2006-07-19 22:48:33麥穗田裡的波浪
英語教學＊＊＊＊名詞解釋
這是我的考前筆記4
6. 其他技巧 (教學法 approach)
Constructivism建構式
人類學習 以老師輔助開始 指導學生 學生從動手作中學習 自己去參與 發現 得到答案 學習過程並非天生具有 也不是從零開始 而是從已有的獲得中 建造新的知識
Constructivism is a set of assumptions about the nature of human learning that guide constructivist learning theories and teaching methods. Constructivism values developmentally appropriate, teaching-supported learning that is initiated and directed by the students. The theory behind a constructivist approach is that the child’s learning is done in a hands-on approach. The children learn by doing, and not by being told what will happen. They are left to make their own inferences, discoveries and conclusions. It also emphasizes that learning is not an “all or nothing” process but that student learn the new information that is presented to them by building upon knowledge that they already possess.
Humanistic Approach: 人本教育 with low anxiety and relax state, with high concentration and attention on language learning, interaction in the community, help each other, teacher’s role as a counselor, only give support when necessary
低焦慮狀態與輕鬆的方式學習 強調個人價值發展 高集中力與注意力在語言學習上 在社群中互相幫助 老師的角色是諮詢者 在必要的時候給予幫助
The Nativist Approach: assumes that despite the fact that children’s early utterances are clearly not adult-like and lack many components of grammatical speech, children are operating with an abstract knowledge of grammatical categories. (Hyams, 1986)
自然學習法 強調孩童早期語言缺乏成人的文法能力 她們正在使用抽象的文法概念
語言經驗學習法 幫助學生認知發展與自會增加 提供有意義的閱讀寫作活動 分享經驗 擴大學生對於週遭世界的知識 建立一個教室團體的氣氛 學生計畫 體驗 回應 紀錄經驗
Language experience approach supports children’s concept development and vocabulary growth while offering many opportunities for meaningful reading and writing activities. Another benefit of the language experience approach is the development of shared experiences that extend children’s knowledge of the world around them while building a sense of classroom community. Students are involved in planning, experiencing, responding to, and recording the experience and later, in participating in “remember when we?” conversations.
Computer-aid language learning: CALL
電腦輔助語言教學
Merits: 1. Learner autonomy- responsibilities of their own learning
2. The computer offers a forum where learners can lose their self-consciousness. Many learners are shy of making mistakes. In the private environments, the learner can work at their own pace. The learner can spend more time on those topics that are causing difficulty.
3. access to information: A CALL program has the potential to provide more information.
Teachers should creatively use technology but not rely on it alone.
Storybook in EFL classroom
Merits: 1. 比教科書有效率 對於年紀小的學習者可幫助結合單字與記憶力
2. 幫助字彙的發展與認知 口語的互動 和教導社會態度與行為價值
4. 真實教材較刺激豐富 視覺美化 提供學生高度學習的動機
5. 幫助學生透過故事書快速獲得內文 模仿與重複單字和描述表達
6. 提供學生已經學習過的natural context
主要限制: not suitable for adult (who has the maturity of concept)
7. 聽力
Intensive listening performance is listening for perception of the components(phoneme, words, intonation, discourse, markers) of a larger stretch of language.
加強集中 強調聲音`單字`語調`特徵
Extensive listening performance is listening to develop a top-down, global understanding of spoken language. Extensive listening performance ranges from listening to lengthy lectures to listening to a conversation and deriving a comprehensive message or purpose.擴大的 由上致下 全球化理解口語語言 從冗長的演說、對話理解訊息或主旨
8. 文法
Inductive grammar is an approach to grammar teaching in which learners are not taught grammatical or other types of rules directly, but are left to discover or induce rules from their experience of using the language.
(推論 間接)
Deductive grammar teaching, contrasted with inducted grammar teaching, is an approach to grammar teaching in which learners are taught grammatical rules and given specific information about a language.
(演譯 直接)
9. 教學評量
portfolio assessment: three categories
1. showcase portfolios – student select pieces which they believe represent their best work
2. collection portfolios(working portfolio) – all the drafts & the final product
3. assessment portfolios: according to certain criteria give by the instructor
Discrete-point testing involves testing one thing at a time, item by item (e.g. a multiple-choice grammar test on the present perfect)
不連續測驗 測驗一樣東西 一個項目接著一個項目
10. 影響學習的因素:
成人與小孩
Children are relatively more field-dependant, so teachers should use direct methods and try to provide a rich and stimulating environment with a lots objects to play with. Along with audio visual aids, all kinds of sensory input are important. Game-like language learning activities are an excellent, even essential, part of a program of children’s leaning activities. Children is general learn well when they are active and when action is channeled into enjoyable game, they are often willing to invest considerable time and effort in playing it. Children’s attention span is short, about half an hour, so the grammatical instruction should last and be accompanied with more longer activities to catch their attention.
