第一篇：英語(yǔ)教學(xué)法課程考試大綱

英語(yǔ)教學(xué)法課程考試大綱

一、考試目的通過(guò)學(xué)習(xí)英語(yǔ)教學(xué)法課程,檢測(cè)英語(yǔ)師范生是否樹(shù)立新課標(biāo)的交際語(yǔ)言教學(xué)觀,是否掌握外語(yǔ)教學(xué)理論和外語(yǔ)學(xué)習(xí)理論,是否具備交際語(yǔ)言教學(xué)思想及其教學(xué)技能,是否具備扎實(shí)的語(yǔ)言基本功和熟練的教學(xué)技能,是否能夠?qū)⑺鶎W(xué)的教學(xué)理論應(yīng)用實(shí)際教學(xué),幫助解決實(shí)際教學(xué)中出現(xiàn)的問(wèn)題,在實(shí)際教學(xué)過(guò)程中是否體現(xiàn)交際語(yǔ)言教學(xué)思想,以交際教學(xué)為目的進(jìn)行英語(yǔ)教學(xué),為學(xué)生設(shè)置交際語(yǔ)言環(huán)境,讓學(xué)生在使用英語(yǔ)的過(guò)程中掌握英語(yǔ)語(yǔ)言。

二、考試內(nèi)容與范圍

(1)教學(xué)理論:新課標(biāo)的交際語(yǔ)言教學(xué)觀,語(yǔ)言學(xué),心理學(xué),二語(yǔ)習(xí)得等外語(yǔ)教學(xué)和外語(yǔ)學(xué)習(xí)理論,交際語(yǔ)言課堂教學(xué)技能;英語(yǔ)教師的職業(yè)能力,外語(yǔ)教學(xué)法流派理論等。

(2)教學(xué)實(shí)踐:教案設(shè)計(jì),微格教學(xué)技能,實(shí)際教學(xué)過(guò)程中體現(xiàn)交際語(yǔ)言教學(xué)思想,以交際教學(xué)為目的進(jìn)行英語(yǔ)教學(xué),為學(xué)生設(shè)置交際語(yǔ)言環(huán)境,讓學(xué)生在使用英語(yǔ)的過(guò)程中掌握英語(yǔ)語(yǔ)言,理論應(yīng)用實(shí)踐解決教學(xué)問(wèn)題的能力,反思教學(xué)能力,語(yǔ)言基本功,教學(xué)基本技能等綜合教學(xué)能力。

三、基本試題題型、題量及分?jǐn)?shù)公布

(1)簡(jiǎn)答題：5小題，占20% ,每小題4分

(2)教學(xué)任務(wù)設(shè)計(jì):3 小題, 占30%, 每小題10分

(3)問(wèn)答題：4題，占20%，每小題5分

(4)論述題: 2題,占30%,每小題15分(試卷考試成績(jī)占該課程成績(jī)70%)

(5)微技能教學(xué)100分，為平時(shí)成績(jī),占該課程成績(jī)30%

四、考試方法及手段

開(kāi)卷、教案設(shè)計(jì)、教學(xué)任務(wù)設(shè)計(jì),微技能教學(xué)

五、試題覆蓋面、題型比例

試題覆蓋教材所學(xué)章節(jié)內(nèi)容,包括新課標(biāo)理念,交際語(yǔ)言教學(xué)觀,外語(yǔ)教與學(xué)理論,交際語(yǔ)言教學(xué)思想貫穿實(shí)際教學(xué),理論應(yīng)用實(shí)踐,語(yǔ)言基本功,教學(xué)基本技能的綜合運(yùn)用等方面。

簡(jiǎn)答題：5小題，占20% ,每小題4分

問(wèn)答題：4題，占20%，每小題5分

教學(xué)任務(wù)設(shè)計(jì)：3小題, 占30%, 每小題10分

論述題：2題，占30%，每小題15分

微技能教學(xué)滿分100分，為平時(shí)成績(jī),占總成績(jī)30%。

六、試題的信度、效度、區(qū)分度、難度

本課程的命題考試應(yīng)根據(jù)教學(xué)大綱所規(guī)定的課程內(nèi)容和考試目標(biāo)來(lái)確定考試范圍和考核要求。考試內(nèi)容要覆蓋到教材所學(xué)章節(jié)。試卷要合理安排題目的能力層次結(jié)構(gòu)。每份考卷中各種能力層次題目所占的比例一般為：識(shí)記占10%，領(lǐng)會(huì)占10%，簡(jiǎn)單應(yīng)用20%，綜合應(yīng)用占60%。

試卷要合理安排題目的難度結(jié)構(gòu)。題目難易程度為易、較易、較難、難四個(gè)等級(jí)。每份考卷中各種難易程度題目的比例一般為：易占20%，較易30%，較難占30%，難占20%。

