学科教学导论名词解释以及what we have learn form this course

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教技导论-名词解释[最终定稿]

教技导论-名词解释[最终定稿]第一篇：教技导论-名词解释名词解释1.AECT1994教育技术定义：教育技术是为了促进学习，对有关的过程和资源进行设计、开发、利用、管理和评价的理论与实践。

2.AECT2005教育技术定义:教育技术是为了促进学习和改善绩效，而对各种恰当的技术过程和技术资源进行创造、利用和管理的研究及其合乎伦理道德的实践。

3.个别化教学：一种适合个别学习者需要和特点的教学，可称为因材施教式的教学。

4.电化教育：电化教育是指在教育教学过程中，运用投影、幻灯、录音、录像、广播、电影、电视、计算机等现代教育技术，传递教育信息，并对这一过程进行设计、研究和管理的一种教育形式。

是促进学校教育教学改革、提高教育教学质量的有效途径和方法。

是实现教育现代化的重要内容。

5.形成性评价：在实施方案的过程中进行的一系列评价，目的是将教学实施过程中出现的情况及时反馈给教师，使教师根据需要不断调整自己的教学，以适应新的情况。

6.总结性评价：在教学实施结束是进行的评价，旨在考察本次方案运行情况，总结成绩与不足，给下一次设计提供指导。

7.教育信息化：在教育过程中比较去那面的运营以计算机多媒体和网络通信为基础的现代化信息技术，促进教育的全面改革，是指适应于正在到来的信息化社会对于教育发展的新要求。

8.云计算:是基于互联网的相关服务的增加、使用和交付模式，通常涉及通过互联网来提供动态易扩展且经常是虚拟化的资源。

云计算是世界各大搜索引擎及浏览器数据收集、处理的核心计算方式。

9.物联网：通过射频识别、红外感应器、全球定位系统、激光扫描器等信息传感设备，按约定的协议，把任何物品与互联网相连接，进行信息交换和通信，以实现对物品的智能化识别、定位、跟踪。

监控和管理的一种网络。

10.信息技术与课程整合：将信息技术以工具的形式与课程融为一体，将信息技术融入课程教学体系各要素中，使之成为教师的教学工具，学生认知的工具，重要的教材形态，主要的教学媒体。

大一学科导论重要知识点

大一学科导论重要知识点导论课程是大一学生最初接触的学科，其目的是为了引导学生了解并适应即将学习的各个专业领域。

在大一学科导论课程中，有一些重要的知识点需要特别关注。

本文将介绍这些重要的知识点，帮助大家更好地理解和掌握导论课程的内容。

一、学科导论的定义和意义学科导论是一门介绍和概览各个学科领域的课程，其目的是为学生提供专业选择的基础和综合性的学科知识。

通过学科导论的学习，学生可以了解不同学科的特点、发展历程和研究趋势，为未来的学习和职业发展做出明智的决策。

此外，学科导论还有助于培养学生的学科意识、创新思维和综合能力。

二、重要的学科导论知识点1. 学科的分类和特点在学科导论的学习中，理解学科的分类和特点是非常重要的。

学科可以按照学科体系、学科特点和学科对象等进行分类。

比如，自然科学、社会科学、工程技术和人文艺术等是常见的学科分类。

了解学科的特点和学科对象有助于学生对不同学科的定位和了解。

2. 学科的发展历程和主要研究领域每个学科都有其独特的发展历程和主要研究领域。

学科导论课程通常会介绍一些重要学科的发展历程以及当前的研究热点和前沿领域。

了解学科的发展历程和主要研究领域有助于建立对学科的整体认识和深入了解。

3. 学术规范和道德学术规范和道德是每个学科都应当遵守的准则。

学科导论课程会向学生介绍学术规范和道德的重要性，包括学术诚信、学术合作和学术尊重等方面。

学生需要了解学术规范和道德，以确保自己在学术研究和学习过程中遵循正确的准则。

4. 学科交叉和综合性研究学科导论课程旨在帮助学生了解不同学科之间的交叉和综合性研究。

在现代社会中，学科之间的交叉越来越多，很多重要的研究问题需要跨学科的综合研究。

学生需要了解学科交叉的现状和趋势，培养跨学科思维和合作能力。

5. 学科学习和职业规划学科导论课程还会提供学科学习和职业规划的指导。

学生需要了解学科学习的基本方法和技巧，以及不同学科领域的就业形势和职业规划建议。

通过学科导论的学习，学生可以对自己的兴趣和发展方向进行初步的思考和规划。

关于导论的名词解释.doc

关于导论的名词解释导论的意思是什么呢?怎么用导论来造句?下面是我为你整理导论的意思，欣赏和精选造句，供大家阅览!导论的意思导论也称作引论，是论著正文前概要论述全文或全书的中心思想、创作思路、背景和创作方向的简单概括叙述，以指导帮助读者阅读理解的部分。

