英语学科教育学
最新英语学科教育学九大理论
英语学科教育学九大理论（The nine theories of English subject educology）1、Brunner ‘s discovery learning theoryCharacter: students interact with environment by exploring manipulating objects and wresting questions and controversies or performing experience.Advantages: 1. Encourage active engagement2. Promote motivation3. Promote autonomy responsibility independence4. Promote creativity and problem solving skillsDisadvantages: waste a lot of time and do it uneasy, maybe the students learn knowledge not the teacher requirement2、Chomsky’s social constructivist theory and zone of proximal developmentZone of proximal is distance between potential developmental level and actual developmental level of solving problems. Character: need help---independent solving3、Skinner’s verbal behaviorCharacter: language acquisition is the process of habitat formation and set of habitatUS---UR(unconditional stimulus--- unconditional response)CS---CR US+NS---UR (neutral)Chomsky against it because he think it is lack of evidence.Disadvantages: the theory overlook the speaker internal factors in the processContrastive analysis hypothesis: target language and mother tongueDisadvantage：not all language errors can be predicated4、Piaget’s view of language acquisition1.The Sensory-motor stage from ages 0-2 (understanding environment)2.The Preoperational stage from ages 2-7（understanding symbols）3.The concrete operational stage from 7-11 (mental tasks and language use)4.The formal operational stage from 11 onwards(dealing with abstractions)5、Cognitive language acquisition view1.Ausubel’ s meaningful learning theoryMeaningful learning instead of rote learning, students must relate new knowledge(concepts and propositions)to what they already know.2.Cognitive theoryCognitive psychologists see second language acquisition as constructing process of knowledge systems that can eventually the called automatically for speaking and understanding.6、The discourse theory(result from language use)Communication competence includes:1.the knowledge of grammar and vocabulary2.the knowledge of rules of speaking3.the knowledge of how to use and respond to different types of speech acts andsocial conventions4.the knowledge of how to use language appropriately7、The speech act theoryCharacter: actions (say something is the way of doing something)Propositional meaning and Illocutionary meaningLocutionary act: say something with a certain meaning in traditional sense……Illocutionary act: convincing persuading deterring……1.Assertives2.directivesmissives4.expressives5.declaratives8、The universal grammarPositive evidence and Negative evidenceDirect access: language acquisition devicesIndirect accessPartial accessNo accessDisadvantages: 1. UG proponents have to deal with acquisition to account for the language itself 2. Chomsky only learned the core language not learn peripheral grammarmunication is discarded 4. Methodological9、10、The monitor model hypothesis1.2.The acquisition-learning theory(acquisition is subconscious and learning is conscious)3.The natural order hypothesis4.The input hypothesis(The understanding input; The relevant input; no grammaticallysequenced)5.6.The monitor hypothesis(1.there must be enough time 2. Focus is on forms not meaning 3.The learner must know the rule)7.The affective filter hypothesis。
英语学科教育考研科目
英语学科教育考研科目
英语学科教育是指培养学生对英语学科的教学能力和研究能力的教育过程。
在考研中，英语学科教育是一门重要的科目，考查考生对英语学科的理论知识和教学能力。
英语学科教育考研科目主要包括以下内容：
1. 英语语言学：考生需要了解英语的语音、语法、语义、语用等方面的基本知识，熟悉相关的理论和概念，掌握分析和解释英语语言现象的方法和技巧。
2. 英美文学概论：考生需要对英美文学的基本内容和发展历史有一定的了解，熟悉重要作家和作品，掌握分析和解读文学作品的方法和技巧。
3. 英语教育学：考生需要了解英语教育学的基本理论和研究方法，熟悉英语教育的发展历史和主要问题，掌握教学设计和评估等方面的基本知识和技能。
