| I. The humanistic tradition vs. experiential learning 【考点：教学思想的争论】 1.Competing concepts of education (1) Education is a matter of making meaning for the learner on the one hand, and (2) Education is to facilitate the process whereby learners make their own meaning. 2.Humanism vs. experiential learning 【考点：经验主义的学习观点】 (1) Humanism (2) Experiential learning ① facilitates personal growth; ② helps learners adapt to social change; ③ takes into account differences in learning ability; ④ is responsive both to learner needs and practical pedagogical considerations 3.Inductive vs. deductive learning 【考点：区别演绎学习和归纳学习】 (1) Deductive learning A process of adding to our knowledge by working from principles to examples; (2) Induction learning One works from examples to principles, rules, and generalizations. II. Communicative language teaching (CLT) 【考点：交际法的概念及兴起的因素】 1.Reconceptualizing language Language was seen as a system for the expression of meaning rather than as a system of abstract syntactic rules. 2.Tailoring courses to learners (1) Different learners have different communicative requirements; (2) The content of the curriculum and learning processes should reflect the insight. III. Learner-centered education 【考点：“以学习者为中心”的定义】 1. Defining learner-centeredness In a learner-centered classroom, key decisions about what will be taught, how it will be taught, when it will be taught, and how it will be assessed will be made with reference to the learner. 2. Learner involvement in the learning process 3. Learner-centeredness: another dimension IV. Negotiated curricula 1.Learner contributions of the learning process When learners had an opportunity to contribute to the content of the lesson, which was the content that learners would claim to have learned. 2.Moving learners along the negotiation continuum Step 1: Make instruction goals clear to learners Step 2: Allow learners to create their own goals Step 3: Encourage learners to use their second language outside the classroom. Step 4: Raise awareness of learning processes Step 5: Help learners identify their own preferred styles and strategies Step 6: Encourage learner choice Step 7: Allow learners to generate their own tasks Step 8: Encourage learners to become teachers Step 9: Encourage learners to become researchers V. Task-based language teaching 【考点：任务型教学法的定义；任务与练习的区别；设计任务的原则】 1.Defining task (1) A task is a piece of work undertaken for oneself or for others, freely or for some reward. (2) A task is an activity or action which is carried out as the result of processing or understanding language. 2.Task vs. exercise (1) A task has a nonlinguistic outcome, while an exercise has a linguistic outcome. (2) Dimensions of task ① Language ② Procedure ③ Learner ④ learning process. 3.Principles of task design. (1) The authenticity principle; (2) The form/function principle; (3) The task dependency principle. |
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