关于学科的导论是指用较为概括的语言来论述这一学科的基本的和整体的思想，从而使读者对该学科有较为整体和系统的把握。

导论就是将涉及内容很广的学科做概括性介绍，一般不会有非常深入的分析，但对历史和未来都有精简扼要的介绍，使读者对这门学科有一个概括的了解。

有些专业导论书则写得比较全面而浅显，为后续课程打基础。

如在大学一年级开一门涉及专业的导论课，就是要让学生有一点专业知识，以便更好理解学习现有课程的目的。

总之，"导论"的作用已由概要介绍一篇文章或一本书，发展到用一本书来介绍一门学科专业了。

导论按领域可以划分为人文社科文章导论与自然科学文章导论按照学科可以分为法学导论基因导论文学导论等其中法学导论使用最多，泛指部门法的基本概述。

不同的专业，就有对应的专业导论。

举个具体例子，例如测控技术与仪器专业导论，以测控技术为主线，以通俗简要的方式介绍测控技术与仪器专业的概况和测控技术与仪器专业所涉及的基本原理和核心技术，以大量的实例及其图片介绍测控技术的定义、特点、发展概况及其在工业中的作用等内容，还介绍了测控专业的知识体系与课程体系，对学习专业课起到抛砖引玉的作用。

换一个专业，交通运输专业，那么就有相应的交通运输专业导论。

导论造句欣赏(1) 这本哲学导论是由浅入深，循序渐进地介绍基本理论，非常适合初学者阅读。

(2) 新约历史与文学导论，第二课2,戴尔马丁教授：,何为圣典，何为正典?(3) 蒂耶赫于克3.1。

铁器时代：层化与建筑导论。

(4) 以上结果呈现出概念图适用于五专新生护理学导论之教学。

(5) 这是变态心理学的导论课。

(6) 本课程是一门对种族和民族特性进行跨文化研究的导论课。

教育学考点汇总名词解释

教育：就学校教育而言，是指根据社会的需要和个体身心发展的特点，在教育者的指导下，充分发挥受教育者学习的主动性，使其德、智、体、美诸方面（或身心两方面）生动活泼地全面和谐地发展。

义务教育：是国家用法律形式予以规定，要求适龄儿童必须接受，国家、社会、学校、家庭必须保证的，强制、免费和普通的国民基础教育。

学校：是一种古老的、广泛存在的社会组织。

它始于人类知识及其传播的专门化要求，是有计划、有组织、有系统地进行教育教学活动的重要场所。

学制:是指一个国家各级各类学校的系统。

它规定着各级各类学校的性质、任务、培养目标、入学条件、修业年限、领导体制及它们之间的相互关系。

由纵向的学校级别和横向的学校类型构成。

学校文化:是指有学校成员在教育、教学、科研、组织和生活的长期活动与发展演变过程中共同创造的、对外具有个性的精神和物质共同体，以及由此体现出来的学校校风和学校精神。

学校管理:是学校管理者在一定社会环境条件下，遵循教育规律，采取一定的手段和措施，带领和引导师生员工，充分利用校内外的资源和条件，有效实现学校工作目标而进行的一种组织活动。

