/element should be included in lesson plan in theory and practice? Question 2: Should lesson plans be written long or short, brief or detailed?6.2 Special Issues 6.2.1 课堂教学过程模式 语言知识教学过程模式 语言技能教学过程模式 Models of Teaching ProceduresLanguage knowledge: Lead-in + 3P （a new structure-based lesson)Language skills: 3-stage(a skill-oriented lesson)6.2.2 课堂教学时间分配 6.2.3 课堂教学板书设计板书具有目的性、针对性、计划性和灵活性、直观性、示范性、概括性、整体性、条理性、启发性、选择性板书的类型：线索式、提纲式、表格式、流程式满100总分15与口头语言、教态协调10书写工整，正确，规范，不潦草15根据教学内容及其内在联系，设计灵活15布局合理，不拥挤，不松散15清晰，醒目，有条理性10提纲挈领，概括性强20突出教学重点和难点分评价指标6.2.4 课堂教学活动设计0. Foreword:1.In theory,教师姓名授课日期学生描述•教学目标•教学内容——重点；难点•教学工具：黑板；白板；图片；磁带；投影仪；PPT ；课本；其他材料◆授课过程——复习；导入；总结归纳信息反馈；作业布置开始；进行/开展；结束•背景信息2. in practice,A Framework of Lesson Plan••••Teaching● 英语学科新课导入方法导入新课一般要遵循一定的程序：集中注意——引起兴趣——激发思维——明确目的——进入学习课题。