考研基础教育指南重点

《基础教育英语教师教学指南》章节指南

第一章：主要讲三大部分，语言，学习者，学习情境

第二章：主要讲一些语言学习理论，教与学，学生中心，三种新型学习方式

第三章：主要讲活动观，活动的原则，分组形式，分层教学，课外活动

第四章：主要讲核心素养

第五章：语言知识的教学一一语音、词汇、语法、语篇知识、语用知识

第六章：语言技能的教学一一听说读写视

第七章：现代信息技术在教学上的应用

第八章：教师专业发展

Chapter1Themainframeworkofforeignlanguageteaching

andlearning

>Theredoesnotexistabestmethodinlanguageteachingand

learning(P2)(21年908原题)

>IndividualEnglishlearners(p7)

学生在以下方面存在个体差异：

■Motivation

■Aptitude

■Age

■Criticalperiodhypothesis

■Personality

■Cognitivestyle

■Learningstyles

■Affectivefactors

■Learningstrategies

■Otherfactors(sex,will,memory,socialexperience,...)

>ClassroomreachingandindividualIearning(pl3)(也可参考王蔷教

学法p265四个黑点)

为什么要关注个体差异？

现象：Individualdifferencesareoftenignoredinsuchaclass,andeveryoneisforcedto

dothesamethingatthesametimeandthesamepace,sostudentsdonothavemany

chancestosayanythingontheirown.Classteachingmaynotencouragestudentstotake

responsibilityfortheirownlearning,thustheirlearningispassivetosomedegree.Class

teachingfavorsthetransmissionofknowledgefromtheteachertothestudentsanditis

notbeneficialforstudentslanguageskilllearning.Itisnotagoodwaytoorganize

communicativelanguageactivitiesfbrstudentsthatdeveloptheircomprehensive

languageability.

Thefactisthatdifferentstudentsreactdifferentlytodifferentstimulianddifferent

studentshavedifferentlearningneeds.

教师应该怎么做？

1.Individualizedlearningallowsteacherstorespondtoindividualstudentdifferences

concerningpaceoflearning,learningstylesandpreferences.Therefore,itislikelytobe

lessstressfulforstudentsthanperforminginawhole-classsettingortalkinginpairsor

groups.Learnerautonomymaybetterdevelopalongwithstudents'skillsofself-

reliance.

2.It'snecessaryfortheteachertocetinformationaboutiedividuolssoastobeina

positiontoorganizeactivitieswhichprovidemaximaladvantagestodifferentpeoplein

theclass,offeringactivitieswhichfavor,atdifferenttimes,studentswithdifferent

learningstyles.

3.Theteachershouldsetonedeareoalorobjectivefordifferentlevelsofstudents,thus,

theteacherneedstopreparearangeofdifferentlearningactivities.Theteacheralso

needstodevelopevaluationinstrumenttoassessstudents5progress.Thiswillcertainly

requireself-evaluationtoolsasteacherscannotbeexpectedtodevelopseparate

instrumentsfbreachlearner.

Allinall,weshouldunderstandthatthereismorethanonewaytolearnaforeign

languageandthewaythatworksfbronelearnermaynotbesoeffectivefbranother.

>Teachingtraditions(pl4-15)

■chalkandtalk注入式教学/one-size-fits-allmodel一刀切/mugandjug灌

输法

>Whatkindofteacherwouldyoube?(pl7)

>Advantagesanddisadvantagesoftextbook(pl8-19)这个王蔷第18单

元也有

AToteachwiththetextbookratherthantoteachthetextbook(pl9)

Acommonproblemforsometeachersinteachingistoteachthetextbook.These

teachersbelievethattheirmaintaskistofinishthecontentsofthetextbookaccordingto

theplan,ortofinishtherequiredcontentsforacertainexamination,especiallythe

collegeentranceexamination.Theydon'tcarewhetherthecontentissuitablefortheir

studentsorwhetherstudentscanmasteritornot.Thiswayisntoteachthetextbook”.

Therecommendedwayis“toteachwiththetextbook”.Totreatthetextbookasan

instrumentofteaching,notarestrainttolearning.Theteachercanmakechangesto

textbooksinordertoimprovethemortomakethemmoresuitableforthestudents.