七、評(píng)分標(biāo)準(zhǔn)

客觀題以標(biāo)準(zhǔn)答案為準(zhǔn);主觀題評(píng)分標(biāo)準(zhǔn)要求參考學(xué)生的教學(xué)觀，語(yǔ)言觀，語(yǔ)言基本功,教學(xué)基本技能來(lái)判分,它包括新課標(biāo)理念,交際語(yǔ)言教學(xué)觀,任務(wù)型語(yǔ)言教學(xué)方法,創(chuàng)設(shè)語(yǔ)言交際環(huán)境,幫助學(xué)生構(gòu)建認(rèn)知結(jié)構(gòu),教學(xué)目的明確,圍繞教學(xué)目的開(kāi)展語(yǔ)言交際活動(dòng),語(yǔ)言表達(dá)流暢,教學(xué)方法靈活多樣等。

具體情況如下：

簡(jiǎn)答題要求概念明晰,理解正確,領(lǐng)會(huì)較好,語(yǔ)言表達(dá)達(dá)意,否則扣1-2分;問(wèn)答題,要求概念清晰,理解正確,領(lǐng)會(huì)深刻,語(yǔ)言表達(dá)流利,否則扣1-2分;教學(xué)任務(wù)設(shè)計(jì),要求教學(xué)目的明確,活動(dòng)設(shè)計(jì)緊扣教學(xué)目的,突出交 際教學(xué)思想,語(yǔ)言專業(yè)而簡(jiǎn)明達(dá)意,否則扣2-5分;論述題,要求具有新的教學(xué)理念,突出交際教學(xué)思想,具有運(yùn)用所學(xué)教學(xué)理論闡述和分析問(wèn)題的能力,否則扣2-6分,語(yǔ)言語(yǔ)法錯(cuò)誤扣1-2分,用詞不當(dāng)扣0.5-1分。

第二篇：英語(yǔ)教學(xué)法考試

1． In the past century, language teaching and learning practice has been influenced

by three different views on language.What are they? What is their main idea of language?

1)Structural view: Language is a linguistic system made up of various subsystems: phonology, morphology, lexicology and syntacx.To learn a language is to learn its vocabulary and structural rules.2)Functional view: Language is a linguistic system as well as a means for doing things.Learners learn a language in order to be able to do things with it(use it).To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions

3)Interactional view: Language is a communicative tool to build up and maintain social relations between people.Learners need to know the rules of a language and where, when and how it is appropriate to use them.2． List different views on language learning.Behaviorist theoryCognitive theoryConstructivist theorySocio-constructivist theory 3． What are the qualities of a good language teacher?

ethic devotion, professional quality and personal styles.How can one become a good language teacher?

Wallace?s Reflective model

Stage 1: language development Stage 2: learning, practice, reflectiongoal:development of professional

1).learn from others' experience

2).learn received knowledge

3).learn from one's own experience

pseudo practice and The real classroom teaching

4． What is communicative competence?

Communicative competence include both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.Five components of communicative competence:Linguistic competence, Pragmatic competence , Discourse competence, Strategic competence, Fluency

5． What is CLT? Comment on CLT.Communicative Language Teaching is an approach to teaching of foreign language that emphasize interaction as both the means and ultimate goal of learning a language.It is also referred to as “communicative approach to the teaching of foreign” or simply the “communicative approach”.6． What is TBLT? Comment on TBLT.Task-based Language Teaching，TBLT is a further development of CLT.It shares the same belief in the use of language in real life, but stresses the importance to combine form-focused teaching with communication-focused teaching。

Task is meant the hundred and one things people do in everyday life,at work.at play and in between.4 component:a purpose,a context,a process,a product.7． What are the limitations of CLT & TBLT under the Chinese foreign language setting? Problems with CLT :

1.The very first and forceful argument is whether it is culturally appropriate

2.The second problem of CLT relate to the design the syllabus for teaching purpose in the

classroom.3.The third problem is that whether such an approach is suitable for all age level of learners or all competence level of learners.Constraints of TBLT

The first is it may not be effective for presenting new language items

The second constraint is Time as teachers have to prepare task-based activities very carefully.The third is the culture of learning

The forth is Level of difficulty

8． Design a teaching plan by adopting CLT.9． Design a teaching Plan by adopting TBLT.10． The main components of the English teaching objectives in the National English Curriculum.The overall language ability required in the 2001 National English Curriculum includes the following aspects language knowledge, language skills, learning strategies, affects and cultural understanding.11． What is a lessen plan? Why is it important?

