了得網社會科學_外語教學要素觀

內容簡介

本書以陰陽五行為基礎，提出教師、教法、教材、學生和學法五大要素與陰陽五行有屬性上的類比性，建立外語教學的動態平衡繫統和動態範式，以此為依據，來指導中國的外語教學和外語學習，讓教師和學生有了明確的把手和契入點。本書還將說明，教學中的五要素間都有類似相生相克的關繫，五行各要素之間的關繫不僅是單向的，而且是雙向的。闡明為什麼隻選了“教師與學生”、“教法與學法”、“教師與教材”和“學生與教材”這四個之間的關繫加以論述的理由。

Chapter 1 TheoreticaIPosition
1 1Dialectic View on the Yin-Yang Theory
1 2Holistic View on Language Education
1 3Holistic Views on Language Learning
1 4Holistic Views on Language Teaching
Chapter 2 Wuxing-Based Teaching Elements
2 1OriginsoftheFive-Element(Wuxing)
2 2Leamers as (L) Wood
2 3Learning Strategies (LS) as Fire
2 4Teacher as Earth
2 5Textbooks (TB) as Metal
2 6Teaching Methods as Water
Chapter 3 Inner-Relations among Elements
3 1Mechanism of Five Teaching ElementsChapter 1 TheoreticaIPosition

1 1Dialectic View on the Yin-Yang Theory

1 2Holistic View on Language Education

1 3Holistic Views on Language Learning

1 4Holistic Views on Language Teaching

Chapter 2 Wuxing-Based Teaching Elements

2 1OriginsoftheFive-Element(Wuxing)

2 2Leamers as (L) Wood

2 3Learning Strategies (LS) as Fire

2 4Teacher as Earth

2 5Textbooks (TB) as Metal

2 6Teaching Methods as Water

Chapter 3 Inner-Relations among Elements

3 1Mechanism of Five Teaching Elements

3 2Dynamic Relationship Between Teacher and Students

3 3Students' Leaming Style and Teachers' Personality Type

3 4Students' Learning Strategies & Teachers' Teaching Methods

3 5Comprehensible Input and Communicationable Output

3 6Teachers' Education & Students' Leaming Autonomy

Chapter 4 SkiU Practice in EFL from Wuxing Perspective

4 1Wuxing Teaching Model and Application

4 2Wuxing View in English Writing

Chapter 5 Wuxing-Based Teaching Strategies

5 1How To Teach Listening Effectively

5 2How to Teach Speaking Effectively

5 3How to Teach Reading

5 4How to Teach Writing

Chapter 6Wuxing-Based Teaching Design

6 1Designing English Teaching Syllabus

6 2Designing Lesson Plans

6 3Classroom Management

Acknowledgments

在線試讀

1) Cooperative and participatory learning (functioning as learning methods);
2) Focus on the community ofleamers (functioning as leamers);
3) Focus on the social nature of language and use authentic, natural and meaning-centered language (functioning as teaching material or textbook);
4) Holistic assessment techniques in testing (functioning as teaching methods);
5) Sense ofintegration ofthe "four skills" (functioning as teacher).
I personally would like to see a combination of the above-mentioned fragments, enabling us to use the term specifically to refer to the wholeness of language education itself.As language education does not only include the interrelationship ofthe "four skills", but also the integration of two human body's developments, teacher and learners' growth, along with the learning strategies and teaching methods.As Shu Dingfang pointed out that the classroom teaching has five functions: to develop students' interest in learning (L-Wood); to impart language knowledge in a systematic way (T-Earth );to enrich language learning environment and resources (TB-Metal); to provide guidance of foreign language leaming methods and strategies (LS-Fire); to provide opportunities for students to demonstrate learning outcomes .From the perspective of five elements, the classroom teaching might function in holistic way.
1.2.2 ViewsofEcologicaITeaching
Recently, the widespread awareness of ecological classroom has assumed an increasingly important place in our ELT.An increasing concem for a person's effect on his environment results in that the teaching of ecology and learning of ecology have probably been more valued, which is involved in "environmental studies".1) Cooperative and participatory learning (functioning as learning methods);

2) Focus on the community ofleamers (functioning as leamers);

3) Focus on the social nature of language and use authentic, natural and meaning-centered language (functioning as teaching material or textbook);

4) Holistic assessment techniques in testing (functioning as teaching methods);

5) Sense ofintegration ofthe "four skills" (functioning as teacher).

I personally would like to see a combination of the above-mentioned fragments, enabling us to use the term specifically to refer to the wholeness of language education itself.As language education does not only include the interrelationship ofthe "four skills", but also the integration of two human body's developments, teacher and learners' growth, along with the learning strategies and teaching methods.As Shu Dingfang pointed out that the classroom teaching has five functions: to develop students' interest in learning (L-Wood); to impart language knowledge in a systematic way (T-Earth );to enrich language learning environment and resources (TB-Metal); to provide guidance of foreign language leaming methods and strategies (LS-Fire); to provide opportunities for students to demonstrate learning outcomes .From the perspective of five elements, the classroom teaching might function in holistic way.

1.2.2 ViewsofEcologicaITeaching

Recently, the widespread awareness of ecological classroom has assumed an increasingly important place in our ELT.An increasing concem for a person's effect on his environment results in that the teaching of ecology and learning of ecology have probably been more valued, which is involved in "environmental studies".

In ELT, the environmental study is the one on factors involved in almost elements of teaching.The notion of the "ecology of language" proposed to discuss some ecological questions for any given language in an environment education has such aims as providing opportunities to acquire the knowledge,values, attitudes,commitment and skills needs to improve language proficiency, encouraging teachers to examine and interpret the teaching and learning environment from a variety of perspectives-spiritual,physical,methodological and pedagogical, and arousing teachers' awareness and curiosity about the ELT environment and encourage active participation resolving teaching problems.

The view of ecology is concerned with the effective management of classroom teaching.The ecological views hold that teacher and students would have behavioral change, personal change and environmental change.Although presently, the three changes overlap or blend in actual practice, but they are based on the interactive compound of different ecological elements, like availability of teaching material (textbook), learners' personality factors like self-esteem, motivation.less anxiety, no sadness or inhibition.

teachers' personality like love of teaching, inquiring attitude towards education, knowledge based artistic problem solving skills, ethics of caring and onstructivist approach to learning, etc.

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