遗传决定论：认为人性个体的的差异是由个体的遗传素质或人的自然素质中的某些特点决定的，这种主张被称之为遗传决定论。

环境决定论：认为真正在儿童的发展中起着绝对影响作用的力量，是儿童生活环境和后天所获得的教育引导。

辐合论：也称为二因素论。

这种儿童发展观肯定先天遗传因素和后天环境两种因素对儿童发展都具有重要作用，二者的作用各不相同，不能互相代替。

儿童发展：是指儿童在其成长过程中，伴随着生理的逐步成熟与社会经验增长的相互影响，其心理和生理能力不断提高和变化的过程。

教育机智：是指一种面对新的突发事件，能够迅速而正确地作出判断，随机应变地采取恰当而有效的教育措施，以解决问题的能力。

心理相容：是群体成员在心理与行为上的彼此协调一致与谅解。

它是群体人际关系的重要心理成分，是群体团结的心理特征。

教师资格：凡志愿从事教师职业，经过权威机构审定，具备国家规定的教师条件或标准，并取得国家的教师资格证书者，就可以认定他具有“教师资格”。

【精品原创资料】Teaching Methodology 英语教学法名词解释

My Understanding of Language and TeachingThe purpose of this article is to elaborate how to be a good language teacher by giving some context to the current discussions abounding in language teaching methodologies around the world. I think it is essential to judge the most recently marketed approaches in the light of what has gone before and to analysis some teaching methodologies in detail. And following Thomas Kuhn, who wrote the seminal The Structure of Scientific Revolutions, my suggestion is that we integrate and account for, rather than sweep away past approaches.As you will notice, each time a new language teaching approach develops it adds a slightly different perspective and expands our understanding. All of these approaches were seen to work at some point, and so none can be discounted. It is my absolute conviction that every one still has its place in the grand pantheon of language teaching approaches, and that aware experienced teachers will be able to utilise all of them in an intuitive, and yet consciously integrated way, in their classrooms.ⅠLanguage Teaching Theories and Historya) 1850s – 1950s: Grammar TranslationGrammar was taught as a set of rules after the classical languages, Latin and Greek, and practice was done through written exercises. The medium of instruction was the mother tongue; vocabulary was learnt via translated lists, often related to the comprehension of written texts; written text, which was superior to the spoken version were translated and composition in L2 was regarded as the top one of language ability while speaking and listening were seen as less important.b) 1960s – 1970s (USA): Audio-lingual method + Structuralist view of languageThis is a scientificised version of the direct method. The new science of linguistics suggested that language was a set of structures and grammar rules were an illusion, so it was more important to focus on these ‘structures’. Vocabulary was seen as an adjunct to the structures, and speaking and listening were the most important skills. This method was based on behaviourist psychology – stimulus-response learning. Language exercises for speaking were mostly listen and repeat (i.e. drilling), and repeat and extend; language exercises for writing were multiple choice and gapfill.c) 1960s –1980s (UK): Structural-situational method (aka PPP)This was a pragmatic version of audio-lingualism. The key difference from the audiolingual approach was that the language presentation and practice was situationalised and so was always given social meaning, and speaking and listening were the most important skills. This approach gave rise to the idea of PPP (presentation, practice, production) – here, a given language point, was presented (P) and given controlled practice (P) and then given further semi-controlled practice (P) (often called ‘free practice’) in say ing a role-play, all which tookplace in one lesson in which the techniques of audio-lingual method were used, but the famous ‘situation’ was added (mimes, pictures, sounds).d) 1970s – 1980s: Humanistic approachesEmanating from the USA, this approach was particularly championed by Earl Stevick. This movement was based on the assumption that language classes were places of fear for language learners, specifically associated with the Silent Way, Community Language Learning, Suggestopaedia, and Total Physical Response. It has become an essential precept of language teaching that students assimilate things best when they are talking about themselves, something now called ‘personalisation’.e) 1985 – now: Task-based approachesThis is very relevant to business English teaching, and has been solidly part of Business English teaching since the late 80s. Since the mid-90s it has become much more established in General English teaching. It is a methodological idea which attempts to get away from PPP altogether. According to this language teaching method, students are not taught language points in advance, but are given communicative ‘tasks’ to prepare for. These tasks require them to ask the teacher to give them whatever language bits they might need in order to fulfil the task. Here, the language they need will be: discussion exponents, telephoning language, arrangement language, lexis of sightseeing, etc. The best place to find a clear outline of this approach is Willis (1996). In the Business English context, teachers tend to use the task-based approach as a matter of course, with telephone role-plays, meetings, negotiations, and presentations.f) 1995 – now: Output – FeedbackAgain originating mainly in the Business English field, this is less an approach, more an attitude of mind, based on the idea of an immersive bath of communication from which useful language focus then arises: if we simply set our students off in authentic communicative activities in the classroom, we can use the ensuing language output as data for feedback which is one form of language focus, and can take many forms such as individualised feedback sheets, overhead slides full of errors for class discussion, full-scale remedial presentations, etc. The teacher listens to the students discussing something, notes the problems down, and then goes through a sequence involving eliciting, concept questions, and guiding questions, so that the students come to a reformulated version of the selected language errors from their discussion. And these corrected errors get recycled in a similar way, lightly but often, over the next few lessons.g) 1995 – now: Noticing (also known as 'consciousness-raising')Some studies into the psychology of classroom language learning showed that there is little relationship between what the teacher teaches in one lesson and what students learn in that lesson as conscious learning. At the same time, William Rutherford in the mid 80s put forward the idea of using the classroom to gradually raise students’ awareness about the target language rather than imagine that teachers can teach it for active reproduction by endless practice. What this means is that when we do presentation and practice work withstudents on any language item, all we are actually doing is raising the noticeability of that language in the minds of the students. This awareness-raising is therefore only the first stage of a series of stages by which the language item, and the language awareness surrounding it, passes into the unconscious of the student. T he concept of ‘reformulation’ is very much connected with the idea of raising noticeability.The process of assimilation by the student is an unknowable and invisible process, so we don’t ne ed to concern ourselves with it.