A lesson plan is a framework of a lesson in which teachers make advance decisions about what they hope to achieve and how they would like to achieve it

Proper lesson plan is essential for both novice and experienced teachers.Language teachers benefit from lesson planning in a number of ways.1.Makes teachers aware of the aims and language contents of the lesson, so as to plan the activities and choose the techniques accordingly;

2.Helps teachers distinguish the various stages of a lesson and see the relationship between them so that the activities of different difficulty levels can be arranged properly and the lesson can move smoothly from one stage to another;

3.Gives teachers the opportunity to anticipate potential problems so that they can be prepared;

4.4.Gives teachers, esp.novice ones, confidence in class;

5.Raises teachers? awareness of the teaching aids needed;

11.List the principles for good lesson planning.1.Aim: 2.Variety:3.Flexibility 4.Learnability 5.Linkage

12． What is bottom-up model and top-down model? How to apply them to language learning? Bottom-up model Reading follows a linear process from the recognition of letters to words, to phrases, to sentences, to paragraphs, and then to the meaning of the whole text.2.Top-down model One?s background knowledge plays a more important role than new words and structures in reading comprehension.Reading is ?a psycholinguistic guessing game?13． List the principles for teaching speaking.1)Balancing accuracy-based with fluency-based practices 2)Contextualizing practice

3)Personalizing practice 4)Building up confidence 3)Maximizing meaningful interactions

5)Helping ss develop speaking strategies 6)Making the best use of classroom learning environment to provide sufficient language input and practice for students(159)

14． List the principles and models for teaching reading.Principles for teaching reading(184)1.The selected texts and attached tasks should be accessible to the ss.2.Tasks should be clearly given in advance.3.Tasks should be designed

to encourage selective and intelligent reading for the main meaning rather than ss? understanding of trivial details.4.Tasks should help develop ss? reading skills rather than test their reading comprehension.5.The teacher should help ss develop reading strategies and reading ability in general.6.The teacher should provide enough guidance and assistance at the beginning but gradually withdraw guidance as ss progress.Models for teaching reading 1.Bottom-up model 2.Top-down model3.Interactive model

15． What is the communicative approach to writing? What is the process

approach to writing? Try to comment on them.Ss are motivated by authentic writing tasks that have some communicative elements.With different audiences and different purposes, the writing piece could vary greatly.Writing activities can be “writing for learning”, “writing for communication” and somewhere between.The ?process approach?（過(guò)程研究法is defined as 'an approach to the teaching of writing which stresses the creativity of the individual writer, and which pays attention to the development of good writing practices rather than the imitation of models'.16.What is the simple integration and what is the complex integration?

Simple integration: integration within the same medium(either oral or written), from receptive to productive skills

Complex integration: constructing a series of activities that use a variety of skills

Why integrate the four skills?

When we communicate, we often use more than a single language skill.What skills do we need in our daily communication? Integrating the skills means that we are working at the level of realistic communication, which is the aim of communicative approach and an integral part of essential conditions for language learning.16． What are the limitations of integrating the skills?

Benefit: help the development of ss? communicative competence;

Limitations: 1.no separate focus on individual aspects of vocabulary, grammar and skills

2.Integration can be demanding of the teacher.3.The problem of designing suitable materials that take into account ss? different skill levels.17． Design a 45-minute teaching plan for any type of lesson, such as listening, speaking, reading,and writing.題型

1.10個(gè)選擇題，20分

2.10個(gè)填空題，20分

3.簡(jiǎn)答題，3個(gè)，15分

4.寫教案。45分

第三篇：《英語(yǔ)教學(xué)法》課程教學(xué)大綱.

《英語(yǔ)教學(xué)法》課程教學(xué)大綱

發(fā)布日期:2010-04-13 瀏覽量:593 【字體:大 中 小】 課程編號(hào):050246-050247 適用專業(yè):英語(yǔ) 學(xué)時(shí)數(shù):72學(xué)分?jǐn)?shù):4 執(zhí)筆人:張愛(ài)春 編寫時(shí)間:2009年 9月

一、課程的性質(zhì)、任務(wù)

《英語(yǔ)教學(xué)法》是研究中、小學(xué)英語(yǔ)教學(xué)理論和實(shí)踐的學(xué)科,是師范院校英語(yǔ)專業(yè)的一門基礎(chǔ)課。要求學(xué)生通過(guò) 這門課程的學(xué)習(xí)和實(shí)踐,掌握本課程的理論與基礎(chǔ)知識(shí)和技能,從而適應(yīng)中、小學(xué)英語(yǔ)教學(xué)的需要。

