1、大學(xué)英語(yǔ)課堂缺失(qu sh)了什么？ 云南師大外國(guó)語(yǔ)學(xué)院(xuyun) 侯云潔共八十一頁(yè)缺失一：人本的課堂(ktng)關(guān)注學(xué)生個(gè)體差異不夠師生互動(dòng)交流不夠?qū)W生認(rèn)知與情感結(jié)合不夠共八十一頁(yè)人本主義(rn bn zh y)理論（Humanistic Theory）Humanistic approaches emphasize the importance of the inner world of the learner and place the individuals thoughts, feelings and emotions at the forefront of all human

2、development. 強(qiáng)調(diào)(qing dio)人的內(nèi)心世界的重要性，將人的思想、情感和情緒置于人的整個(gè)心理發(fā)展的前沿地位。共八十一頁(yè)人本主義(rn bn zh y)盧梭的自然主義、杜威的“以兒童為中心”每個(gè)人都有積極發(fā)展自己潛能的內(nèi)在動(dòng)力，認(rèn)為人的行為的重要力量。關(guān)注經(jīng)驗(yàn)對(duì)人的影響強(qiáng)調(diào)自我意識(shí)對(duì)人的行為的決定作用。羅杰斯：情感和認(rèn)知是人類(lèi)精神(jngshn)世界中兩個(gè)不可分割的組成部分，教育的目的就是要培養(yǎng)情智合一的人。有效的教育必須幫助學(xué)生發(fā)展積極的自我意識(shí)，促進(jìn)個(gè)人潛力的充分發(fā)揮。認(rèn)知學(xué)習(xí)和體驗(yàn)學(xué)習(xí)有意義學(xué)習(xí)和無(wú)意義學(xué)習(xí)共八十一頁(yè)學(xué)習(xí)者認(rèn)知與情感(qnggn)因素1、動(dòng)機(jī) 8、自我界定

3、 15、性別2、興趣態(tài)度 9、抑制 16、焦慮3、學(xué)習(xí)信念 10、人格4、冒險(xiǎn)能力(nngl) 11、學(xué)習(xí)風(fēng)格5、競(jìng)爭(zhēng)性 12、學(xué)習(xí)策略6、文化認(rèn)同 13、語(yǔ)言學(xué)習(xí)潛能7、移情 14、多元智能差異共八十一頁(yè)缺失二：建構(gòu)的課堂輸出活動(dòng)為中心的體驗(yàn)學(xué)習(xí)不夠?qū)W生個(gè)體經(jīng)驗(yàn)與新知識(shí)學(xué)習(xí)結(jié)合不夠?qū)W生發(fā)散和批判(p pn)思維訓(xùn)練不夠共八十一頁(yè)建構(gòu)主義理論(lln)（Constructivist Theory）Individuals are actively involved right from birth in constructing personal meaning, that is their o

4、wn personal understanding, from their experiences. In other words, everyone makes their own sense of the world and the experiences that surround them. In this way, the learner is brought into central focus in learning theory.個(gè)體從自身經(jīng)驗(yàn)背景出發(fā)對(duì)客觀事物的主觀理解和意義建構(gòu)(jin u)，重視學(xué)習(xí)過(guò)程，反對(duì)現(xiàn)成知識(shí)的簡(jiǎn)單傳授。共八十一頁(yè)The implications

5、for language teaching It is very important to take account of the learner as an individual, actively involved in constructing meaning.The development of thinking and its relationship to language and experience become a central focus of learning.共八十一頁(yè)Care should be taken to match the requirements of

6、any task to the cognitive level of which the learner is capable.We can see the application of Piagets nations of assimilation and accommodation to learning a new language.共八十一頁(yè)建構(gòu)主義知識(shí)觀知識(shí)的學(xué)習(xí)是在行為活動(dòng)(hu dng)或經(jīng)驗(yàn)中建構(gòu)的，是逐步顯現(xiàn)的、情境化的。學(xué)習(xí)觀學(xué)習(xí)就是知識(shí)建構(gòu)、解釋世界和建構(gòu)意義，是經(jīng)驗(yàn)的和重視過(guò)程的。教學(xué)觀教學(xué)反應(yīng)多種觀點(diǎn)，是發(fā)散性、歸納式樣的師生角色觀教師是合作者、促進(jìn)者學(xué)生是知識(shí)建構(gòu)者