ⅡLanguage Teaching Mothodologiesa) Cooperative LearningThere is a long history of research on cooperative, competitive, and individualistic efforts. Since the first research study in 1898, nearly 600 experimental studies and over 100 correlational studies have been conducted (see Johnson & Johnson, 1989 for a complete review of these studies). The research clearly indicates that cooperation, compared with competitive and individualistic efforts, typically results in: (a) higher achievement and greater productivity, (b) more caring, supportive, and committed relationships, and (c) greater psychological health, social competence, and self-esteem. The positive effects that cooperation has on so many important outcomes makes cooperative learning one of the most valuable tools educators have.Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. Students work through the assignment until all group members successfully understand and complete it.It is only under certain conditions that cooperative efforts may be expected to be more productive than competitive and individualistic efforts. Those conditions are:Positive Interdependence (sink or swim together)Face-to-Face Interaction (promote each other's success)Individual & Group Accountability ( no hitchhiking! no social loafing)Interpersonal & Small-Group SkillsGroup ProcessingIndividual Accountability means that every group member is responisble for being able to demonstrate understanding and comprehension of the learned academic expectations and social goals. Face to Face Interaction suggests that the group must participate by communicating and discussing the goal. Social Skills include listening, body language, sharing, accepting ideas and differences, etc. These are the skills needed prior to or being developed during the group work. And Processing is when the students assess their efforts as a group and can pin point areas of improvement in their social skills. When doing activities inCooperative Learning it is important to do a Contact Activity to ensure that the group has a basis for comfortable communication and feel open to one another.Most of Class Activities that use Cooperative Learning are developed by Dr. Spencer Kagan and his associates at Kagan Publishing and Professional Development:1.Jigsaw -Groups with five students are set up. Each group member is assigned some unique material to learn and then to teach to his group members. To help in the learning students across the class working on the same sub-section get together to decide what is important and how to teach it. After practice in these "expert" groups, the original groups reform and students teach each other.2. Think-Pair-Share -Involves a three step cooperative structure. During the first step individuals think silently about a question posed by the instructor. Individuals pair up during the second step and exchange thoughts. In the third step, the pairs share their responses with other pairs, other teams, or the entire group.3. Three-Step Interview (Kagan) -Each member of a team chooses another member to be a partner. During the first step individuals interview their partners by asking clarifying questions. During the second step partners reverse the roles. For the final step, members share their partner's response with the team.4. RoundRobin Brainstorming (Kagan) - Class is divided into small groups (4 to 6) with one person appointed as the recorder. A question is posed with many answers and students are given time to think about answers. After the "think time," members of the team share responses with one another round robin style. The recorder writes down the answers of the group members. The person next to the recorder starts and each person in the group in order gives an answer until time is called.5. Three-minute review-Teachers stop any time during a lecture or discussion and give teams three minutes to review what has been said, ask clarifying questions or answer questions.6. Numbered Heads Together (Kagan) -A team of four is established. Each member is given numbers of 1, 2, 3, 4. Questions are asked of the group. Groups work together to answer the question so that all can verbally answer the question. Teacher calls out a number (two) and each two is asked to give the answer.7. Team Pair Solo (Kagan) -Students do problems first as a team, then with a partner, and finally on their own. It is designed to motivate students to tackle and succeed at problems which initially are beyond their ability. It is based on a simple notion of mediated learning. Students can do more things with help (mediation) than they can do alone. By allowing them to work on problems they could not do alone, first as a team and then with a partner, they progress to a point they can do alone that which at first they could do only with help.8. Circle the Sage (Kagan) -First the teacher polls the class to see which students have a special knowledge to share. For example the teacher may ask who in the class was able to solve a difficult math homework question, who had visited Mexico, who knows the chemical reactions involved in how salting the streets help dissipate snow. Those students (the sages) stand and spread out in the room. The teacher then has the rest of the classmates each surround a sage, with no two members of the same team going to the same sage. The sage explains what they know while the classmates listen, ask questions, and take notes. All students then return to their teams. Each in turn, explains what they learned. Because each one has gone to a different sage, they compare notes. If there is disagreement, they stand up as a team. Finally, the disagreements are aired and resolved.9. Partners (Kagan) -The class is divided into teams of four. Partners move to one side of the room. Half of each team is given an assignment to master to be able to teach the other half. Partners work to learn and can consult with other partners working on the same material. Teams go back together with each set of partners teaching the other set. Partners quiz and tutor teammates. Team reviews how well they learned and taught and how they might improve the process.Coo perative efforts result in participants striving for mutual benefit so that all group members:✓Gain from each other's efforts. (Your success benefits me and my success benefits you.) ✓Recognize that all group members share a common fate. (We all sink or swim together here.)