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Chapter 1 Concepts for English Teaching in Schools
Chapter 2 ELT Methods and Approaches in and outside China
Chapter 3 Elements of English Teaching in Schools
Chapter 4 Principles of English Teaching in Schools
Chapter 5 Strategies of English Teaching in Schools
Chapter 6 Instructional Design for English Teaching
Chapter 7 Process of English Teaching in Schools
Chapter 8 Activities of Teaching English in Schools
Chapter 9 Teaching English Language Knowledge in Schools
Chapter 10 Teaching English Listening and Speaking in Schools
Chapter 11 Teaching English Reading and Writing in Schools
Chapter 12 Teaching English Learning Strategies in Schools
Chapter 13 Teaching English Culture and Affection in Schools
Chapter 14 Educational Technology and Resources for English Teaching in Schools
Chapter 15 Assessment and Testing for English in Schools
Chapter 16 Evaluation on Teaching English in Schools
Chapter 17 Research on English Teaching in Schools
Chapter 18 Professional Development of English Teachers in Schools
Chapter 1 Concepts for English Teaching in Schools
Section 1
1. Based on the theories in this unit, what are the main educational factors that cause teacher L’s wholehearted enthusiasm to meet with cold indifference from his students?
Key: In the first place, teaching is an interactive activity in which both teachers and students become more developed. Teacher L conducts a completely exam-oriented teaching, which is boring and mundane. He is ignorant of students’ learning needs and there is no interaction between them. Secondly, in language teaching, the more important factor is students’ positive and active approach to learning. Teacher L obviously doesn’t care about students’ motivation and incentive; he crams learning materials and exam content in the students, regardless of students’ emotional response. Lastly, teaching should be teacher-led but students-centered activity. Here teacher L takes teaching as teacher-led and exam-centered. He is putting the cart before the horse. Only by focusing on students’ learning needs and motivation can they perform well in exams and achieve learning goals.
2. In your opinion, what kind of classroom teaching activity conforms to the essence of education?
Key: The essence of teaching is to lead students to develop and the teacher’s job is to help students to find answers by themselves and to explore language learning methods by themselves. Therefore, the teaching activity that conforms to the essence of education is a series of questions thrown to students to help deduce proper answers.
Section 2
1. What do you think are the main causes for the misunderstanding in the argument “English teaching in elementary and middle schools in China cannot be communicative competence oriented”?
Key: It ignores the fact that language is the tool for communication and communication is the function of language. It is through interpersonal communication that language remains active and vigorous. Therefore, one of the teaching goals of elementary and middle school English should be to develop student’s communicative competence. If communication is removed from the goals of English teaching, then language learning becomes a boring process of memorization. There’s no fun in it. Besides, without focusing on communication, language learning will be far from effective, since communication is the best way to learn all languages.
2. After reflection on your own English study, identify what your main learning problems are.
Key: The main learning problems may include: 1) fear of speaking English, especially in public; 2) lack of motivation; 3) imbalance of fun and homework.
Section 3
1. What do you think is the major mistake in the viewpoint “one’s vocabulary size is the indicator of whether one’s English learning is successful”?
Key: This statement overemphasizes the role of vocabulary. It should be noted that vocabulary constitutes only a part of language; there is also grammar. Even if one has a good mastery of vocabulary and grammar, there are still culture and style to bear in mind. A successful English learner should have certain awareness of culture with a good command of vocabulary and grammar. S/he should be able to adjust his or her style on different occasions; his or her knowledge of English should be able to satisfy his or her needs successfully.
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