In many ways adults are superior to children as learners, they have greater cognitive maturity, better learning strategies and study habits, better focus and goal orientation, a longer attention span, the ability to make a greater variety of associations, and better short-term memory. Thus, in teaching adults English, more time can be used for grammatical instruction and practice, accompanied with a few sensory input and activities.
其他影響學習因素
1. 動機提高學習速度
2. 學習者人格特質(shy/ embarrassing of incorrect speaking)
3. 對於內容的興趣 interest in a particular text
4. The higher the interest level the better comprehension will be. 興趣越高可以幫助理解
11. 發音
腔調並不影響身分 不同腔調不代表優越性或較劣等
One’s identity consists of more than just his or her accent. Taking one’s accent away won’t mean taking his or her identity away, just like having a certain accent does not necessarily make one inferior or superior merely because that specific accent sounds inferior of superior.
12. 九年一貫英語課程
The Nine-Year Integrated Curriculum Guidelines
主要理論與教學法
1. Communicative pedagogy溝通式教育法
2. Multiple Intelligence多元智能
3. Whole language teaching 全英語教學
多元智能 Howard Gardner’s Theory of Multiple Intelligence
1. Linguistic Intelligence
2. logical-mathematical intelligence
3. spatial intelligence
4. musical intelligence
5. bodily-kinesthetic intelligence
6. interpersonal intelligence
7. intrapersonal intelligence
8. naturalist intelligence
其他: spiritual `existential` moral intelligence
The eight intelligences are not fixed in one of each catalogue. The intelligence are found out and distinguished. Everyone have all of these eight kinds of intelligences. People can use these intelligences in different situations. Every intelligence can be developed. Most of the people have much abilities of one or two intelligences. Multiple intelligence education is used to develop much more possibilities of human.
八種智能是迦納歸納出來的 並非固定的項目 每個人都同樣擁有這些智能 在不同的情況下使用 並且都可以被發展 多數人擁有一至兩項較優勢的智能 多元智能教育主旨是在於發展人類更多的可能性
13. 網路資源
http://www.cavesbooks.com.tw/CET/htm/m0420100.htm
6. 其他技巧 (教學法 approach)
Constructivism建構式
人類學習 以老師輔助開始 指導學生 學生從動手作中學習 自己去參與 發現 得到答案 學習過程並非天生具有 也不是從零開始 而是從已有的獲得中 建造新的知識
Constructivism is a set of assumptions about the nature of human learning that guide constructivist learning theories and teaching methods. Constructivism values developmentally appropriate, teaching-supported learning that is initiated and directed by the students. The theory behind a constructivist approach is that the child’s learning is done in a hands-on approach. The children learn by doing, and not by being told what will happen. They are left to make their own inferences, discoveries and conclusions. It also emphasizes that learning is not an “all or nothing” process but that student learn the new information that is presented to them by building upon knowledge that they already possess.
Humanistic Approach: 人本教育 with low anxiety and relax state, with high concentration and attention on language learning, interaction in the community, help each other, teacher’s role as a counselor, only give support when necessary
低焦慮狀態與輕鬆的方式學習 強調個人價值發展 高集中力與注意力在語言學習上 在社群中互相幫助 老師的角色是諮詢者 在必要的時候給予幫助
The Nativist Approach: assumes that despite the fact that children’s early utterances are clearly not adult-like and lack many components of grammatical speech, children are operating with an abstract knowledge of grammatical categories. (Hyams, 1986)
自然學習法 強調孩童早期語言缺乏成人的文法能力 她們正在使用抽象的文法概念
語言經驗學習法 幫助學生認知發展與自會增加 提供有意義的閱讀寫作活動 分享經驗 擴大學生對於週遭世界的知識 建立一個教室團體的氣氛 學生計畫 體驗 回應 紀錄經驗
Language experience approach supports children’s concept development and vocabulary growth while offering many opportunities for meaningful reading and writing activities. Another benefit of the language experience approach is the development of shared experiences that extend children’s knowledge of the world around them while building a sense of classroom community. Students are involved in planning, experiencing, responding to, and recording the experience and later, in participating in “remember when we?” conversations.
Computer-aid language learning: CALL
電腦輔助語言教學
Merits: 1. Learner autonomy- responsibilities of their own learning
2. The computer offers a forum where learners can lose their self-consciousness. Many learners are shy of making mistakes. In the private environments, the learner can work at their own pace. The learner can spend more time on those topics that are causing difficulty.