✓Know that one's performance is mutually caused by oneself and one's team members.(We can not do it without you.)✓Feel proud and jointly celebrate when a group member is recognized for achievement.(We all congratulate you on your accomplishment!).b)Task-Based Language LearningTask-based language learning (TBLL) was popularized by N. Prabhu while working in Bangalore, India. Prabhu figured out that his students could learn language just as easily with a non-linguistic problem as when they are concentrating on linguistic questions. And Jane Willis further developed it by breaking it into three sections later.Task-based language learning (TBLL) is a method of instruction in the field of language acquisition. It focuses on the use of authentic language, and to students doing meaningful tasks using the target language; for example, visiting the doctor, conducting an interview, or calling customer services for help. Assessment is primarily based on task outcome (ie: the appropriate completion of tasks) rather than simply accuracy of language forms. This makes TBLL especially popular for developing target language fluency and student confidence. The task-based approach aims at proving opportunities for the learners to experiment with and explore both spoken and written language through learning activities which are designedto engage learners in the authentic, practical and functional use of language for meaningful purposes.What are tasks?A task is a piece of work undertaken for oneself or for others, freely or for some reward.It is meant what people do in everyday life, at work, at play, and in between. (Long 1985:89) Good learning tasks should:✓enable learners to manipulate and practice specific features of language✓allow learners to rehearse, in class, communicative skills they will need in the real world ✓activate psychological/psycholinguistic processes of learning✓be suitable for mixed ability groups✓involve learners in solving a problem, coming to a conclusion✓be based on authentic or naturalistic source material✓involve learners in sharing information✓require the use of more than one macro skill✓allow learners to think and talk about language and learning✓promote skills in learning how to learn✓have clear objectives stating what learners will be able to do as a result of taking part in the task✓utilize the community as a resourceTask-based language learning (TBLL) is learning by doing motivates students to fulfill their potential. Learners master the language by using it communicatively in the classroom, although they still have to learn grammar and memorize vocabulary.ⅢTeaching Plan and Process(Advanced English Book I, Lesson 1 The Middle Eastern Bazaar)Aim:To offer students an outline of the bazaar in the middle eastern countries and to enable students to know more about the unique culture of Mid-eastern countries by studying the lifestyle in the bazaar.Time allocation:5 minutes: Asking students to say something about the impression on the mid-east;15 minutes: Introducing key background related to the text (e.g. by showing pictures);15 minutes: Introducing the main idea of the text and analyzing the general structure;55 minutes: Interpreting some key points in text in detail; asking students to read the text; Asking questions;10 minutes: Giving a summary and answering and solving students’ problems.Key points of background:✓This piece is taken from the book Advanced Comprehension and Appreciation Pieces for Overseas Students prepared by L.A. Hill and D.J. May and published by the Oxford University Press in 1962.✓The definition and introduction of bazaar (an oriental market-place where a variety of goods is sold; comes from the Persian word bazar.✓Gothic: of a style of building in Western Europe between the 12th and 16th centuries; with pointed arches, arched roofs, tall thin pillars, and stained glass windows.Summarize the main idea:The text is mainly to tell readers some knowledge of the culture and lifestyle in bazaar in the mid-eastern countries.Interaction:Asking students to say something about the impressions on the mid-eastern countries, to read some paragraphs of the text, to answer questions, to ask questions, etc.Visual Aids:Offering some pictures about mid-eastern countries and the Middle Eastern bazaars. Homework assignments:Reviewing the explanation of the text in detail; memorizing vocabularyIV ConclusionAccording to the explanations displayed above, we have a general knowledge of the language teaching theories and the history, two of major teaching methodologies –Cooperative learning and Task-based language learning, and practical details about teaching plan and process, and their significance in language teaching and also in becoming a good language teacher. It is essential to learn all these theories on language teaching methodologies and to discover weak points, for recognizing a problem is the first step in finding a solution. All of the explanations offered thus far are at least to a certain extent valid, but none fully address the problem and the issue must be examined in practice in a wider context. Theories are quite often reliable than one might wish, but other reliable information allows one to closely approximate practice.These theories are not dull and uninteresting discipline for language teachers, but practical experience accumulated by linguistic experts of authority in the world, which are certainly available and valuable for teachers and teachers-to-be.。