4. 第二语言习得理论：考生需要了解第二语言习得的基本理论和研究方法，熟悉不同类型学习者的特点和需求，掌握教学设计和评估等方面的基本知识和技能。
5. 教学设计与评估：考生需要掌握教学设计和评估的基本原则和方法，能够根据学生的需求和教学目标制定合理的教学计划，并能够评估教学效果和进行反思。
6. 教学实践：考生需要具备一定的教学实践经验，能够进行教学实验和教学观察，熟悉课堂管理和教学技巧。
考研英语学科教育科目主要考查考生的英语语言能力、英语学科理论知识和教学能力。
考生需通过深入学习和实践，掌握相关知识和技能，为将来从事英语学科教育工作做好准备。
浅析高校英语教育学
目录摘要 (i)Abstract (ii)1、引言 (1)2、普遍存在的问题 (1)2.1英语教育学课程科目少且时间短 (1)2.2英语教育观念陈旧且方式落后 (2)2.3未能充分利用多媒体设施教学 (2)3、解决的方法 (2)3.1切实转变英语教育教学方法 (2)3.2充分利用多谋体等现代科技工具 (3)4、结束语 (3)参考文献 (4)摘要：目前，许多高校不太重视英语教育学的发展，绝大多数的英语教师获得的本科及以上学位不是“英语教育”，而是“外国语言学及应用语言学”、“外国文学”、“英语语言学”或其他专业的学位，对英语教育学错误的认识严重影响了英语教师教育的专业化发展。
为此，笔者首先在引言部分阐述了英语教育学的定义及其分类，然后指出了英语教育中普遍存在的问题以及提出了一些解决的措施。
关键词：英语教育学，英语教育，英语专业Abstract:At present, a number of universities pay less attention to the development of English educology. A majority of English teacher acquire the academic degree called Foreign Linguistics, Applied Linguistics, Foreign Literature and English Linguistics rather than English Education. Therefore, the wrong cognization of English Educology seriously influence the major development of English teachers. For this purpose, the writer states the definition and classification of English Educology in the introduction.Then, the writer points out some common questions in English education and puts forward some effective measures.Key words:English Educology, English Language Teaching, English major1、引言所谓英语教育学，就是旨在研究英语教学过程中的现象，问题和规律的科学。
英语学科教学方向课程
英语学科教学方向课程一、引言随着全球化时代的到来，英语在国际交流中扮演着举足轻重的角色。
在我国，英语作为一门重要的学科，其教学质量和水平直接关系到国家人才培养的整体水平。
为此，英语学科教学方向课程应运而生，旨在培养具有专业素养和教学能力的英语教师。
本文将从英语学科教学的重要性、课程设置背景、核心内容、学习方法、发展趋势、社会价值等方面展开论述，以期为广大英语教育工作者提供有益的参考。
二、英语学科教学方向课程的核心内容英语学科教学方向课程围绕英语语言知识与技能、英语教学方法与策略、英语学科教育心理学、英语课程设计与评价等核心内容展开。
其中：1.英语语言知识与技能：课程将帮助学生系统地学习英语语言知识，包括语音、语法、词汇、听力、口语、阅读和写作等方面，以提高其语言应用能力。
2.英语教学方法与策略：课程将向学生传授各种教学方法和策略，如启发式教学、任务型教学、合作学习等，使学生能够根据不同的教学场景和学生的特点灵活运用。
3.英语学科教育心理学：课程将引导学生学习英语教育心理学的基本原理，以便更好地了解学生的认知发展规律，激发学习兴趣，提高教学效果。
4.英语课程设计与评价：课程将教授如何进行英语课程设计，包括设定教学目标、编制教学计划、选择教学资源等，以及如何进行教学评价，如形成性评价、终结性评价等。
三、英语学科教学方向课程的学习方法为了提高课程质量，英语学科教学方向课程采用多种学习方法，包括：1.课堂参与与讨论：鼓励学生积极参与课堂讨论，分享教学经验和心得，提高思考和表达能力。
2.案例分析与实践：课程将提供丰富的教学案例，让学生学会分析问题、解决问题，提高实际教学能力。
3.教学模拟与反思：学生可通过教学模拟实习，检验所学知识和技能，并在反思中不断成长。
4.学术研究与写作：课程将教授学术研究方法和论文写作技巧，培养学生的学术素养和创新能力。
四、英语学科教学方向课程的发展趋势随着教育信息化的推进，英语学科教学方向课程呈现出以下发展趋势：1.融合信息技术的教育创新：利用现代信息技术，如网络、多媒体等，丰富教学手段和资源，提高教学质量。
学科教学硕士(英语类)
学科教学硕士(英语类)摘要：一、学科背景介绍二、专业特点与就业前景三、培养目标与课程设置四、学术成果与实践经验五、未来发展展望正文：学科教学硕士（英语类）是一个针对英语教育领域的专业学位，旨在培养具有较高教育理论素养、扎实英语基本功、较强教育教学实践能力的复合型人才。
本文将从学科背景、专业特点、就业前景、培养目标、课程设置、学术成果和实践经验等方面进行详细介绍，以帮助读者更好地了解这一专业。
一、学科背景介绍学科教学硕士（英语类）源于我国教育部门对英语教育事业的重视和人才培养的需求。
随着我国改革开放和国际交流的不断深入，英语作为国际交流的通用语言，在我国的地位日益凸显。
因此，培养高素质的英语教育人才成为了迫切的需求。
二、专业特点与就业前景学科教学硕士（英语类）专业具有以下特点：1.强化英语语言基本功：通过系统的英语课程学习，使学生具备扎实的英语听、说、读、写能力。
2.丰富教育理论知识：学习教育心理学、教育管理学等课程，提升学生的教育理论素养。
3.注重实践操作能力：通过实习、实训等环节，使学生具备较强的教育教学实践能力。
4.培养创新意识：鼓励学生开展教育教学研究，培养其创新意识和教育教学改革能力。
就业前景方面，学科教学硕士（英语类）毕业生可在中小学、高校、职业技术学校等教育机构担任英语教师；也可在教育行政机构、教育培训机构、翻译公司等企事业单位从事与英语教育相关的工作。
三、培养目标与课程设置学科教学硕士（英语类）的培养目标是为我国英语教育事业输送具有硕士学历、高素质的英语教师。
课程设置方面，既包括英语专业课程，如英语语法、英语阅读、英语写作等，也包括教育类课程，如教育学、教育心理学等。
此外，还设有实践类课程，如教育实习、教育调查等，以培养学生的实践操作能力。
四、学术成果与实践经验学科教学硕士（英语类）专业学生在学术研究方面取得了一系列成果，如发表论文、编写教材等。
在实践经验方面，学生通过实习、实训等环节，积累了丰富的教育教学经验，为今后从事英语教育工作奠定了基础。
教育学 学科英语教学英语
“教育学”的英文是"education"或"pedagogy"，“学科英语教学”可以翻译为"subject-based English teaching"或"discipline-based English instruction"。
例如：She is majoring in education.（她主修教育学。
）The pedagogy of this school is very progressive.（这所学校的教学法非常先进。
）We need to explore more effective subject-based English teaching methods.（我们需要探索更有效的学科英语教学方法。
）The discipline-based English instruction focuses on integrating English language learning with specific subject matter.（学科英语教学注重将英语学习与特定学科内容相结合。
）如果你想表达“学科英语教学英语”，可能是指用英语进行学科英语教学，可以说"Teaching English for subject-based English teaching" 或者"Teaching English in subject-based English teaching"。