二、課程的教學(xué)目的和要求

1.教學(xué)法理論課:一般采用講授、報(bào)告和分組講座的形式。目地是讓學(xué)生了解外語(yǔ)教學(xué)的普遍規(guī)律及其具體應(yīng)用, 幫助學(xué)生熟悉國(guó)內(nèi)外各種外語(yǔ)教學(xué)流派的基本教學(xué)指導(dǎo)思想和原則,以及教學(xué)過(guò)程。讓學(xué)生學(xué)會(huì)分析課堂教學(xué)和根據(jù) 不同情況采用不同教學(xué)方法的能力。學(xué)生通過(guò)學(xué)習(xí),應(yīng)了解并掌握我國(guó)當(dāng)前中小學(xué)英語(yǔ)教學(xué)的基本原則:A.交際性原 則;B.四會(huì)并舉、階段側(cè)重原則;C.語(yǔ)音、語(yǔ)法、詞匯綜合教學(xué)原則;D.盡量使用目的語(yǔ)、適當(dāng)利用母語(yǔ)的原則;E.精講多練原則;F.以學(xué)生為中心的原則;G.趣味性原則。

通過(guò)本課程的學(xué)習(xí),學(xué)生應(yīng)掌握以下基本方法:(1 聽(tīng)、說(shuō)、讀、寫四種語(yǔ)言技能的教學(xué)法;(2 備課(教材處理、教案編寫、課件制作的方法;(3 授課(語(yǔ)音、語(yǔ)法、詞匯、句型、對(duì)話、課文等各種課型的方法;

(4 教學(xué)效果檢查(口試、筆試、提問(wèn)的方法;(5 電化教學(xué)和教具使用的方法;(6 開(kāi)展課外活動(dòng)的方法。

為了適應(yīng)中小學(xué)的教學(xué)實(shí)際,學(xué)生還必須了解中小學(xué)教學(xué)大綱、中小學(xué)教材的內(nèi)容和組織、安排。課堂教學(xué)的程 序、教學(xué)效果評(píng)估以及測(cè)試的方法。

2.見(jiàn)習(xí)課的目的是加深學(xué)生對(duì)教學(xué)法理論課的認(rèn)識(shí), 初步了解教學(xué)理論在中學(xué)教學(xué)的應(yīng)用情況, 培養(yǎng)學(xué)生分析和評(píng) 估課堂教學(xué)的能力。

3.微格教學(xué)主要通過(guò)錄像等現(xiàn)代教學(xué)手段對(duì)學(xué)生的教學(xué)過(guò)程進(jìn)行講評(píng),運(yùn)用小班教學(xué)模真實(shí)教學(xué)情況。

4.教學(xué)實(shí)習(xí)給學(xué)生提供一個(gè)具體實(shí)踐的機(jī)會(huì), 讓學(xué)生得以應(yīng)用所獲得的理論知識(shí), 培養(yǎng)初步的獨(dú)立上課能力, 并通 過(guò)教學(xué)實(shí)踐加深對(duì)教學(xué)法理論知識(shí)的理解。

三、課程的教學(xué)內(nèi)容

Unit One Language and Learning(4 hours 1.Basic Demand: To discuss some general matters about language learning and teaching, such as common views on language and language learning,;qualities of a good language teacher;the structural view of language;the communicative view of language;the interactional view of language.2.Teaching Content: 1.How do we learn Language 2.View s on Language

3.Views on Language Learning and Learning in General 4.What makes a Good Language Teacher 5.How One become A Good Language Teacher 6.An overview of the book 3.Focal point and difficulty: The qualities of a good teacher 4.Main Points for examining: how to become a qualified English teacher Unit2 Communicative Principles and Task-based Language Teaching(6 hours 1.Basic demand: To discuss one of the most important trends in second/ foreign language teaching in the past three decades, that is the practice of communicative language teaching and task-based language teaching 2.Teaching Content:: Language Use in real life vs.traditional pedagogy What is communicative competence? Implications for teaching and learning Principles of communicative language teaching CLT and the teaching of language skills

Main features of communicative activities Task-based language teaching How to design tasks Appropriateness of CLT and TBLT in the Chinese context 3.Focal point and difficulty: The practice of communicative language teaching and task-based language teaching 4.Main Points for examining: how to design tasks Unit3 The National English Curriculum(4 hours 1.Basic demand: to understand the goals and objectives of English language teaching;performance standards for different levels of competence and challenges facing English languages 2.Teaching Content: 1.A brief history of foreign language teaching in China 2.Designing principles for the National English Curriculum 3.Goals and objectives of English language teaching 4.Design of he National English Curriculum 5.performance standards for different levels of competence 6.Challenges facing English languages

