2-2010英语师范--History of English Teaching-2
2010英语二作文真题
2010英语二作文真题With the advent of the Internet, the landscape of education has been revolutionized. The year 2010 marked a significant milestone in the integration of technology into educational practices. In this essay, I will explore the various ways in which the Internet has impacted education, focusing on the accessibility of information, the transformation of teaching methods, and the challenges that have arisen.Firstly, the Internet has made a vast array of information accessible to students and educators alike. No longer confined to the four walls of a library, learners can now access scholarly articles, educational videos, and a plethora of online resources at the click of a button. This has not only broadened their horizons but also facilitated a more in-depth understanding of various subjects.Secondly, the teaching methodology has undergone asignificant transformation. Interactive online platforms have enabled a more dynamic and engaging learning experience. Educators can now use multimedia tools to create immersive lessons that cater to different learning styles. Moreover, the Internet has facilitated peer-to-peer learning, allowing students to collaborate on projects and share knowledge across geographical boundaries.However, the integration of the Internet into education is not without its challenges. One of the primary concerns isthe digital divide, where unequal access to technology can exacerbate existing educational inequalities. Additionally, the quality of online information can be variable, and students must be taught critical thinking skills to discern credible sources from unreliable ones.In conclusion, the Internet has had a profound impact on education in 2010 and continues to shape it in the present day. It has opened up new avenues for learning and teaching, making education more accessible and interactive. However, it is crucial to address the challenges that accompany these changes to ensure that the benefits of online education are accessible to all. As we move forward, it is imperative that educational policies and practices evolve to harness the full potential of the Internet while mitigating its drawbacks.。
英语系的历可以追溯到一百多年前南洋公学(上海交通大
英语系的历史可以追溯到一百多年前南洋公学（上海交通大学前身）创立之初的英文科。
光绪年间，南洋公学先后成立了专门的译书院和东文学堂。
1910年设立西文科，下分英文、德文、法文及拉丁文等科。
1928年建立外国文学系，1943年改名为英文科，1957年9月更名为外语教研组。
1979年设立科技外语系，开始招收英语专业本科生。
1997年成立外国语学院。
1986年和1993年分别获得外国语言学及应用语言学硕士点和博士点。
2000年获英语语言文学硕士点，2003年获外国语言文学博士后流动站。
2007年作为第一批试点单位，获得翻译硕士专业学位授予权。
2010年获得外国语言文学一级学科博士点授予权。
师资及研究领域英语系目前有教师33名，其中教授、博士生导师13名，副教授、硕士生导师10名，讲师10名，31人具有博士学位。
2人为欧洲科学院院士，1人为加拿大皇家学会院士，1人为美国国家人文中心研究院和教育部青年长江学者，2人为教育部新世纪优秀人才，3人为上海市浦江人才。
研究领域涉及测试学、语料库语言学、二语习得、功能语言学、神经语言学、翻译学、西方文论、澳大利亚文学、比较文学、叙事学、女性文学等。
2012-2016英语系教师发表SSCI、A&HCI、CSSCI 来源期刊论文近90篇，主持国家社科基金重大项目2项、国家社科基金和教育部人文社科基金一般项目和青年项目13项。
此外，还获得了教育部高校科研成果奖三等奖、上海市哲社成果奖一等奖、二等奖等奖项。
评估排名根据QS世界大学排名，近几年上海交通大学的现代语言和语言学均居于全球51-100名，英语语言文学居于全球101-150名。
根据教育部2012年学科排名，我院外国语言文学排全国第十。
根据武书连专业排名，我院英语专业近年来排名第十。
专业特色与主干课程英语专业的主要特色为复合型和国际化，分商务金融、语言学和翻译三个方向。
前两年为大类培养，主要是英语语言文学通用知识和能力的培养，主干课程包括：英语读写、英语视听说、语言学概论、英语文学导论、翻译概论、口译、西方文明史、中国思想经典选读、西方思想经典选读、第二外语等。
英语教学法chapter 3 A brief history of language teaching语言教学简史
⑴ Before 16th century:
拉丁语有较长时间的历史，并与古典文
化密切相关，所以有很高的威望和许多 实际用途，被认为是当时文人所应该学 习的。在欧洲大部分国家，拉丁语用于 教育和政府管理；在国际上，拉丁语用 于宗教，政治和商业。现在不太清楚当 时是如何教拉丁语；但从其使用的众多 场合看，一定是书面语和口语表达同时 学习。
立体化教学法由张正东提出，外语教学
由目的语、学生、教学环境、经济、跨 国文化五个因素相互联系相互作用的一 个立体系统，前三个构成三维，经济为 底，跨国文化为顶，形成一个立体化的 结构。
三位一体教学法是由马承提出，小学阶
段的字母、音素、音标教学的一体化， 该教学法用简单的方法帮助学生渡过语 音关; 初中阶段的词汇、语法、阅读教学 的一体化,该教学法主张单词集中记，语 法提前讲，阅读同步行。
General theories in modern teaching practice
们有不同的需要，有不同的性格，不同的学习 风格。结果，又出现一些规模较小的教学法， 如自然法、沉默法、全身反应法，集体学习法 等。这些方法大都出自美国，强调课堂教学中 要以学生为中心。学生对自己的学习负一定的 责任。教师的作用不完全是组织者和控制者， 更像是位指导者，大纲的协调者和语言材料的 提供者。总的来说，这几种方法从未广泛流行
up ． Go to the door ． Open the door ． Go out of the room ． Come into the room ． Close the door ． Go back to your place ． Sit down ．
Stand
abriefhistoryofenglishteachinginchina