例如：Our teacher uses English to teach English for subject-based English teaching.（我们的老师用英语来教授学科英语教学。
）I am interested in teaching English in subject-based English teaching.（我对在学科英语教学中教英语感兴趣。
《基础英语教育理论与实践(学科教育学)》教学大纲
《基础英语教育理论与实践（学科教育学）》教学大纲Theories and Practices of Basic English Education (Subject Pedagogy)课程编码：08A11590 学分：3.0 课程类别：专业任选课计划学时：48 其中讲课：48 实验或实践：0 上机：0适用专业：英语（师范方向）推荐教材：王蔷，《英语教学法教程（第二版）》，高等教育出版社，2006年。
参考书目：1、Brown, H. nguage Assessment Principles and Classroom Practices.New York: Pearson Education, 2004.2、Larsen-Freeman, D.Techniques and Principles in Language Teaching.Oxford: Oxford University Press, 2000.3、Richards, J. C. & Rodgers, T. S..Approaches and Methods in Language Teaching (2nd ed.). Cambridge: Cambridge University Press，2001.课程的教学目的与任务本课程的教学目的是使英语专业师范生较系统地了解国内外英语教学的主流理论与方法，培养他们根据我国基础教育实际情况有效开展中小学英语教学的实践能力，提高他们的教师职业认同。
本课程的任务是通过学习本大纲规定的内容，英语专业师范生能够具备有效进行课程规划和改编教材的能力，掌握交际语言教学与任务型语言教学的基本观点和教学方法，能够理论联系实际，将形成性评估和终结性评估相结合，有效组织课堂活动和任务，从而为其毕业后从事基础英语教育打下基础。
课程的基本要求1、要求学生具有分析《国家英语课程标准》、制订课程规划和改编教材的能力，为有效组织教学活动做好充分准备。
英语学科教育学 要点精编
英语学科教育学秦杰、田金平外语教学与研究出版社核心要点Chapter 1 Basic Concepts4A BRIEF SURVEY OF ENGLISH TEACHING METHODS4.1 grammar-translation4.3 the direct methodMaterial is first presented orally;the mother tongue is never used;questions are answered in target language;rules are generated from the practice and experience4. 4 the audio-lingual methodAbundant use of laboratories, taped and visual aids4.6 silent wayThe learner discovers rather than remember or repeats4.9 communicative language teachingStress activities that engaged the learners in more meaningful and authentic languageChapter 2 History of English teaching1 MAIN SCHOOLS OF ENGLISH TEACHING IN HISTORY1.1 GT method□Detial anaylsis of grammar rules, followed by application of this knowledge to the task of translating sentences and texts into and out of target language□Little or no systematic attention is paid to speaking or listening1.2 direct methodInstruction was conducted exclusively in the target language (include question-and-answer exchange between teachers and students; grammar was taught inductively)1.4 communicative language teachingFocus not only on language but also on the learning process itself3 CURRENT TRENDS IN ENGLISH TEACHING3.1 teaching for communicationWeak version: provide learners with opportunities to use English for communicative purposes Strong version: acquire language through communication3.2 task-based English teachingAccomplish open-ended tasks which are not pre-determined3.4 attention to learner differenceContent; process; time or age; goalSince they have ever improving capabilitiesStretch the potential of all students3.6 developing automaticity in English teaching and learning□Inductive rather than deductive teaching□Comprehensible and adequate input□Attention to learners’ affective factors□Task-based approach□Strategic training4 A STUDY IB TASK-BASED LANGUAGE TEACHING4.1 introductionTraditional way: master the building blocks of the language; teacher presents the target language in ready-to assimilate piecesBy contrast: errors are not necessarily the result of bad learningEngage in meaningful activities such as problem-solving, role playing, discussion4.2.3 the feature of TBLTObjective-oriented;discover rules of grammar;focus on meaning rather than form;bear resemblance to activities people carry out in daily life4.3 advantage of TBLTTeaching is not the controller and sole knowledge source; create the kind of atmosphere which enhance participation; stimulate curiosity, raise interest and encourage students to practiceChapter 4 Teaching of Different