Adaptationcanincludereducing,adding,omitting,modifyingandsupplementing.

Teachersshouldadaptmaterialseverytimetheyuseatextbooktomaximizethevalueof

thebookforparticularstudents.

Ifateacherexpectstooptimizelanguagelearning,theywillneedtoadaptany

already-publishedmaterials.Intermsofhowtoadaptmaterials,thesuggestionisto

choosematerialsaccordingtostudents*learningneeds,andthenmodifythemwhen

necessary.

Chapter2Fundamentaltheoriesandprinciplesofforeign

languageteachingandlearning

>Learner-centeredness(P29)

■Why

Learnersarethesubjectsofteachingactivities,becauseitislearnersthatlearnand

theteacher'smainroleistohelpthemlearn.languagecanonlybelearnedthroughusing

itratherthanbysimplybeingtaughtwell,sothesubjectandcenteroflanguagelearning

isthelearner.

■Definition

Learner-centerednessreferstotheviewthatthecurriculumshouldaddressthe

individualneedsoflearners,therolesofindividualexperience,andtheneedtodevelop

awareness,self-reflection,criticalthinking,learnerstrategies,andotherqualitiesand

skillsbelievedtobeimportantfbrlearnerstodevelop.

Alearning-centeredclassroomisalsorecommendedbytheNationalEnglish

curriculumstandardsforseniorhighschools.

Thelearning-centeredmethodsseektoprovideopportunitiesforlearnersto

participateinopen-ended,meaningfulinteractionthroughcommunicativeactivitiesor

problem-solvingtasksinclass.

■Elements

Studentsandteachersasco-learners

Student-studentinteraction

Learnerautonomy

Focusonmeaning

Curricularintegration

Diversity

thinkingskills

Alternativeassessment

Learningclimate

Motivation

■Environment

First,thelearner-centeredclassroomplacesmoreresponsibilityinthehandsof

studentstomanagetheirownlearning.Alearner-centeredenvironmentrequiresstudents

totakeonnewlearningrolesandresponsibilitiesthatgofarbeyondtakingnotesand

passingtests.Itisanenvironmentthatallowsstudentstotakesomerealcontrolover

theireducationalexperienceandencouragethemtomakeimportantchoicesaboutwhat

andhowwilllearn.Inlearner-centeredclassrooms,collaborationisthenormnotan

occasionalclassactivity.Ithelpsthemtolearnsomenewlearningskills,suchas

collaborativelearningandcooperativegrouping.

Second,teacherstakeroleasfocilitatorsofknowledgetohelplearnerslearnhowto

learnratherthanbeingthesourceofknowledge,aswastraditionallythecase.Teachers

canfosterlearnerautonomybycreatingandmaintaininglearningenvironmentsthrough

communicativetasks,wherebystudentscandeveloptheirlanguageandlearningskillsto

becomeautonomouslearners.

■Analyzingandmeetinglearners9needs

Thecoreofleamer-centerednessis“firstidentifyinglocalneedsofparticular

groupsofsecondlanguagelearnersandthenworkingtowardmeetingthoseneeds.^^

Thecentralaimofneedsanalysisistodiscoverwhatlanguagelearnershaveto

learn,whattheyliketolearnandwhattheyhavenotyetlearned,correspondingroughly

tolearnersneeds,wantsandlacks.Thekeyroleofneedanalysisistoidentifywhat

learnersarecurrentlyabletodointhetargetlanguageandwhattheyshouldbeabletodo

attheendofthecourse.

■Mainfactorsinhibitinglearner-centeredteaching(可以这么想：有这么

多限制因素，那么我们就应该在这些地方做出转变)

>ThreetypesoflearningrecommendedbyNECS(p34-35)

Autonomouslearning自主学习

Discoverylearning发现学习

Exploratorypractice探究学习

>Therelationshipamonglanguageknowledge,skillsand

abilities(p40)

Languageknowledge,skills,andabilitiesarethreefrequentlydiscussedtermsin

languagelearning.