教学论名词解释

名词解释1、国家课程标准：是由教育部颁发的带有指令性的国家重要课程文件，是国家对基础教育课程的基本规范和要求。

2、导入技能：是引起学生注意，激发学习兴趣，激起学习动机，明确学习目的和建立知识间联系的教学活动方式。

3、提问技能：是通过师生的相互作用，检查学习、促进思考、巩固知识、运用知识及实现教学目标的一种方式，是教师在课堂教学中进行师生互动的重要教学技能。

4、讲解技能：讲解又称讲授，它是用语言传授知识的一种教学方式。

讲解的实质是通过语言对知识的剖析和提示，从而使学生把握其内在规律。

5、强化技能：教师在教学中的一系列促进和增强学生学习动力和保持学习力量的方式。

6、变化技能：教学过程中信息传递、相互作用和各种教学媒体资料的转换方式。

7、结束技能：是教师结束教学任务的方式，是通过归纳总结、实践活动、转化升华等教学活动，对所学的知识和技能进行及时的系统化、巩固和运用，使新知识有效地纳入学生原有的知识结构中。

8、纸笔测验：指以书面形式的测验工具，主要侧重于评定学生在学科知识方面学习成就高低或在认知能力方面发展强弱的一种评价方式。

9、实作评价：指使用多种工具或形式，评定学生在实际情景下应用知识的能力，以及在情感态度和动作技能领域学习成就的一种评价方式10、难度：是指试题答对人数占总人数的百分比，亦即是指试题正确反应的几率。

11、区分度：是指试题能够区别答对和答错人数的百分比，亦即是指试题能够区别高低不同能力组群的功能。

12、效度：效度即有效性，它是指测量工具或手段能够准确测出所需测量的事物的程度。

13、自主学习：自主学习是与传统的接受学习相对应的一种现代化学习方式。

以学生作为学习的主体，通过学生独立的分析、探索、实践、质疑、创造等方法来实现学习目标。

14、合作学习：合作学习是教学中通过小组的形式使学生一起学习达到学习效果的最优化。

简单地说，合作学习是将学生分成小组，按小组接受任务，然后小组成员一起分工合作共同完成任务的过程。

导论：名词解释

1、教育技术94定义：教学技术是对学习过程和学习资源进行设计、开发、利用、管理和评价的理论和实践。

2、教育技术04定义：教育技术是通过创造、使用、管理适当的技术性的过程和资源，以促进学习和提高绩效的研究与符合伦理道德的实践。

3、信息技术与课程整合：是指将信息技术以工具的形式与课程融为一体，将信息技术融入课程教学体系各要素中，使之成为教师的教学工具、学生的认知工具、重要的教材形态、主要的教学媒体。