7、、運(yùn)用工具的主動(dòng)探索者（做中學(xué)）師生關(guān)系平等、和諧協(xié)作 。司顯柱 （2011）多元互動(dòng)大學(xué)英語(yǔ)教學(xué)模式建構(gòu)-建構(gòu)主義視域 ，外語(yǔ)學(xué)刊2011、1。共八十一頁(yè)The implications for language teaching (1)Every learning experience should be seen within the context of helping learners to develop a sense of personal identity and relating that to realistic future goals.Learners should

8、be helped and encouraged to make choices for themselves in what and how they learn.It is important for teachers to empathize with their learners by getting to know them as individuals and seeking to understand the ways in which they make sense of the world, rather than always seeking to impose their

9、 own viewpoints.共八十一頁(yè)The implications for language teaching(2)Language teaching should base more on psychology than on linguistics.Language teaching should consider affective aspects of learning.Language teaching should be concerned with treating the learner as a whole person, and with whole-person

10、involvement in the learning process.Language teaching should see the importance of a learning environment which minimizes anxiety and enhances personal security.共八十一頁(yè)“Four Pillars”共八十一頁(yè)learn to know：學(xué)會(huì)求知(qizh)， or learn to learn（學(xué)會(huì)學(xué)習(xí)）-Be able to learn by oneself-Be able to learn the things you need

11、in your life and work共八十一頁(yè)learn to do：學(xué)會(huì)做事(zu sh)、動(dòng)手-Be able to put what you learn from books into theory （把知識(shí)轉(zhuǎn)化成能力）-Be able to do the things of your own in life（自己動(dòng)手做的能力）-Be able to show yourself 學(xué)會(huì)展示(zhnsh)自己、推銷(xiāo)自己的能力共八十一頁(yè)learn to live together：學(xué)會(huì)共同生活(shnghu)；與人相處 -Be able to get along well with th

12、e people around you 學(xué)會(huì)(xuhu)與身邊的人合作-Be able to get along well with the people of different backgrounds將來(lái)能與不同文化背景的人交往共八十一頁(yè)Learn to be：學(xué)會(huì)做人(zurn)，學(xué)會(huì)發(fā)展、生存 -Learn to be a qualified citizen具備做一個(gè)普通公民（合格公民）的基本素質(zhì)-Learn to pursue the correct way of life (have right outline of life and value)尋求正確的生存之道 （人生觀、價(jià)值

13、觀）-Learn to live a dignified and enjoyable life過(guò)有尊嚴(yán)(znyn)的生活、過(guò)愉快的生活共八十一頁(yè)Lewin 的心理動(dòng)力場(chǎng)理論人的行為是環(huán)境與人的內(nèi)在因素交互作用的產(chǎn)物。學(xué)生的認(rèn)知和情感方面(fngmin)的學(xué)習(xí)成果，與他們的課堂環(huán)境感知顯著相關(guān)。趙慶紅、徐錦芬 （2012）大學(xué)英語(yǔ)課堂環(huán)境與學(xué)生課堂行為的關(guān)系研究， 外語(yǔ)與外語(yǔ)教學(xué)，2012，4.共八十一頁(yè)通用英語(yǔ)：拓寬人的國(guó)際(guj)視野，增加百科知識(shí)、培養(yǎng)跨文化交際能力和人的綜合素養(yǎng)。專(zhuān)門(mén)用途英語(yǔ)：專(zhuān)業(yè)交流的能力和人的學(xué)術(shù)素養(yǎng)。通用英語(yǔ)與專(zhuān)用英語(yǔ)的教學(xué)內(nèi)容差別很大，而教學(xué)目標(biāo)有交叉之處：提高