3.Focal point and difficulty: performance standards for different levels of competence and challenges facing English languages 4.Main Points for examining: Goals and objectives of English language teaching Unit 4 Lesson Planning(4 hours 1.Basic demand: To understand one of the most important components of language teachers’ work, lesson planning and the principles for good lesson planning 2.Teaching Content: 1Why is lesson planning necessary? 2Principles for good lesson planning 3Macro planning vs.micro planning 4Components of a lesson plan 5Sample lesson plans 6Conclusion 3.Focal point and difficulty: Components of a lesson plan 4.Main Points for examining:

writing lesson plan Unit 5 Classroom Management(4 hours 1.Basic demand: To discuss how language teachers can manage the classroom more effectively and efficiently and how to deal with errors.2.Teaching Content: The role of the teacher Classroom instructions Student grouping Questioning in the classroom Discipline in the language classroom Dealing with errors 3.Focal point and difficulty: how to manage the classroom more effectively and deal with errors.4.Main Points for examining: deal with errors according differently.Unit 6 Teaching Pronunciation(4 hours 1.Basic demand: To discuss how to teach pronunciation.2.Teaching Content: The role of pronunciation The goal of teaching pronunciation Aspects of pronunciation Practicing sounds Practicing stress and intonation Conclusion 3.Focal point and difficulty: The goal and some aspects of teaching pronunciation 4.Main Points for examining: some aspects of teaching pronunciation Unit 7 Teaching Grammar(4 hours 1.Basic demand: To discuss how to teach grammar.Although grammar is usually integrated with the teaching of other language components, it is still necessary to introduce ways to “focus on form”.2.Teaching Content: The role of grammar in Language learning Grammar presentation

Grammar practice Conclusion 3.Focal point and difficulty: Grammar presentation methods 4.Main Points for examining: Grammar presentation methods and grammar practice Unit 8 Teaching Vocabulary(4 hours 1.Basic demand: To discuss how to teach vocabulary.Although vocabulary is usually integrated with the teaching of reading, it is necessary to introduce ways to learn and consolidate vocabulary.2.Teaching Content: Understanding vocabulary and vocabulary learning What does knowing a new word involve Ways of presenting vocabulary Ways of consolidating vocabulary Developing vocabulary learning strategies Conclusion 3.Focal point and difficulty:

Ways of presenting vocabulary and consolidating vocabulary 4.Main Points for examining: how to present vocabulary and help student develop vocabulary learning strategies Unit 9 Teaching Listening(4 hours 1.Basic demand: To discuss how to teach listening, to introduce types of listening ac tivities and the ways to improve students’ listening ability

2.Teaching Content: Why does listening seem so difficult? What do we listening to in everyday life Characteristics of the listening process Principles for teaching listening Pre-listening activities While-listening activities Post-listening activities Conclusion Principles for teaching listening and how to design listening activities 4.Main Points for examining: how to design listening activities

Unit 10 Teaching speaking(4 hours 1.Basic demand: To discuss how to teach speaking.From the characteristics of spoken language, to introduce types of speaking tasks and the ways to improve students’ speaking ability

2.Teaching Content: What are the characteristics of spoken language? Designing speaking tasks Using group work in speaking tasks Types of speaking tasks Conclusion 3.Focal point and difficulty: Designing and using group work in speaking tasks 4.Main Points for examining: How to design speaking tasks and ho9w to organize group work in speaking tasks Unit 11 Teaching Reading(4 hours 1.Basic demand: To discuss how to teach reading.Analyze some skills involved in reading comprehension and principles and models for teaching reading.Introduce some reading activities 2.Teaching Content:

Reflecting on your reading experience How do we read? What do we read? Strategies involved in reading comprehension The role of vocabulary in reading Pre-reading activities While-reading activities Post-reading activities Conclusion 3.Focal point and difficulty: Strategies involved in reading comprehension and designing of reading activities 4.Main Points for examining: how to design reading activities and how to help student develop reading strategies Unit 12 Teaching Writing(4 hours 1.Basic demand: To discuss the nature of writing in reality.Analyze problems in writing tasks and to introduce a communicative approach to writing.Why ,what and how do we writing The nature of writing in reality A communicative approach to writing Problems in writing tasks A process approach to writing Motivating students to write Designing writing tasks Using the internet to promote process writing