Languagecanbeclassifiedintoexplicitandimplicitknowledge,ordeclarativeand

proceduralknowledge.

Skilllearningcannotdependonexplanationandmemorization.Imitationisthe

mainapproachtolearnskillsintheinitialstage,andagreatamountofpracticeis

necessaryinthelatterstage.However,languageskillscannotguaranteeappropriate

communication,whichneedsmuchmore,suchasculturalknowledge,pragmatic

knowledge,etc.Onlywhenonecancomprehendbothliteralandimpliedmeaningin

speechandwrittendiscourseontheonehand,knowswhen,where,whattosaytowhom

ontheotherhand,canwesaythathe/shehasdisplayedlanguageability.

Therefore,languageabilityisbasedonlanguageknowledgeandskills,butalsofar

morethanthat.

Accordingly,itisacomprehensivetasktohelpstudentsacquirelanguageability,

teachersshoulddesignandconductvariouslanguagelearningactivitiessothatstudents

canacquirelanguageabilityfromsufficientlanguageexposureanduse.

Chapter3Englishteachingandlearningactivitiesinandoutof

class

>RequirementsofEnglishactivitiesproposedbyNECS(p42)

NECSrequiresthatEnglishlearningactivitiesshouldbecomprehensive,relevant

andpractical.Theactivitiesshouldguidestudentsinexploringactivitieswithsemantic

meanings,byautomaticandcooperativelearningsoastolearnlanguageknowledge,

developlanguageskills,getculturalnourishment,enhancemultiplesinking,shapetheir

character,optimizetheirlearningstrategies,increasetheirlearningefficiency,and

ultimatelytoensuresimultaneousprogressinthelanguageability,culturalawareness,

sinkingqualityandlearningability.

Englishlearningactivitiesarerequiredtobestructuredcontextualizedand

processed.

Goodactivitiesshouldgowithclearobjectives,queriesforstudentstodiscuss,

processforstudentstoexperience,concludingforstudentstodraw,exerciseforstudents

tochoose.

>Viewsonactivities(p44)

NECSputforwardtheviewofactivityabouttheintegratedsixelementsand

explainsviewsonEnglishlearningactivitiesasthefollowing:6要素：主题语境语

篇类型语言知识文化知识语言技能学习策略

Ledbysemanticmeanings,basedonstudents5priorknowledgeandvarioustypesof

text,teachersguidetheminconductingaseriesofEnglishactivities,suchaslearning

comprehension,appliedpracticeandtransferringinnovation,whicharecharacterized

withcomprehensiveness,relevanceandpracticality,sothatstudentsarepromotedto

developtheirownmultiplethinking,languageknowledgeandskills,comprehensionof

culturalconnotation,judgmentofvalueorientationanduseoflearningstrategiesinthe

processofanalyzingandsolvingproblems.Thisisaprocessofintegrateddevelopment

ofknowledgeandskills,andaprocessofenhancingthinkingability,culturalawareness

andlearningabilityaswell.

>Recommendedprinciplesoflanguageteachingandlearning(p47-48)

■Cleargoals

■Authenticity

■Appropriateness

■Interaction

■Students9highlyinvolvementandengagement

>DifferentiatedEnglishteachingactivities(p53)

Teachingdifferentiately(分层教学)accordswiththereformofthenationalcollege

entranceexaminationsystem,whichemphasizesstudents*integratedandindividualized

developmentandleadstotheelectiveclasssystem.Thesystemprovidesstudentswith

moreopportunitiestochoosecoursesaccordingtotheirinterest,potentialities,

advantages,andlearningcompetencelevels.Differentiatedteachingcanbettermeet

students9learningneeds.

Studentsaredifferent,differinginexperience,readiness,interest,intelligence,

potentialities,andprefen*edmodesoflearning.Withthesedifferences,itmakessense

thatwewoulddifferentiateourinstructioninresponsetothem.Goodeducationshould

bethestartingpointfordifferentiation.Differentiationaddressesnotonlytheneedsof

averagelearners,butalsostrugglingandadvancedlearners.Inshort,individual

differencesdeterminethatteachinginclassroomsshouldbedifferentiated.