4、教育传播：是由教育者按照一定的目的和要求，选定合适的信息内容，通过有效的媒体通道，把知识、技能、思想、观念等传给特定的教育对象的一种活动。

它是教育者和受教育者之间的信息交流活动。

5、计算机辅助教学：是指利用计算机为媒体帮助教师执行教学功能的活动。

6、计算机管理教学：是利用计算机来帮助教师完成教学管理的任务。

7、计算机辅助测验：是指利用计算机编制的或在计算机上进行的客观性测验。

8、智能教学系统：是指以学生为中心、以计算机为交互媒介，利用计算机模拟教学专家的思维过程，形成开放式的人机交互系统。

9、教学媒体：是指在教与学活动过程中所采用的媒体。

10、协作学习：是学生以小组形式参与、为达到共同的学习目标、在一定的激励机制下最大化个人和他人习得成果而合作互助的一切相关行为。

11、在线学习：是指学习者在Internet的环境下，利用网上提供教育教学服务系统获取学习资源、解决学习问题的一种学习方式。

12、研究性学习：学生在教师的指导下、从自然、社会和生活中选择和确定专题进行研究，并在研究过程中主动的获取知识、应用知识、解决问题的学习活动。

13、教学系统设计：是运用系统方法分析教学问题、确定教学目标，建立解决教学问题的策略方案、试行解决方案、评价试行结果和修改方案的计划过程和操作程序。

它以获得优化的教学效果为目标，以学习理论、教学理论及传播理论为理论基础。

14、英特尔未来教育：以信息化教学设计为目标，以信息化环境中学生高级思维能力的培养为核心，通过基于问题的教学设计方式，实施自主、交互、探究和体验式的学习。

教学导论

一．名词解释：1音乐风格：是通过音乐作品表现出来的相对稳定、更为内在和深刻、从而更为本质地反映出时代、民族或音乐家个人的思想观念、审美理想、精神气质等内在特性的外部印记。

2声音色彩：声音色彩即音色，也叫音品，是发声体的声音特色，它是通过物体的振动所产生的错人耳对声音的感觉特性。

不同的发声体由于材料、结构不同，发出声音的音色也就不同。

3音乐感觉：即人们常说的乐感，是指对音乐的感知能力，它是人类七大智能中的一种，具体内容包括：音高感，节奏感，和声听觉，旋律感，等等。

有了灵敏和丰富的乐感，会使你接触到美的音乐作品时，在心灵上反响更大；反之，耳闻仙乐却无动于衷，那就是缺乏灵敏和丰富的乐感了。

乐感可以先天遗传，也可以后天培养。

4音乐细胞：是细胞感觉音频的反应。

有科学家认为音乐是人类进化的需要，是一种代代相传的生存本领，音乐是人类的一种与生俱来的“文化发明”，，人类的音乐细胞在几十万年前已诞生，是自然规律“优胜劣汰”的选择结果。

5音乐品种：根据音乐本身的性质或特点而分成的门类.包括流行音乐，爵士乐，灵魂音乐，黑人音乐，电子音乐等等6音乐商品：音乐商品是音乐这种艺术品种进行社会传播的媒介物质化，是精神劳动的物质化和价值化，即音乐与音乐载体的综合，且参与市场交换的劳动产品。

体现为两种形式：其一，为物质、物品的形式，如：乐谱集册、唱片光盘等；其二，为音乐文化的娱乐服务活动形式，如在音乐厅、大剧院中各种营业性机构的音乐唱奏表演7音乐艺术：在所有的艺术类型中，音乐是最抽象的艺术。

是由有组织的乐音来表达人们思想感情、反映现实生活的一种艺术就。

它是有节奏、旋律或和声的人声或乐器音响等配合所构成的一种艺术物体规则震动发出的声音，分为声乐和器乐两大部门。

10音乐心理：是指人们对客观物质世界中的音乐产生的主观反应，从而折射出一系列的心理过程包括现象包括对音乐的认识过程、情感过程和意志过程11音乐家：专门从事音乐活动，给人带来美的享受的成功人士。

