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  • 现代外语教育学:教师用书[平装]
  • 共1个商家     27.20元~27.20
  • 作者:舒白梅(编者),戴炜栋(丛书主编)
  • 出版社:上海外语教育出版社;第1版(2010年7月1日)
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  • ISBN:9787544617406

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    《现代外语教育学:教师用书》:新世纪高等院校英语专业本科生系列教材(修订版)旨在打造完整的英语专业学科体系,全面促进学生的语言技能、学科素养和创新能力的培养,必将为我国培养国际化、创新型、高素质的英语专业人才奠定坚实的基础!权威性和先进性的体现:按照《高等学校英语专业英语教学大纲》提出的培养目标、课程设置、教学要求和教学原则精心设计,凝聚海内外英语专业教育界专家学者的智慧,反映英语专业教育、科研的最新成果。前瞻性和创新性的结晶:基于广泛的市场调研、详尽的需求分析和严谨的科学判断,梳理现有教程,优化教材结构,更新教学方法和手段,强化学生综合能力的培养。专业素质和人文素养的同步提升:专业技能、专业知识、相关专业知识的完美匹配,帮助学生打下扎实的语言基本功,增强其分析问题、解决问题的能力,提高专业素质和人文素养,使学生真正成为国际化、创新型、高素质的英语专业人才。

    目录

    CHAPTER 1 INTRODUCTION 1
    Aims of This Course 1
    1 1 Learning Objectives 1
    1 2 Interpreting Chapter Content
    1 3 Implementation 3
    1 4 Suggested Answers to "Questions and Tasks" 6
    1 5 Technical Terms 7
    1 6 Further Reading 8

    CHAPTER 2 ASPECTS OF FOREIGN LANGUAGE TEACHING 9
    Teaching Guide 9
    2.1 Learning Objectives 9
    2.2 Interpreting Chapter Content 9
    2.3 Implementation 13
    2.4 Suggested Answers to "Questions and Tasks" 16
    2.5 Technical Terms 18
    2.6 Further Reading 18

    CHAPTER3 ASPECTS OF FOREIGN LANGUAGE LEARNING 20
    Teaching Guide 20
    3.1 Learning Objectives 20
    3.2 Interpreting Chapter Content 21
    3.3 Implementation 28
    3.4 Suggested Answers to "Questions and Tasks" 34
    3.5 Technical Terms 36
    3.6 Further Reading 37
    CHAPTER 4 THE DEVELOPMENT OF LINGUISTIC COMPETENCE 38
    Teaching Guide 38
    4.1 Learning Objectives 38
    4.2 Interpreting Chapter Content 39
    4.3 Implementation 39
    4.4 Suggested Answers to "Questions and Tasks" 53
    4.5 Technical Terms 67
    4.6 Further Reading 67

    CHAPTER 5 THE DEVELOPMENT OF COMMUNICATIVE COMPETENCE 69
    Teaching Guide 69
    5.1 Learning Objectives 69
    5.2 Interpreting Chapter Content 70
    5.3 Implementation 70
    5.4 Suggested Answers to "Questions and Tasks" 88
    5.5 Technical Terms 98
    5.6 Further Reading 99
    CHAPTER 6 ASSESSING AND EVALUATING LINGUISTIC OUTCOME 100
    Teaching Guide 100
    6.1 Learning Objectives 100
    6.2 Interpreting Chapter Content 100
    6.3 Implementation 104
    6.4 Suggested Answers to "Questions and Tasks" 127
    6.5 Technical Terms 128
    6.6 Further Reading 128

    CHAPTER 7 ASSESSING AND EVALUATING COMMUNICATIVE OUTCOME 129
    Teaching Guide 129
    7.1 Learning Objectives 129
    7.2 Interpreting Chapter Content 129
    7.3 Implementation 132
    7.4 Suggested Answers to "Questions and Tasks" 147
    7.5 Technical Terms 148
    7.6 Further Reading 149
    CHAPTER 8 ERROR ANALYSIS AND REMEDIAL WORK 150

    Teaching Guide 150
    8.1 Learning Objectives 150
    8.2 Interpreting Chapter Content 151
    8.3 Implementation 155
    8.4 Suggested Answers to Questions and Tasks" 160
    8.5 Technical Terms 161
    8.6 Further Reading 162

    CHAPTER 9 CLASSROOM OBSERVATION 163
    Teaching Guide 163
    9.1 Learning Objectives 163
    9.2 Interpreting Chapter Content 164
    9.3 Implementation 171
    9.4 Suggested Answers to "Questions and Tasks" 179
    9.5 Technical Terms 179
    9.6 Further Reading 179