Thereexisttoomaintypesofdifferentiallyteaching:teachingdifferentiatedclasses

andteachingdifferentiallyinoneclass.Differentiatedclassesareproficiency-based.

Leveloneiselementarycoursesforallstudents.Leveltwoisanextendedcoursefor

somestudentsandlevelthreeisindividualizedresearchcourses.Throughdifferentiated

teaching,diverselearnerscanbeaddressedandtheirlearningimproved.Teaching

differentiallyinoneclassismorechallenging,sothefocusesthediscussionisonthe

former.

>Out-of-classactivities(p55-56)

■Therelationshipbetweenclassroomlearningandout-of-classactivities

Classroomsactivitiesandout-of-classlearningareequallyimportant.Studentslearn

bestwhentheycombineclassroomlearningwithout-of-classlearning.Manystudies

provethatoutofclassactivitiesgreatlyaffectslearningeffects.Outofclassactivitiesgo

beyondthelimitationofclassrooms,theycanprovidefarmoreopportunitiesforlearners

withlanguageexposureanduse.

■Functions

Outofclassactivitiesareanextensionofandsupplementtoclassroomlearning

generallyoutofclassactivitiescanbenefitEnglishlearnersinthefollowingaspects:

•increasestudentsinterestinEnglishlearningandmotivatesthemtolearnEnglish

better

•providemoreopportunitiesforindividualizedlearning

•Fosterstudents,independentlearningability,theawarenessofexploratorylearning

andcreativity

•awaytogetintouchwithsociety

Englishcoursetakingdevelopmentofstudent'slanguageabilityasfocusingona

certainauton

■Forms

Englishcorners,Englishmovies,Englishspeeches,Englishdebate,English

poetryandprosereadingcompetitions,Englishsingingcompetitions,English

storytelling,chattingwithnativespeakersovertheInternet,etc.

Chapter4CultivatingkeycompetenceintheEnglishcourse

(语文思学)

>Languageability语言能力

Languageabilityreferstotheabilitytounderstandandexpressmeanings,emotions,

andattitudesinasocialcontextthroughlistening,speaking,reading,writingandviewing,

etc.Moreover,itreferstothelanguagesenseandawarenessformedintheprocessof

learningandusingthelanguage.

Specifically,languageabilitycanbeunderstoodfromthefollowingaspects:

(l)Linguisticknowledgeisthebaseoflanguageability.Itincludesnotonly

phonetic,lexicalandgrammaticalknowledge,butalsodiscourseknowledgeand

pragmaticknowledge;

(2)Inlanguageskills,specialemphasisisplacedonthereader'sresponsetothe

discourse.Thatistosay,readersneedtohavetheirownpersonalthoughtsand

judgmentsbasedontheunderstandingofthediscourse;

(3)Thedevelopmentoflanguageabilityemphasizesthelearningoflanguage

knowledgeandtheroleoflanguageskillsinconstructingandexpressingmeaningas

well.

>Culturalawareness文化意识

Internationalunderstandingandinterculturalcommunicationskillsareessential

qualitiesforcitizensinthe21stcentury.Learningforeignlanguages,especiallyEnglish,

isanimportantwaytoachieveinternationalunderstandingandintercultural

communication.

Culturalawarenessrefersnotonlytotheabilitytounderstandsomecultural

phenomena,attitudes,andvalues,butalsotheculturalstance,culturalidentity,and

culturalidentificationabilityformedthroughinterpreting,comparing,analyzing,and

evaluatingtheculturaltraditionsandsocial-culturalphenomenareflectedinthe

discourse.

>Thinkingquality思维品质

Generally,thinkingqualityreferstotheabilityandlevelofthinkingregardinglogic,

criticalness,innovationandsoon.WhenitcomestothethinkingqualityinEnglish,it

mainlyreferstotheabilitiesofanalyzing,processing,andextractingvaluable

informationfromthediscourse(eitherspokenorwritten)bymeansofrecognition,

analysis,reasoning,judgment,classification,comparison,induction,andsoon.