A Brief History of English Teaching in ChinaPart I. IntroductionThe learning of English in China, however, has a longer history and now occupies the attention of millions of it s people. How many million is hard to say, since much depends on the level of proficiency one takes as the norm. But there are probably three hundred million actively engaged in the job of learning English.This paper includes four big parts, the beginning is a brief introduction for china English learning. Part two is the actuality of English learning in china. Part three is the reason that English introduction and learning widely in china. Last one part is a brief introduction of English teaching in china from Ching dynasty until now.Part II. The Actuality of English Learning in Resent China China Originally Felt No Need of The WestChina originally felt no need of the West, in fact deliberately avoided all contact, for fear of culturalcontamination. The bombing of the Chinese embassy during the Kosovo war was a terrible setback in relations which had been steadily improving.Formal Training in Interpretation Began as the Desire for Joining WTOHowever, despite this, partly because of its desire to join the World Trade Organization (WTO),China has welcomed and listened politely to leaders of Western countries as they gave their views on democracy and human rights. The language in which President Clinton spoke, during his Visit to China, was of course English. President Jiang Zemin made his replies in Chinese. But each was backed up by a team of first-class interpreters, who made smooth communication possible.Formal training in interpretation is comparatively recent in China. It was only in 1978 that the first object for Translators and Interpreters started at the Beijing Foreign Language Institute. The object subsequently developed into the prestigious school of translation in the Beijing Foreign Studies University.Part III. The Reason that Why We Learn English China's reasons for learning English were well summed up twenty years ago by a team from the . International Communication Agency after visiting five cities and many educational institutions in China: "The Chinese view English primarily as an ecessary tool which can facilitate access to modem scientific and technological advances, and secondarily as a vehicle to promote commerce and understanding between the People's Republic of China and countries where English is a major language".This basic motivation has not changed, as can be seen from the report of the English 2000 Conference in Beijing, sponsored jointly by the British Council and the State Education Commission of the People's Republic of China, in which reasons for the learning of English by Chinese were summarised:"They learn English because it is the language of science, specifically perhaps of the majority of research journals. They learn it because it is the neutral language of commerce, the standard currency of international travel and communication. They learn it because you find more software in English than in all other languages put together".Part IV. Brief Introduction of English Teaching in China from Ching Dynasty until Now.English Language Learning Is Not Uniform Throughout China The story of English language learning is not uniform throughout China. Maley warns anyone embarking on a study of contemporary China about the difficulty of "making sensible generalisation about it, since China is not one place geographically, But many". The learning of English in the Mountain ousprovinces near Tibet is very different from the way it is studied in the cities of Nanjing, Shanghai or Beijing.Nevertheless, there are sufficient general characteristics about the history of the learning of English in different parts of China to justify a brief review, if only to remind us of the pendulum swings of China's history this century. Those who wish to find the story more fully told may consult Dzau and Cortazzi and Jin.English Teaching First Figured in 1902 and Learned from JapanAlthough there is mention of English language teaching(ELT) in China in the mid nineteenth century during the Ching Dynasty, it first figured in the syllabus of schools in 1902 in "His Majesty's Teaching Standards for Primary and Secondary Institutions" .In those early days the model for education in China was that of Japan. The method of ELT was traditional, with emphasis on reading and translation. There was much grammar and vocabulary learning, with pronunciation learned by imitation and repetition. This was the norm for about the first twenty years of the century.Change