Language Skills1 LISTENING1.1introductionlistening skills: recognize stress and rhythm patterns; guess unknown words or phrases; detect key words; predict what people are going to talk, etc1.2process1.2.1 three stages of listeningPre-listening:Strategies: build necessary background to set purpose for listening (activate existing knowledge; build prior knowledge; establish purpose)During listening:While listening activities: clarify meaning; question; making predictionsTeacher’s help:elicit summary at each stop;ask for prediction and why students make particular predictions;review previous prediction and let them change their ideasinvolve everyone by letting them show hands or take sidesAfter listening:Activities:ask Q to clarify their understanding;summarize a speaker’s presentation orally, in writing;review notes and add informationTo sum up: give a clear lead in what they are going to hear; use visual backup for them to understand; give questions and tasks which help in learning, not confusing.1.3Methodism teaching of listeningdefault method: pick out a particular grammar point or some difficult words to explainintegrated method: use several skills within real context and communicative framework REFER TO PG 1042SPEAKING2.1introductionNot just involve putting into practice the grammar and vocabulary skill or just pronouncing and reading aloudInteractive: face to facePartial interactive: lectureNon interactive: watching TV2.3 how to teach speakingContented oriented input: focus on informationForm oriented input: focus on the ways of using the languageStructured output: focus in correct formCommunicative output: focus on the main purpose to complete a task2.3.2 3 key issues in speaking classesForm focuses speaking:□Repetition drill: teachers ask learners to repeat a phrase or sentenceMeaning focused speaking:□Presents some new vocabulary or grammatical features;□Before take part in an activity; ask learners to work in pairs or groups of 3 or 4 to prepare□Learners are given topics to talk(newspaper talks: instead of reading the article aloud, the learners must describe the main idea of the article given to the learners)2.4 developing speaking activitiesStructured output activities: information gap activitiesCommunicative output activities: role plays which imitate life; discussion3TEACHING OF READING3.1introductiona repetitive skill that helps build vocabulary3.1.1micro- & macro- skillsmicro-skills: deciphering the script; recognize vocabulary; figure out the meaning; makethe foregoing inference; predict outcomesmacro-skills: plan on the purpose to read; evaluate the reading speed; monitor thegeneral reading process etc3.1.1 goal of teaching reading□Maximize comprehension of text, identify relevant or non relevant information□Develop the awareness of reading process and reading strategies3.2three stages of readingBefore: set a purpose; know linguistic of background knowledgeDuring: verify predictions; decide what is important to understandAfter: decide the strategies used were appropriate; evaluate comprehension3.2.3 strategies for developing reading skills1) core reading strategiesPreview: get a sense of structure and contentPredict: use knowledge of subject matter, of the text type, about the authorSkimmer and scanning a quick survey of the textParaphrasing: restate the information and the ideas in the textBy encouraging students to talk about the strategies they think will help2) strategic reading for cognitionReading is an essential part of language instruction at every level3.3developing reading activities3.3.2 student preparationPre-reading activities:□Give students the background knowledge necessary for comprehension