Conclusion 3.Focal point and difficulty： A process approach to writing and motivating students to write 4.Main Points for examining: how to motivate students to write and how to design writing tasks Unit 13 Integrated Skills(4 hours 1.Basic demand： To discuss how to integrated four language skills such as listening, speaking, reading and writing and the implications for teaching the four skill 2.Teaching Content: Why should we integrate the four skills? How can we integrate the four skills? What are the implications for teaching? What are the limitations of integrating the four skills Conclusion 3.Focal point and difficulty： how to integrate the four skills.4.Main Points for examining: how to integrate the four skills.Unit 14 Assessment in Language Teaching(4 hours 1.Basic demand： To discuss assessment purposes, methods, criteria, principles and testing in teaching English 2.Teaching Content: 1Understanding assessment Assessment purposes Methods for assessment Criteria Criteria Assessment Principles Tests in assessment Conclusion 3.Focal point and difficulty： Methods and criteria for assessment 4.Main Points for examining: Methods and criteria for assessment Unit 15 Learner Differences and Learner Training（4 hours）1.Basic demand： To discuss learner differences and learner training in language teaching 2.Teaching Content: 1.Understanding learner differences 2.Learner training in language teaching 3 Conclusion 3.Focal point and difficulty： understanding learner differences and learner training in language teaching 4.Main Points for examining: How to train learners in language teaching Unit 16 Using and Creating Resources(4 hours 1.Basic demand： to discuss the resources available and the resources hidden 2.Teaching Content: 1 What resources are available for teaching? 2 Exploring hidden resources 3 Conclusion 3.Focal point and difficulty： the resources available and the resources hidden 4.Main Points for examining: the resources available and the resources hidden Unit 17 Evaluating and Adapting Textbooks(4 hours 1.Basic demand： To discuss something about valuating textbooks, selecting textbooks and adapting textbooks 2.Teaching Content: Why and what? Evaluating textbooks Selecting textbooks Adapting textbook Conclusion 3.Focal point and difficulty: Adapting , evaluating textbooks and selecting textbooks 4.Main

Points for examining: Adapting, evaluating textbooks and selecting textbooks

四、課程教學(xué)形式與安排 課堂教學(xué)以學(xué)生為主體，教師為主導(dǎo)，采用討論式，啟發(fā)式，研究式教學(xué)方法。充分發(fā)揮學(xué)生的能動(dòng)性和創(chuàng)造性。采用深入中學(xué)課堂學(xué)習(xí)、調(diào)查。請(qǐng)優(yōu)秀教師傳授經(jīng)驗(yàn)，觀看優(yōu)質(zhì)課教學(xué)錄相帶、分備課組討論、試講等多種形式。

五、建議使用的教材與教學(xué)參考書(shū)目 教 材： 王薔 《英語(yǔ)教學(xué)法教程》高等教育出版，2005 年，第二版

第四篇：英語(yǔ)教學(xué)法大綱(2學(xué)期)

《外語(yǔ)教學(xué)技能》教學(xué)大綱（試用）

（本課程在英語(yǔ)教育本科專業(yè)的第六學(xué)期開(kāi)設(shè)）

一、教學(xué)目標(biāo)：

《外語(yǔ)教學(xué)技能》是一門介紹英語(yǔ)教學(xué)基本理論和教學(xué)技能，并使之與教學(xué)實(shí)踐緊密結(jié)合的課程。通過(guò)對(duì)本課程的學(xué)習(xí)，使學(xué)生認(rèn)識(shí)基礎(chǔ)教育階段（小學(xué)、初中和高中）英語(yǔ)課程的性質(zhì)和任務(wù)、課程目標(biāo)和特點(diǎn)，了解《全日制義務(wù)教育普通高級(jí)中學(xué)英語(yǔ)課程標(biāo)準(zhǔn)》，弄懂基本教學(xué)理念，掌握英語(yǔ)教學(xué)的基本原則，掌握英語(yǔ)教學(xué)的基本技能和方法，熟悉教學(xué)過(guò)程，使學(xué)生在畢業(yè)后能盡快地適應(yīng)中小學(xué)英語(yǔ)教學(xué)工作，并獨(dú)立地承擔(dān)教學(xué)任務(wù)。

二、教學(xué)內(nèi)容：

以王薔主編、高等教育出版社出版的《英語(yǔ)教學(xué)法教程》為主，并結(jié)合高中英語(yǔ)教材和《全日制義務(wù)教育普通高級(jí)中學(xué)英語(yǔ)課程標(biāo)準(zhǔn)（實(shí)驗(yàn)稿）》進(jìn)行教學(xué)。

1、學(xué)習(xí)理解《英語(yǔ)課程標(biāo)準(zhǔn)》和基礎(chǔ)教育課程改革的精神（4學(xué)時(shí)）。

2、學(xué)習(xí)并實(shí)踐說(shuō)課、備課、教案的寫作與教學(xué)課件的制作（4學(xué)時(shí)）。

3、學(xué)習(xí)組織教學(xué)和課堂管理的基本方法（2學(xué)時(shí)）。

4、學(xué)習(xí)并實(shí)踐英語(yǔ)基礎(chǔ)知識(shí)語(yǔ)音、詞匯和語(yǔ)法的教學(xué)（6學(xué)時(shí)）。