14、學(xué)生應(yīng)用英語(yǔ)的能力和思辨能力。文秋芳（2014）大學(xué)英語(yǔ)教學(xué)中通用英語(yǔ)與專(zhuān)用英語(yǔ)之爭(zhēng)：?jiǎn)栴}與對(duì)策。外語(yǔ)與外語(yǔ)教學(xué)，2014,1.共八十一頁(yè)學(xué)術(shù)英語(yǔ)的素質(zhì)教育：規(guī)范寫(xiě)作避免剽竊，做批判性文獻(xiàn)綜述的能力; 獨(dú)立思考和分析問(wèn)題的能力，以及用不同(b tn)視角觀察問(wèn)題和解決問(wèn)題等批判性的思維能力。-蔡基剛 (2014) 從通用英語(yǔ)到學(xué)術(shù)英語(yǔ)回歸大學(xué)英語(yǔ)教學(xué)本位，2014,1.共八十一頁(yè)大學(xué)英語(yǔ)語(yǔ)言能力描述(mio sh)維度及其組成要素認(rèn)知能力（語(yǔ)言知識(shí)）：語(yǔ)言能力、社會(huì)語(yǔ)言能力、語(yǔ)用能力。功能能力（語(yǔ)言技能）：聽(tīng)、說(shuō)、讀、寫(xiě)、譯。策略能力 （元能力）：學(xué)習(xí)策略、自我學(xué)習(xí)能力社會(huì)能力： 思辨能力、溝

15、通能力、合作能力、跨文化能力、解決問(wèn)題能力、創(chuàng)新能力、使用信息、媒體與技術(shù)的能力。王海嘯等（2014）大學(xué)英語(yǔ)“語(yǔ)言能力”框架(kun ji)的建構(gòu)外語(yǔ)與外語(yǔ)教學(xué)，2014,1. 共八十一頁(yè)1916 蔡元培 思想自由、兼容并包1978 工具性、實(shí)用性取向1998 關(guān)于外語(yǔ)(wiy)專(zhuān)業(yè)面向21世紀(jì)本科教育改革的若干意見(jiàn)忽略了學(xué)生思維能力、創(chuàng)新能力、分析問(wèn)題和獨(dú)立見(jiàn)解能力的培養(yǎng)。美國(guó)21世紀(jì)外語(yǔ)學(xué)習(xí)目標(biāo)”5C”communication, culture, connections, comparison, communities.共八十一頁(yè)2013年全國(guó)高校大學(xué)英語(yǔ)教學(xué)發(fā)展學(xué)術(shù)研討會(huì)提出“以輸出

16、為驅(qū)動(dòng)，探索課程教學(xué)的創(chuàng)新與突破”，改變我國(guó)大學(xué)英語(yǔ)教學(xué)“以知識(shí)輸入為核心”的教學(xué)模式，強(qiáng)調(diào)“以應(yīng)用為主的輸出”的課程教學(xué)改革?！拜敵鍪悄繕?biāo)又是手段，是促進(jìn)輸入吸收的手段，以輸出驅(qū)動(dòng)既能夠促進(jìn)產(chǎn)出能力的提高，又能夠改進(jìn)吸收輸入的效率(xio l)?！?文秋芳（2013）運(yùn)用輸出驅(qū)動(dòng)理念，促進(jìn)課堂教學(xué)創(chuàng)新共八十一頁(yè)工具(gngj)功能(instrumental)、內(nèi)洽功能(integrative）語(yǔ)言活動(dòng)學(xué)生思維能力、思辨能力、表達(dá)能力語(yǔ)言理解記憶認(rèn)知加工能力語(yǔ)言任務(wù)學(xué)生分析問(wèn)題、解決問(wèn)題能力文化教學(xué)不同價(jià)值觀、思維方式和行為方 式體驗(yàn)，形成健全人格和廣闊視野(shy)批判教學(xué)體會(huì)人類(lèi)社會(huì)面臨問(wèn)