of the text or activating the existing knowledge□Make student aware of the type of the text□Provide opportunities for group or collaborative work and for class discussion activities□Use the title or subtitles to predict the content□Look at pictures, maps, diagrams or graphs4TEACHING OF WRITING4.1 introduction4.1.3 writing to learn VS writing to communicateGather facts and ideas together→a period of critical analysis→a draft paperPresent facts and inference in the most efficient manner4.2 key writing models4.2.1 introductionProduct model: focus on error correction and telling rather than showingProcess model: emphasize activities geared toward discovering things to say about a topic, drafting, pausing, sharing work in process, revising and editing4.2.2 product-oriented VS process-oriented writingproduct-oriented: correct and grade; feedback is limited to grammatical, structural or mechanical errorsprocess-oriented: engage students in classroom activities to stimulate their ideas; establish viewpoint purposefully (putting down ideas and get the first draft→get feedback from others→produce more draft until receive satisfactory comments→hand in their product and get a more sincere and effective evaluation from teachers)summary: a balance between process approach and product approach4.3 trend4.3.1 more focus on processRespond to the content more than the formHelp with error correction and give organizational adviceClassroom activities:Pre-writing: students are divided into groups to produce ideas about the topic; make a plan before they start; generate ideas about the topicFocusing on ideas: fast writing---write quickly on the topic for 5-10 min without worrying about language or punctuation; Group composition---work in groups, sharing ideas Evaluating, structuring and editing4.3.2 peer editing REFER TO PG1675 TEACHING OF GRAMMAR AND VOCABULARY5.1 introduction to the teaching of grammar5.1.1 various schools of grammarPrescriptive grammar; systematic functional grammar5.2 fundamentals of grammar teaching5.2.3 classroom grammar activitiesGrammar is taught in context, in discourse and in communication to maintain students’interest□Describe grammar point and give examples□Ask students to practice the grammar point in communication drill□Have communicative task that provide students opportunities to use grammar point5.2.4 textbook grammar activitiesMechanical drill: each prompt has only one correct response; complete the exercise without attendong to meaningMeaningful drill: each prompt has only one correct response; complete the exercise with attendong to meaningCommunicative drill: the prompt and qusetion is life-oriented, open-ended; students can have answers in line with their uinderstanding5.3 planning a grammar lessonDeductive approach and inductive approachTeacher-centered and learner-centeredPresentation: REFER TO PG187Practice: gap filling; substitution drills; sentence transformations; picture dictation; recording sentences and matching sentences to picturesProduction: information gap; role play; spot the difference between two pictures, problem solving5.4 teaching of vocabulary5.5 strategies and methods of vocabulary learning and teaching□Create mental linkages: grouping, association, place words into context□Apply images and sounds□Meaningful task□Recycling: one or two days after initial input□Diagram and word trees5.5.5 guessing from context5.5.7 definition plus collocation in vocabulary teaching and learning。
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How do you think of this phenomenon: in middle schools, a lot of English teachers don’t know any theories of English education, yet they still teach well.