5、學(xué)習(xí)并實(shí)踐英語(yǔ)基本技能聽(tīng)、說(shuō)、讀、寫及綜合語(yǔ)言技能的教學(xué)（10學(xué)時(shí)）。

6、以外研社高中英語(yǔ)教材為例進(jìn)行教材結(jié)構(gòu)分析和討論模塊中各課型的上法（4學(xué)時(shí)）。注：（課時(shí)安排教師可根據(jù)授課情況作微調(diào)）

三、教學(xué)原則和要求：

《外語(yǔ)教學(xué)技能》是一門實(shí)踐性課程，必須堅(jiān)持理論聯(lián)系實(shí)際的原則，在理論學(xué)習(xí)的同時(shí)必須進(jìn)行實(shí)際操作，這樣才能把學(xué)生學(xué)到的有關(guān)教學(xué)的基本知識(shí)轉(zhuǎn)化為基本教學(xué)技能。因此，要求學(xué)生在課堂上積極參與課堂活動(dòng)設(shè)計(jì)，教學(xué)技能訓(xùn)練，并結(jié)合學(xué)生相互評(píng)價(jià)和自我反思，使學(xué)生能主動(dòng)的深刻理解教學(xué)原則，建構(gòu)教學(xué)技能庫(kù)，為實(shí)習(xí)中和畢業(yè)后獨(dú)立承擔(dān)教學(xué)任務(wù)作好充分的準(zhǔn)備。

同時(shí)，本課程的教學(xué)應(yīng)當(dāng)緊密地聯(lián)系基礎(chǔ)教育階段的英語(yǔ)課程的教學(xué)實(shí)際（建議利用鮮活的教學(xué)案例進(jìn)行教學(xué)），這樣才能使學(xué)生在走上工作崗位后能盡快適應(yīng)中小學(xué)的英語(yǔ)教學(xué)。

四、教學(xué)方法與手段：

1、教學(xué)以學(xué)生為主體，教師為主導(dǎo)。教師的引導(dǎo)之后，學(xué)生參與討論并進(jìn)行教學(xué)實(shí)踐。

2、邀請(qǐng)中、小學(xué)英語(yǔ)教師到學(xué)校進(jìn)行中、小學(xué)英語(yǔ)示范課教學(xué)(3-4次)。

3、充分利用多媒體教學(xué)設(shè)備，通過(guò)光盤進(jìn)行課堂觀摩。

4、在課外分小組進(jìn)行試講（每小組不多于7人，教學(xué)法教師到場(chǎng)指導(dǎo)）。

五、測(cè)試與評(píng)估：

測(cè)試方式：書(shū)面考試（50分）與小組試講（50分）相結(jié)合。

考試目的是希望學(xué)生能理解和掌握必要的基本教學(xué)原則和《課程標(biāo)準(zhǔn)》，并運(yùn)用去進(jìn)行課堂教學(xué)的設(shè)計(jì)，題型有簡(jiǎn)答題，任務(wù)設(shè)計(jì)和用所給材料編寫教案。

小組試講包含一個(gè)完整單元的教案，一個(gè)課型的說(shuō)課稿和課件以及試講驗(yàn)收。成績(jī)?cè)u(píng)定各部分分值構(gòu)成：

期末考試成績(jī)（50分）

出勤情況（10分）

小組試講：教案（10分）、說(shuō)課稿（5分）、課件（5分）和講課（20分）。

第五篇：《大學(xué)語(yǔ)文》課程考試大綱2017

《大學(xué)語(yǔ)文》課程考試大綱

適用專業(yè)：全校各本科專業(yè) 學(xué)時(shí)：32 學(xué)分：2

一、考試對(duì)象

修完本課程所規(guī)定的教學(xué)內(nèi)容的所有專業(yè)本科學(xué)生

二、考試目的

《大學(xué)語(yǔ)文》課程考試旨在考核

三、考試的內(nèi)容要求 第一章 先秦文學(xué) 1.先秦詩(shī)歌

（1）掌握詩(shī)經(jīng)分類與表現(xiàn)手法并進(jìn)行賞析。

（2）了解楚辭及屈原在創(chuàng)作上的成就及在文學(xué)史上的地位并賞析。2.先秦散文

（1）掌握論語(yǔ)、莊子等的作品思想并進(jìn)行賞分析。（2）了解論語(yǔ)、莊子等的作品對(duì)當(dāng)世的影響。第二章 漢魏六朝文學(xué) 1.兩漢文學(xué)