of Direction and More towards Western Models In 1922 there was a change of direction, with a swing away from the Japanese system of education, and towards more Western models. Schools were obliged to follow the "Outlines for School Syllabuses of the New Teaching System". These put more emphasis on listening and speaking skills.There was more use of the target language and of the new teaching resources offered by the mass media. The best schools tended to be Christian missionary schools, which gave more class-hours to English than other schools.China-the Founding Stop English Teaching in There 1949 was a crucial date in the history of China-the founding of the People's Republic of China. Education had now to serve the proletarian purpose. All textbooks became vehicles for government propaganda, loaded with messages of service to the people and the mother land. The Ministry of Education issued a new" Scheme for English Instruction in Secondary Schools" in which the goal of English language learning was clearly stated as being to serve the New Republic.All capitalist thinking, especially educational ideas from the United States and Britain, were condemned as unpatriotic.The place of English was taken in school syllabuses（大纲） by Russian and by 1954 Russian had become the only foreign language taught in Chinese schools. This phase did not last long, however, since China was already trying to extend her markets throughout the world and immediately felt its lack of English.English Teaching Restarted in Secondary Schools.Accordingly, in 1955 the Ministry of Education announced that English teaching should be restarted in secondary schools. In big cities, like Shanghai, it was also reintroduced at primary level. Initially the textbooks were based on the former Russian models, which, like their Japanese predecessors, were very traditional. Methodology too was backward: the teacher was seen as the provider of knowledge and the students dutifully as similated the teacher's words of wisdom, working their way ploddingly through the textbook.However, in the late 1950s and early 1960s,a minor revolution in education took place in China, as the need to open up to the international scene became more urgent. The importance of English was accepted and a significant step was taken in 1962 when English became part of the entrance examination for colleges and universities.New teaching materials appeared, with listening and speaking again given prominence. The Ministry of Education issued guidelines for textbook writers, recommending that English text books should include material on the culture of the English speaking countries. It began to look as thoughbetter days had come for ELT in China.Swept Aside by the Cultural RevolutionBut it was not to be. With distressing inevitability. The Chinese pendulum swung, and the progress made in the early 1960s was swept aside by the Cultural Revolution, which began in 1966 and lasted for ten dreadful years.English was. again banned from schools. Foreign language teachers were branded as spies. Some universities were closed, others were subjected to re-education visits. Dow describes the situation thus:"During the Cultural Revolution, when workers 'propaganda teams for the spreading of Mao Tse-Tung's thoughts came to China's colleges, classes were stopped altogether, and the students travelled instead all over the country in order to take part in criticism and debate and to exchange revolutionary experiences".Happier Times were Ahead for China and for ELT in China After the Cultural RevolutionBy 1977 the Cultural Revolution had exhausted itself and the country with it. There is an old York shire saying:"There's not like religion when it's bent". Those wholived through the Cultural Revolution in China would challenge that saying ,maintaining that distorted political ideology can be much worse than bent religion.However, happier times were ahead for China and for ELT in China. In 1978 the Ministry of Education held an important conference on foreign language teaching. English was given prominence again in schools, on a par with Chinese and Maths.By the early1980s it had been restored as a compulsory subject in the college entrance exam. It has not looked back since then and the fervor for learning