To enable us to identify the difficult nature of English subject education.
Tell me and I forget. Teach me and I remember. Involve me and I learn.
Chapter one
Testing:
one of the various means of assessment, a way to collect information through formal and standardized form.
Means-ends model:
an approach to curriculum development ot to teaching in which a distinction is made between ends and mens and which generally employs a cycle of planning activities involving
objects:
To develop integrated personality, to establish a curriculum system balancing consistency and difference, to realize the integration of the knowledge system and to carry out multi-cultural education.
behaviorism
A theory of psychology which states that human and animal behavior can and should be studied only in terms of physical process, without reference to mind. It led to theories of learning which explained how an external event (a stimulus) caused a change in the behavior of an individual (a response),
Empiricism: (All knowledge comes from experience and practice, ultimately from our interaction with the environment through our reasoning or senses.) environmentalist theory (an organism’s nurture, or experience is of more significance to development) The neo-behaviorist S-R learning theory: knowledge is the product of interaction with the environment through stimulus-response (S-R) conditioning. Nativism: language acquisition is innately determined and that we are born with a built-in device which predisposes us to acquire language and predisposes us to a systematic perception of language around us. Chomsky’s innatist language acquisition theory
English subject teaching:
To realized students’ overall development; to lay emphasis on individualized learning; to help students. Learn knowledge positively, actively and independently, and to form a knowledge structure with their own individualized characters.
Teaching Chapter 7 Classroom Practice Chapter 8 English Testing Chapter 9 Teacher Training in English Language Teaching
Discussion
Did you ever be a teacher or have any teaching experience? How do you teach?
The structure of this course
Chapter 1 Basic concepts of English Language Educology Chapter 2 Survey of the History of English Teaching Chapter 3 English syllabus Evaluation and Design Chapter 4 Teaching of Different Language Skills Chapter 5 Learners’ Variables in English Teaching Chapter 6 Cultural Awareness and English Language
English subject learning:
learning is an important means of fitting into the society, seeking self-actualization and striving for self-perfection, is to develop integrated persons.
Assessment/Testing
Assessment:
a systematic approach to collecting information and to making inferences about the ability of a student or the quality or success of a teaching course on the basis of various sources of evidence. It may be done by test, interview, questionnaire, observation, etc.
what do you think you can learn from this course?
The importance of English subject educoloaster the general laws of English education;
Behavioristic view of language acquisition: language development is the process of habit formation, and the result of a set of habits.
Language acquisition/learning theories
the development of the personal and social
Professional competence
Cognition:
the various mental processes used in thinking, remembering, perceiving, recognizing, classifying, etc.
To enable us to solve the problems which are difficulties for English education at special levels;
To explore and promote the theory of English curriculum and teaching;
Basic Concepts of English Language Educology
Introduction to English language educology; The study of education and its relation to language
educology; Language acquisition/learning theories; A brief survey of English teaching models.
Introduction to English language educology
The definition of “educology” and “subject educology” Research objects
general education
cognitive competence
Specific objects
Concepts: FL / SL/TEFL/TESL Foreign language: a language which is not the native language of large