17、題，全球眼光、 博雅精神。共八十一頁(yè)缺失三：人文人文精神、人文素養(yǎng)、人文價(jià)值“觀乎天文，以察時(shí)變；觀乎人文，以化天下”-周易人類(lèi)各種文化現(xiàn)象、精神生活、文化生活方式、人生(rnshng)價(jià)值觀態(tài)度、對(duì)自然、社會(huì)和人的思想觀點(diǎn)。共八十一頁(yè)人文的教學(xué)(jio xu)：挖掘文本隱性信息品位文本語(yǔ)言質(zhì)疑文本權(quán)威從文本到生活共八十一頁(yè)How to teach and build humanistic, constructivist class with humanity learning? Renew and build the repertoireTeacher knowledgeTeaching s

18、kills and techniquesReflective journal and action research共八十一頁(yè)Reading TeachingPre-readingWhile-readingPost-reading共八十一頁(yè)共八十一頁(yè)共八十一頁(yè)共八十一頁(yè)共八十一頁(yè)共八十一頁(yè)共八十一頁(yè)共八十一頁(yè)Function of pre-reading-Pre-reading (combined with lead-in) Cognitive preparationPsychological preparationEmotional preparation共八十一頁(yè)P(yáng)re-reading a

19、ctivitiesPictures talkingStory telling (teachers or students stories)Asking and answering questionsGames and quizDiscussions共八十一頁(yè)Aims of while-reading-While-readingReading strategies(skills) trainingWriting discourses learningReading interest stimulationReading habits cultivationlogical thinking abi

20、lity共八十一頁(yè)While-reading activities1）Predicting 2）Retelling or reorganizing 3）Describing 4）Comparison 5）Classification 6）Elaboration 7）Evaluation 8）Jigsaw reading 9）Matching 10）Problem-solving共八十一頁(yè)Function of post-reading Deep comprehension of the textUse of new languageInteraction with the writerCrit

21、ical thinking ability共八十一頁(yè)P(yáng)ost-reading activities1）Simulation，2）Discussion 3）Presentation 4) Debate共八十一頁(yè)語(yǔ)篇教學(xué) Discourse Teaching 第一個(gè)層面是文本體裁分析(Genre Analysis)。比如有四種體裁：記敘文、說(shuō)明文、論說(shuō)文和議論文。每一種體裁都有一定的邏輯結(jié)構(gòu)模式。教師(jiosh)對(duì)學(xué)生進(jìn)行一定的文本示范分析，能使學(xué)生盡快把握文章的大意。共八十一頁(yè)第二個(gè)層面是文章的頂層結(jié)構(gòu) (Top-level Structure)，這是對(duì)文本的初步宏觀布局掌握。教師可以讓學(xué)生盡

22、快抓住文章的主題句，使中心含義(hny)能得到進(jìn)一步的理解。Mind-mapVisual organizer共八十一頁(yè)共八十一頁(yè)共八十一頁(yè)共八十一頁(yè)共八十一頁(yè)共八十一頁(yè)共八十一頁(yè)第三個(gè)層面是段落的邏輯組織模式 (Logical Patterns)。根據(jù)段落句與句之間的邏輯，可以有10種模式：時(shí)間、空間、舉例(j l)、對(duì)比、過(guò)程、因果、轉(zhuǎn)折、遞進(jìn)、羅列、解釋。學(xué)生掌握了不同邏輯結(jié)構(gòu)，不僅能迅速解讀文本，還能把這個(gè)能力遷移到寫(xiě)作當(dāng)中。共八十一頁(yè)第四個(gè)層面是句子與段落的銜接 (cohesion and coherence)。比如有指代(zh di)、替代、省略、連接和詞匯手段。掌握了銜接手段，有助

23、于推理課文內(nèi)容，還能促進(jìn)作文的銜接連貫。共八十一頁(yè)閱讀教學(xué)的層次(cngc)和策略InferencingPredictingAssociatingSummarizingAnalyzingSynthesizingAppreciatingEvaluatingMonitoringRead beyond the linesRead between the linesRead the lines共八十一頁(yè)A Process Approach to writing teaching1. Help student writers understand their own composing process;

24、2 .Help them build repertoires of strategies for prewriting, drafting, and rewriting; 3. Give students time to write and rewrite;4. Place central importance on the process of revision;5. Let students discover what they want to say as they write;6. Give students feedback throughout the composing proc