3. access to information: A CALL program has the potential to provide more information.
Teachers should creatively use technology but not rely on it alone.
Storybook in EFL classroom
Merits: 1. 比教科書有效率 對於年紀小的學習者可幫助結合單字與記憶力
2. 幫助字彙的發展與認知 口語的互動 和教導社會態度與行為價值
4. 真實教材較刺激豐富 視覺美化 提供學生高度學習的動機
5. 幫助學生透過故事書快速獲得內文 模仿與重複單字和描述表達
6. 提供學生已經學習過的natural context
主要限制: not suitable for adult (who has the maturity of concept)
7. 聽力
Intensive listening performance is listening for perception of the components(phoneme, words, intonation, discourse, markers) of a larger stretch of language.
加強集中 強調聲音`單字`語調`特徵
Extensive listening performance is listening to develop a top-down, global understanding of spoken language. Extensive listening performance ranges from listening to lengthy lectures to listening to a conversation and deriving a comprehensive message or purpose.擴大的 由上致下 全球化理解口語語言 從冗長的演說、對話理解訊息或主旨
8. 文法
Inductive grammar is an approach to grammar teaching in which learners are not taught grammatical or other types of rules directly, but are left to discover or induce rules from their experience of using the language.
(推論 間接)
Deductive grammar teaching, contrasted with inducted grammar teaching, is an approach to grammar teaching in which learners are taught grammatical rules and given specific information about a language.
(演譯 直接)
9. 教學評量
portfolio assessment: three categories
1. showcase portfolios – student select pieces which they believe represent their best work
2. collection portfolios(working portfolio) – all the drafts & the final product
3. assessment portfolios: according to certain criteria give by the instructor
Discrete-point testing involves testing one thing at a time, item by item (e.g. a multiple-choice grammar test on the present perfect)
不連續測驗 測驗一樣東西 一個項目接著一個項目
10. 影響學習的因素:
成人與小孩
Children are relatively more field-dependant, so teachers should use direct methods and try to provide a rich and stimulating environment with a lots objects to play with. Along with audio visual aids, all kinds of sensory input are important. Game-like language learning activities are an excellent, even essential, part of a program of children’s leaning activities. Children is general learn well when they are active and when action is channeled into enjoyable game, they are often willing to invest considerable time and effort in playing it. Children’s attention span is short, about half an hour, so the grammatical instruction should last and be accompanied with more longer activities to catch their attention.
In many ways adults are superior to children as learners, they have greater cognitive maturity, better learning strategies and study habits, better focus and goal orientation, a longer attention span, the ability to make a greater variety of associations, and better short-term memory. Thus, in teaching adults English, more time can be used for grammatical instruction and practice, accompanied with a few sensory input and activities.
其他影響學習因素
1. 動機提高學習速度
2. 學習者人格特質(shy/ embarrassing of incorrect speaking)
3. 對於內容的興趣 interest in a particular text
4. The higher the interest level the better comprehension will be. 興趣越高可以幫助理解
11. 發音
腔調並不影響身分 不同腔調不代表優越性或較劣等
One’s identity consists of more than just his or her accent. Taking one’s accent away won’t mean taking his or her identity away, just like having a certain accent does not necessarily make one inferior or superior merely because that specific accent sounds inferior of superior.
12. 九年一貫英語課程
The Nine-Year Integrated Curriculum Guidelines
主要理論與教學法
1. Communicative pedagogy溝通式教育法
2. Multiple Intelligence多元智能
3. Whole language teaching 全英語教學
多元智能 Howard Gardner’s Theory of Multiple Intelligence
1. Linguistic Intelligence
2. logical-mathematical intelligence
3. spatial intelligence
4. musical intelligence
5. bodily-kinesthetic intelligence
6. interpersonal intelligence
7. intrapersonal intelligence
8. naturalist intelligence
其他: spiritual `existential` moral intelligence
The eight intelligences are not fixed in one of each catalogue. The intelligence are found out and distinguished. Everyone have all of these eight kinds of intelligences. People can use these intelligences in different situations. Every intelligence can be developed. Most of the people have much abilities of one or two intelligences. Multiple intelligence education is used to develop much more possibilities of human.
八種智能是迦納歸納出來的 並非固定的項目 每個人都同樣擁有這些智能 在不同的情況下使用 並且都可以被發展 多數人擁有一至兩項較優勢的智能 多元智能教育主旨是在於發展人類更多的可能性
13. 網路資源
http://www.cavesbooks.com.tw/CET/htm/m0420100.htm
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