English has been fanned by Teach Yourself English programme on television, watched by hundreds of millions of people.The Need for Both Social and Academic English Became ApparentAs China opened up more and Chinese scholars were allowed abroad, the need for both social and academic English became apparent. As markets also opened up and more foreigners were allowed into the country to do business, the appetite for Business English among all levels of Chinese people has become insatiable. The Chinese are a diligent and intelligent race and are surely destined to make a significant mark on thehistory of the twenty-first century.Bibliography：Baidu the history of english languageBaidu the history of english language learning in chinaSogou The Actuality of English Learning in Resent China目录摘要.................................................... ... .......................................................... .. (i)Abstract............................................... .......................................................... .. (ii)Acknowledgements...... ................................. ........................................... (iii)Table of Contents......... ........................................ ...................... .................... . (iv)Part I. Introduction ...................... 错误!未定义书签。
中国教育史考研面试专业英语
中国教育史考研面试专业英语1. 中国教育史：History of Chinese Education2. 儒家教育思想：Confucian Educational Thought3. 科举制度：Imperial Examination System4. 私塾：Private School5. 京师同文馆：Tungwen College6. 癸卯学制：Guimao Education System7. 新文化运动：New Culture Movement8. 教育现代化：Educational Modernization9. 素质教育：Quality-Oriented Education10. 终身教育：Lifelong Education在面试中，你可能会被要求用英语回答关于中国教育史的问题，例如：1. 请简要介绍一下中国古代的教育制度。
Please give a brief introduction to the education system in ancient China.2. 谈谈你对儒家教育思想的理解。
Share your understanding of Confucian educational thought.3. 科举制度对中国教育的发展有哪些影响？What were the impacts of the imperial examination system on the development of education in China?4. 京师同文馆在中国教育史上的地位和作用是什么？What is the status and role of Tungwen College in the history of education in China?5. 如何看待新文化运动对中国教育的影响？How do you view the impact of the New Culture Movement on education in China?此外，你还应该准备一些关于自己的专业背景、研究兴趣和未来规划的英文回答，以便更好地展示自己的能力和潜力。
全国高等师范院校英语
全国高等师范院校英语English:The national higher normal colleges and universities in China are institutions that focus on the training of teachers and educators. These institutions are responsible for providing high-quality education and training for future teachers in various disciplines, including English. With a strong emphasis on pedagogy and practical teaching skills, these colleges and universities strive to cultivate well-rounded and competent educators who are equipped to meet the diverse needs of students in the 21st century. In addition to academic knowledge and subject expertise, these institutions also place great importance on developing the character, ethics, and professionalism of their future teachers. Through a combination of rigorous coursework, hands-on teaching experiences, and mentorship from experienced educators, students at these higher normal colleges and universities are prepared to take on the challenges of teaching and learning in today's rapidly changing educational landscape.中文翻译:中国的全国高等师范院校是专注于培养教师和教育工作者的机构。
英国文学1
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History of English Literature I History of English Literature III History of English Literature V
History of English Literature II History of English Literature IV History of English Literature VI
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THE GREAT ROMANTIC THEMES
Libertarianism Nature The Lure of the Exotic The Supernatural
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DECLINE OF THE TRADITION By about the middle of the 19th century, romanticism began to give way to new literary movements: the symbolist movement in poetry, and realism and naturalism in prose.
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Questions
When did the English Romanticism begin and end? What is the historical and cultural background of English Romanticism? What is the feature of the Romanticism literary works? What do you know about the representative writers and their major works in the history of English Romantic literature?