25、ess (not just on the final product) to consider as they attempt to bring their expression closer and closer to intention.7. Encourage feedback both from the instructor and peers;8. Include individual conferences between teacher and student during the process of composition.共八十一頁(yè)A Process Approach to

26、 writing teachingIn other words, writing process involves three stages: planning, developing and revising. Under each stage, there are several activities and techniques. If teachers help with students with each stage of writing and teach students the activities and techniques helpful for each stage,

27、 students will learn not only about the topic, which traditional writing teaching approach focus on, but learn how to create a good piece of writing.共八十一頁(yè)1. Prewriting or Planning Stage1) Brainstorming: students can work by themselves at beginning, following their impulse, thoughts and interests, jo

28、g all the loose ideas about the subject, then work together with other students, with interaction, students could be inspired by each other, then jot down all the ideas in an informal list. 共八十一頁(yè)For example, writing about sports, after brainstorming, students may note down:fun at sportsexercise comp

29、etitiveness, jogging for fitnesshard work and paintime and money to spendThe aim for doing brainstorming is to get students think freely and put down all possibly ideasthat come to their minds.共八十一頁(yè)2) Self-exploring: To create a good piece of writing, all possible resources should be utilized, read

30、books, search the media and internet, talk with knowledge people, talk it over with other friend.3) Self-Questioning: Writing embraces active thinking, based on some ideas about the subject, student writers may ask themselves some questions relating to his or her life. 共八十一頁(yè)For instance, if it is ab

31、out television, What role does television play in my life? In the lives of my family and friends? What programs do people on campus watch most, and how do those programs affect the way they think about other things?What positive and negative effects television have on peoples lives? Does television

32、make life more interesting? Even before drafting, in order to have a creative writing, ask Who will read it? What do my readers know already? What thought my readers might not know? Self-questioning can be used either before brainstorming or before drafting, it will make the writing more personal an

33、d creative.共八十一頁(yè)4) Mapping or drawing a subject-tree:Smoking1.bad for health- cause lung cancer-bad for non-smokers 2.expensive-waste of money 3. pollute the air -indoor smoking-smoking in public places 4. dangerous-cause fire 共八十一頁(yè)5) Free writingFree writing is a technique to stimulate the writers

34、inner thoughts, intuition and sentiments. Writers write without stop, not worry about grammar, cohesion etc, only write about the ideas coming into the mind. In the free writing, a limited time is assigned, so that the writer has no chance to stop, to look back, all they need to do is put all ideas

35、on the paper. It helps students finding out their own feelings and inner thinking about the topic. Its function is like mapping and drawing a subject-tree, however, since all the sentences are there, the next step is to narrow, broaden or edit. In addition, free writing motivates the writers, helps

36、the writers when they feel blocked. Four points should be taken into account when you do free writing.共八十一頁(yè)Write nonstop about a subject or project on a computer screen or on a piece of paper for about five to ten minutes.Do not worry too much about spelling, grammar, punctuation, coherence and eleg

37、ance or anything else.Focus on formulating questions, ideas and inspiration that can be combined into complex ideas at a later stage.After the session, read back through your work and underline questions, ideas, and passages that seem especially useful.共八十一頁(yè)6) OutliningAfter all the ideas are identi

38、fied or explored, a more detailed plan is needed. Outlining will display the main structure and supporting details selected from brainstorming, mapping and free writing, it is a necessary step to shape the first draft, also the fundamental step to formulate the final writing product. It may include

39、the main idea of each paragraph with topic sentences and key words for supporting details. It also has an opening and conclusion, at the same time, it is subject to change when drafting.共八十一頁(yè)2. Writing or Drafting StageWith the results of prewriting and the rough (or formal) outline close at the han

40、d, students may start the drafting stage. During this stage, as the ideas have already come up in the prewriting, students will develop statements and fill in the details according to the outline. It is suggested that non-stop writing is good to keep track of thinking, checking the spelling of the w

41、ord in the dictionary will derail the writers train of thought. At this stage, the writer should concentrate on producing a flow of ideas in language that is reasonable, clear and readable. When composing, if there are any points or words you feel uncertain about, mark them, go back to work on them