    CHAPTER 10 LESSON PLANNING 180
    Teaching Guide 180
    10.1 Learning Objeclives 180
    10.2 Interpreting Chapter Content 181
    10.3 Implementation 189
    10.4 Suggested Answers to "Questions and Tasks" 195
    10.5 Technical Terms 199
    10.6 Further Reading 199
    CHAPTER 1 1 TECHNOLOGY AND RESOURCES FOR ELT 200
    Teaching Guide 200
    11.1 Learning Objectives 200
    11.2 Interpreting Chapter Content 201
    11.3 Implementation 209
    11.4 Suggested Answers to "Questions and Tasks" 213
    11.5 Technical Terms 215
    11.6 Further Reading 216

    CHAPTER 12 CLASSROOM COMMUNICATION AND MANAGEMENT 217
    Teaching Guide 217
    12.1 Learning Objectives 217
    12.2 Interpreting Chapter Content 218
    12.3 Implementation 226
    12.4 Suggested Answers to Questions and Tasks" 235
    12.5 Technical Terms 239
    12.6 Further Reading 239
    CHAPTER 13
    A SURVEY OF FLT APPROACHES 241
    Teaching Guide 241
    13.1 Learning Objectives 241
    13.2 Interpreting Chapter Content 245
    13.3 Implementation 251
    13.4 Suggested Answers to Questions and Tasks" 256
    13.5 Technical Terms 258
    13.6 Further Reading 259
    CHAPTER 14 FOREIGN LANGUAGE TEACHING IN CHINA 260


    Teaching Guide 260
    14.1 Learning Objedives 260
    14.2 Interpreting Chapter Content 260
    14.3 Implementation 266
    14.4 Suggested Answers to Questions and Tasks" 277
    14.5 Technical Terms 279
    14.6 Further Reading 280

    CHAPTER 15 TEACHERS'PROFESSIONAL DEVELOPMENT 281
    Teaching Guide 281
    15.1 Learning Objedives 281
    15.2 Interpreting Chapter Content 282
    15.3 Implementation 294
    15.4 Suggested Answers to "Questions and Tasks" 296
    15.5 Technical Terms 298
    15.6 Further Reading 298

    序言

    我国英语专业本科教学与学科建设,伴随着我国改革开放的步伐,得到了长足的发展和提升。回顾这30多年英语专业教学改革和发展的历程,无论是英语专业教学大纲的制订、颁布、实施和修订,还是四、八级考试的开发与推行,以及多项英语教学改革项目的开拓,无不是围绕英语专业的学科建设和人才培养而进行的,正如《高等学校英语专业英语教学大纲》提出的英语专业的培养目标,即培养“具有扎实的英语语言基础和广博的文化知识并能熟练地运用英语在外事、教育、经贸、文化、科技、军事等部门从事翻译、教学、管理、研究等工作的复合型英语人才。”为促进英语专业本科建设的发展和教学质量的提高,外语专业教学指导委员会还实施了“新世纪教育质量改革工程”,包括推行“十五”、“十一五”国家级教材规划和外语专业国家精品课程评审,从各个教学环节加强对外语教学质量的宏观监控,从而确保为我国的经济建设输送大量的优秀人才。
    跨入新世纪,英语专业的建设面临新的形势和任务:经济全球化、科技一体化、文化多元化、信息网络化的发展趋势加快,世界各国之间的竞争日趋激烈,这对我国英语专业本科教学理念和培养目标提出了新的挑战;大学英语教学改革如火如荼;数字化、网络化等多媒体教学辅助手段在外语教学中广泛应用和不断发展;英语专业本科教育的改革和学科建设也呈现出多样化的趋势,翻译专业、商务英语专业相继诞生——这些变化和发展无疑对英语专业的学科定位、人才培养以及教材建设提出了新的、更高的要求。
    上海外语教育出版社(简称外教社)在新世纪之初约请了全国30余所著名高校百余位英语教育专家,对面向新世纪的英语专业本科生教材建设进行了深入、全面、广泛和具有前瞻性的研讨,成功地推出了理念新颖、特色明显、体系完备的“新世纪高等院校英语专业本科生系列教材”,并被列入“十五”国家级规划教材,以其前瞻性、先进性和创新性等特点受到全国众多使用院校的广泛好评。

    文摘

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    This question is related to the purposes of learning a foreign language. Somestudents might be integratively motivated, i.e. they wish personally to identifyclosely with the culture and people of the target language. Others might haveinstrumental motivation; their purpose of learning a foreign language is to seek asuccessful career or to fulfill a foreign language requirement. There might beother affective, emotional, personal, or intellectual reasons, which might havegreat bearings on the success or failure in language learning.6. What is to be taught?Reference:
    This question deals with the nature of the subject matter. As is discussedearlier in this chapter, language is three-dimensional: Language forms are usedin situations to express functions and notions. (See the diagram on Page 3)Language is a system of communication which consists of a set of sounds andwritten symbols used by the people of a particular country/region for talking orwriting in. Therefore, the question of "what is to be taught?" can be answeredfrom three aspects.