（1）掌握漢樂(lè)府、《古詩(shī)十九首》的思想內(nèi)容及藝術(shù)特點(diǎn)。

（2）了解司馬遷的功績(jī)及《史記》在中國(guó)文學(xué)長(zhǎng)河中的地位與影響。2.建安文學(xué)、晉代文學(xué)

（1）掌握曹操、曹丕、曹植的詩(shī)歌創(chuàng)作并分析了其代表作品，賞析陶淵明的代表作，掌握其思想對(duì)后世影響

（2）了解建安文學(xué)的特點(diǎn)和古典小說(shuō)的萌芽。第三章 隋唐五代文學(xué) 1.隋唐五代文學(xué)概述（1）掌握唐詩(shī)繁盛的表現(xiàn)。（2）了解唐詩(shī)繁榮的原因及分段。2.初唐與盛唐

（1）掌握初唐四杰、詩(shī)歌流派及重點(diǎn)作家作品。（2）了解詩(shī)歌的浪漫主義與現(xiàn)實(shí)主義風(fēng)格的特點(diǎn)。3.中唐與晚唐

（1）掌握詩(shī)文革新運(yùn)動(dòng)的內(nèi)容與意義。（2）了解唐傳奇與詞的興起。第四章 宋遼金文學(xué) 1.北宋

（1）掌握柳永、蘇軾對(duì)宋詞的貢獻(xiàn)。

（2）了解宋詩(shī)發(fā)展的階段和特點(diǎn)，并進(jìn)行作品賞析。2.南宋

（1）掌握李清照、辛棄疾等詞人的作品及風(fēng)格。（2）了解婉約詞、豪放詞的特點(diǎn)。第五章 元明清文學(xué) 1.元曲

（1）掌握元曲的內(nèi)涵及產(chǎn)生的條件。（2）了解關(guān)漢卿及其元雜劇。2.明清小說(shuō)

（1）掌握《紅樓夢(mèng)》的思想內(nèi)容及藝術(shù)特點(diǎn)，及其對(duì)后世的影響。（2）了解《寶玉挨打》，對(duì)重要人物性格進(jìn)行分析，第七章 黨政機(jī)關(guān)公文

1.掌握黨政機(jī)關(guān)公文的內(nèi)涵、種類、格式及寫作。2.了解黨政機(jī)關(guān)公文的作用、特點(diǎn)。第八章 企事業(yè)單位事務(wù)文書(shū) 1.計(jì)劃和總結(jié)

（1）掌握計(jì)劃和總結(jié)的寫作要求與格式。（2）了解計(jì)劃和總結(jié)作用、特點(diǎn)和區(qū)別。2.專用書(shū)信

（1）掌握專用書(shū)信的一般寫作格式。（2）了解專用書(shū)信的分類及寫作要點(diǎn)。第九章 經(jīng)濟(jì)管理文書(shū) 1.市場(chǎng)調(diào)查報(bào)告

（1）掌握市場(chǎng)調(diào)查報(bào)告的寫作要求及格式。（2）了解市場(chǎng)調(diào)查報(bào)告的作用及市場(chǎng)調(diào)查的方法。2.經(jīng)濟(jì)合同

（1）掌握經(jīng)濟(jì)合同的寫作要求與格式（2）了解經(jīng)濟(jì)合同作用和種類。第十章 科技應(yīng)用文 1.科技學(xué)術(shù)論文

（1）掌握科技學(xué)術(shù)論文格式和寫作要求。（2）了解科技學(xué)術(shù)論文的特點(diǎn)。2.畢業(yè)論文

（1）掌握畢業(yè)論文的寫作過(guò)程、格式及寫作。（2）了解選題的方法及開(kāi)題報(bào)告的寫作格式。第十六章 演講的技巧

1.掌握演講稿的寫作與演講的實(shí)用技巧。2.了解演講的作用、特點(diǎn)及語(yǔ)言藝術(shù)。第九章 論辯的才能

1.掌握論辯稿的寫作與論辯的技巧。2.了解論辯的類型與語(yǔ)言技巧。

四、考試方法與考試時(shí)間 1.考試方法：開(kāi)卷考試

2.考核方式：百分制。考核包括平時(shí)成績(jī)和期末考試。總評(píng)成績(jī)中，期末考試占70 %，平時(shí)成績(jī)占30 %。3.考試時(shí)間：100分鐘

4.題目類型：選擇題、判斷題、簡(jiǎn)答題、論述題、材料分析題、寫作題等。

五、教材及主要參考書(shū)。1.教材：《大學(xué)語(yǔ)文》

2.主要參考書(shū)：《中國(guó)文學(xué)史》，袁行霈主編；《唐宋名篇》，董乃斌主編。

制 訂：大學(xué)語(yǔ)文教研室

執(zhí)筆人：楊妍

審定人：

日 期：2017年 5 月