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一．名词解释1.Task-based Language Teaching:Task-based Language Teaching (TBLT) is a further development of Communicative Language Teaching. It shares the same beliefs, as language should be learned as close as possible to how it is used in real life. However, it has stressed the importance to combine form-focused teaching with communication-focused teaching. It can provide a context for grammer teaching and form-focused activities.municative Competence:Communicative competence refers to to the ability not only to apply the grammatical rules of a language in order to form grammatical correct sentences but also to know when an where to use these sentences and to whom..It includes both the language about the language and the knowledge about how to use the language appropriately in communicative situations. Hedge discusses five main competence. Namely, 1）linguistic competence which is concerned with knowledge of the language its form and meaning, 2）pragmatic competence which is concerned with the appropriate use of the language in social context, 3）discourse competence which refers to one’s ability to create coherent written text or conversation and the ability to understand them,4）strategic competence which is similar to communication strategies,5) fluencywhich means one’s ability to link units of speech together with facility and without strain or inappropriate slownessor under hesitation.3.ZPD: (Zone of Proximal Development)It means that learning is best achieved through the dynamic interaction between the teacher and the learner and between learners between learners. With the teacher’s scaffolding through questions and explanation, or with a more capable peer’s support, the learner can move to a high level of understanding and extend his or her skills and knowledge to the fullest potential.4.Critical Period Hypothesis:It is a biologically determined period of life when language can be acquired more easily and beyond which time language is increasing difficult to acquire. It states that if humans do not learn a foreign language before a certain age(perhaps around puberty),then due to changes such as maturation of the brain,it becomes impossible to learn the foreign language like a native speaker.二．What I have learned from the courseThe most important things that I have learned from The course in Language Teaching are the various theories of language teaching in class.These will help me with my teaching in the future.I really apprecaite it because the knowledge we have learned will become a part of ourcareer or even for our life.I can imagine that actually we didn’t pay more attention to our accumulation of the theorical knowledge of learning or teaching before .That is our weakness in which we often cannot find a strong support for our learning or teaching.But after I have learned this course,it has become a little easy for me to do a better job in my learning or teaching.I can find the basics of my designs or plans for my teaching.I think I have learned something in this course and I believe that I will also put this into my future English teaching. And the assignments and tasks of practicing our skills of teaching during this class have made everyone learn a lot .From this class ,we do learn a lot.First,The course is mainly about language and language teaching.When I got the main idea of the‘views of language’, I realized the importance of a clear definition of language and language teaching. In this part,what impresses me most in the content of ‘Views on language learning and learning in general’.From the learning of this chapter,I learned the basic theories of language learning,including behaviourist theory,cognitive theory,constructivist theory and socio-constructivisit theory.They are formed from different pespectives,but they provide the basic supports of language learning and we can know more about this through careful learning.Each theory has its own emphasises on their elements.We can do some reseach on their advanatages and avoid the disadvantages.What I prefer is constructivist theory which believes thatlearning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already knows.Althou it was not developed for the understanding of language learning,but it is widely applicable to learning in general.It is believed that education is used to develop the mind,not just to rote recall what is learned.I think this opnion has changed my previous views on learning.Second,the comparation of the language use in real life vs. traditional pedegogy lies in the gap between the language used in real life and the language learned in classrooms.The important knowledge I have learned in this unit are communicative competence,CLT(Principles of Communicaive Language Teaching) and TBLT(Task-based Language Teaching).The translation of communicative competence in language teaching practice is to develop learners’language skills:listening, speaking,reading and writing.In CLT listening which is viewed not only as the counterpart of speaking has received a special attention.In reading, the skill is redefined to focus on the purpose of reading.It is to extarct meaning or information and the learning of grammer and vocabulary is to facilitate such a process.Finally,the writing skill has benn expanded to focus on its communicative goals as well.But I also learned that CLT has not repalced the previous approaches or methodologies.It has only expanded the areas：language content,learning process amd product(language skills).On the other hand,it needs a higher level ofcommunicative competence on the part of the teacher.It also requires that the teacher develp a wider range of skills beyond the presentation and explanation of grammatical structures .That’s the requirements for a teacher who teach language in class.And it also gives me a direction of learning how to be a good and qualified teacher and how to prepare to perform better in our teaching.Third,a good teacher should not only know how to teach language,but also should know how to plan a good lesson and manage the classsroom.In this part,I think the assignments and tasks of practicing our skills of teaching during this class have made me learn a lot .In this term,we have made some practices of our skill of teaching.I really believe that it is a good way to improving our teaching ability gradually.And it is also necessary for us to develop ourselves in teaching methods and approaches.From our classmates’teaching processes ,I think I have realized a lot of things about our teaching in class.They are related to our knowledge ,our manners,our ability and so on.My classmates have shown me their advantages and some disadvantages in their teaching.I was grateful for their performances.As a matter of fact,they have made more progress in their perfomances. And I can learn a lot from them to improve my skills of teaching.What’s more,some shortcomings appear in my performance which promote me to learn English well and teach in class well.All in all,these are what I have achieved in this course or from others.They are precious for me,for my future.I do cherish them and I will try my best to overcome my weakness,making my teaching career better and better.I have known the importance of developing the comprehensive skills in the process of teaching.I have leraned some basic theories of language and language teaching.They will be beneficial to my teaching career in the future.What I should do is just to practice more and make full use of them and spare no efforts to be a good teacher in the future.。