>Learningability学习能力

Itisnecessaryandurgenttohelpstudentsmastersomeeffectivelearningstrategies,

includingplanningstrategies,monitoringstrategies,self-regulatedlearningstrategies,

andalsoformsomegoodlearninghabitstoovercomethedifficultiesinEnglishlearning.

Itisworthnotingthatlearningabilityisnotlimitedtolearningmethodsandstrategies,

butincludessomeperceptionsandattitudestoEnglishleaning,suchashavingapositive

cognitionandconstantpassionforEnglishlearningandbearingaclearleaninggoalin

mind.

>Therelationshipamongthefourcomponents关系

ThesefourmaincomponentsofEnglishkeycompetencearecloselyrelatedand

mutuallyreinforceeachother.

LanguageabilityasthebasisofanEnglishcourse,isnotonlythegoalofthis

course,butalsothewaytoachievetheeducationalvalueofthiscourse,sinceitiswith

thehelpoflanguagedevelopmentthatthestudents'culturalawareness,thinkingquality,

andlearningabilitycanbecultivatedandimproved.

Intheprocessoflanguagelearning,wewillencountervariousdiscourses,whichare

thecarriersofculturalknowledge,andintheprocess,wealsodiscuss,analyze,evaluate,

makejudgments,sothisistheprocessofcultivatingstudents9thinkingquality.

Thecultivationoflanguageabilityinvolvesboththelearningoflanguage

knowledgeanddevelopmentoflanguageskills,soit'salsotheprocessofcultivating

studentslearningability.

Chapter5teachingandlearninglanguageknowledge

语音、词汇、语法在王蔷上有详细讲解，所以我们重点关注

一下语篇和语用知识

>Principlesofgrammarteaching(p95)

■Repetition

■Personalization

>Information-gap(p96)

>Discourseknowledge(p97)

■Definition

■Types

■Stagesofdiscourseteaching

>Pragmaticknowledge(pl07)

■Definition

■Pragmaticknowledgeteaching

Formality,topics,participant5identities,emotionaldistancebetween

communicators,discoursetypes,understandvalues,socialcustoms

>Suggestionsforpragmaticteaching

■加强教师的语用意识

■提供交际情境

・强调背景知识的介绍

■及时提供纠正式反馈

Chapter6teachingandlearninglanguageskills(与王蔷教学法重合)

Chapter7Theapplicationofmoderninformationtechnologyin

languageteaching

>Themajorbenefitsbroughtbymoderninformation

technology(pl50-151)

>Computer-assistedlanguagelearning(CALL)(P152)计算机辅助语言

学习(注意了解一些术语及其含义，考试时遇见这种题目才能看得

懂)

>Massiveopenonlinecourse(MOOCs)(P155)慕课

>Flippedteaching/classrooms翻转课堂(pl59)

Aconcisedefinitionofflippedteachingis"lecturesathomeandhomeworkin

class”.

Thepurposeofflippedinstructionisgenerallytoutilizetechnologytoincrease

opportunitiesorteacher-studentandstudent-studentinteractionbychangingthedynamic

inwhichinformationispresented.

Theideaofaflippedclassroomturnsthetraditionallectureandhomeworkmodel

onitshead.Ratherthanhavingstudentsabsorblecturesandexplanationsduringclass

time,andthensendingthemhomewithassignmentsandpracticeactivities,technology

allowsteacherstoflipthesearound.Lecturesarenolongerdoneonsite,butrecorded,

andputonlinewherestudentscanwatchthemintheirowntime,attheirownpace,and

asmanytimesasneeded.

Flippinginstructioncanleadto:(优点)

(1)Betterandmoreeffectivelearning;

(2)Improvedgradesduetomorestudent-centeredlearningopportunities;

(3)Increasedstudentengagementandconcurrentdecreasedclassroomdisruptions;

(4)Increaseintestscoresfromgreaterfocusonunderstanding;

(5)Alignmentofstudentneedsandschoolresources.

>Mini-Iessons/micro-lessons微型网上课件(pl61)

>Blendedlearning混合式学习(pl64)

>corpus语料库(pl65)

Chapter7Teachers5professionaldevelopment

>Theconceptofteacher'sprofessionaldevelopmenthasg