Summary of Practice in High School English Teachin
focused on active learning
performance
目录
• Teacher Role Transformation and Professional Development
• Evaluation of teaching effectiveness and improvement suggestions
01
Introduction
Engaging activities
Designing engaging and interactive activities that stimulate students' interest and motivation to participate in class
Equal opportunities
promote critical thinking and active participation
Application of Information Technology
01
Online resources
Utilizing online resources, such as websites, apps, and digital
Collaborative learning
01
Encouraging students to work together in groups to
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1. Ancient Period
1.1 The Greeks The Greeks had the spirit of enquiry. They made contribution to philosophy, science, art, etc.
Three thinkers :
love of wisdom
(4) Gouin---Direct
Method (Series M. )
Direct Method (1)Language was a means of thinking. (2) Language could be taught directly without translation. (3) Mother tongue was never used.
(2) Colonial Expansion British colonies were set up. British Empire was established in late 19th c.
Modern languages were taught in schools. English gained in importance. Method: GTM was still used.
Greek empire was set up by Alexander. The empire was split in 323 B.C. after the death of Alexander
1.2 The Romans
The Romans were strong in military. A republic was set up in 510 B. C.
G-T M was rejected.
(2) The Reform Movement
It advocated (1) the study of spoken language; (2) phonetic training;
(3) New theory Children’s way of learning a language
(2) Anomalists: ／ə’nɔməlist／ Language was basically irregular.
(3) Naturalists: Forms of words reflected directly the nature of objects.
Conventionalists: Language was conventional and there was no connection bwn. form and meaning of words. (conventional: arbitrary, 任意的)
Unit 1. History of Language Teaching
Suggestions (学习建议) A. Six Periods of history of LT; B. Social reasons for major methods; C. Reasons for the reform in language teaching
• • • • •
I walk towards the door. I drew near to the door. I stretch my arm. I turn the handle. I open the door.
1.5 The 20th Century (“教学法”时 代)
The 20th century saw the rise and fall of a variety of methods.
27 B.C.---The Roman Empire reached end of the West Roman Empire.
Romans and Greeks
• The geography of Roman Empire
Latin was the language of ancient Rome. Latin was the dominant language of education, trade and government.
Teaching Latin: (1)Grammar rules; (2)A list of words; (3)Sentences by translation (4)Literature Summary:
1.2 The Middle Ages (5th C-15th C)
Latin was the language of education. Grammar was the basis for the whole learning.
(2) Communicative Language Teaching---the 1980’s –Learners learn a language through using. –Meaningful communication should be the goal of classroom activities.
(1) Audio-lingual method---1950’s
- Listening
and speaking are taught before reading and writing. -Pronunciation is stressed. -Oral repetition is a central technique.
C. Columbus discovered North American in 1492. Matteo Ricci came to China in 1583. ( 利玛窦）
Europeans were in contact with languages in the East. Scholars studied words in comparison. Historical linguistics emerged.
Grammar-Translation Method was used. (1)The goal was to read literature; (2) Classes were in mother tongue. (3)Vocabulary was learnt by lists of isolated words. (4) Attention was paid to texts.
The Republic Dialogue
“The master of those who know”
Three thinkers had a debate on: nature of language; relation bwn. form and word.
(1) Analogists: （analogy） Language was basically regular. There were rules to follow.
1.4 The 19th century (前“教学法”时期)
(1) Social reasons for reform:
Industrial Revolution & urbanization sparked Education Reform. Active social, economic activities created demands for speaking abilities.
(3) Total Physical Response
Language is taught through physical activity. (全身反应法)
(4) Task-Based Language Teaching ---the 1990’s
- “Task” is a central unit of teaching. - The focus is on the process. - Learners learn language by doing.
GTM was criticized as a cold and lifeless method of language teaching.
1.3 The 16th C---18th C
Background:
(1) The discovery of the New World Explorers found their way to the East for gold, silver, and spice.
• Conclusion:
What factors have contributed to reform in language teaching?
Assignment: (1)What is the difference between “method” and “approach”? (2) Explain the three views of language.