42、after the completion of the first draft. It is good to make room or leave margins for additions and changes. Sometimes you have problems to find a suitable title, just leave it, after you complete the draft, a good title will come out naturally based on the writing you have done. 共八十一頁(yè)During the par

43、agraph writing, some writing principles should be maintained in order to have a good piece of writing. Three principles are important: a controlling idea in each paragraph; all sentences supporting the main idea; paragraph ideas organized coherently and logically. There are also some techniques to w

44、rite a sound paragraph, for example, using pronouns to link ideas, repeating important words or phrases to link ideas; using appropriate transitional expressions to make your thoughts flow smoothly from sentence to sentence (moreover, furthermore, and, but or nevertheless, then, still)共八十一頁(yè)When comp

45、osing each paragraph, the writer should link ideas from one paragraph to the next. Besides, opening and closing paragraphs are important to hold readers attention, thus it is worth spending time constructing a good opening and closing paragraph.共八十一頁(yè)3. Revising or Editing StageAfter the completion o

46、f the first draft, it is good to put it some time and distance between you and your paper to clear your mind.When you return to your draft, be prepared to reread it carefully several times and to make changes in content, word choice, and sentence structure. As you revise, you will probably have to a

47、dd details. You will undoubtedly have to change words, substituting more precise language for generalities that will puzzle the reader. You will want to shift sentences from one place to another, or to shorten or expand or combine them. Often you may find yourself reorganizing parts of your paper co

48、mpletely.共八十一頁(yè)Think of a title for your paper. If you have a title already, look at it carefully and revise it, if necessary. It should suit your thesis and should engage the readers attention without being too general, too long, or too cute.Revised drafts can get mess. Whenever yours gets too messy

49、 to read easily, rewrite it as a new draft. Writing habits and skills vary, but most writers need to do at least two drafts， professional writers and good students writers nearly always do more.共八十一頁(yè)Suggestions for self-editing: Pay careful attention to clarity as you revise. Many sentences will req

50、uire radical changes to make your ideas easier to understand. Start by fixing the problems you marked in your first draft. Then address any questions readers may have raised. Thereafter, you should check every draft slowly and thoughtfully for errors. Mark your sentence boundaries clearly with perio

51、ds or other end marks. Look out for troublesome verbs, vague pronoun references, and misspelled words.共八十一頁(yè)Suggestions for peer editors: It is always good to give praise as well as suggestions. When you are editing the writing, you are not expected to find every problem in your classmates writing. B

52、ut you do have an understanding of challenges faced by your classmate in finishing this writing assignment. When responding to the peer editing questions below, be sure to consider each of the following: You are offering suggestions as a coach, a helper and a friend; your suggestions should encourag

53、e rather than discourage; be specific, saying good idea doesnt help the writer much.共八十一頁(yè)An editing checklist:Is the composition a description of a person?Does the composition use vivid or clear descriptions? Can you form mental picture of the person being described?Is the paragraph organized in a s

54、patial order?Is there a topic sentence in each main paragraph? Please underline it/them.Are supporting details clearly supportive to the topic sentence?Does the writer use the vocabulary or expressions learned in the textbook?Mark any grammar, punctuation, or usage errors that you find.Mark any word

55、s, expressions or phrases you like, and explain why.Mark any unclear phrases, words, and write your suggestions for improvement.List any other comments that you think will help the writer improve his/her writing.共八十一頁(yè)Final Revising and Proofreading After self-editing and peer editing, the writer wil

56、l do the final revising. Students may not agree peers suggestions, however, it is necessary to check all the small details for the refinement of the essay. When it is completed, proofreading is needed to avoid mistakes in grammar, spelling, punctuation, or capitalization. During this stage, both stu

57、dents themselves and peers can take the job, so that they learn to proofread writings and teachers can be freed from spending much time on correcting students mistakes. If there are any mistakes related to grammar and word use, teachers may underline them and leave them for students to correct by th

58、emselves. It is suggested that teachers attention should be put on the contents and structure, appreciate the meaning of students writing rather than finding mistakes.共八十一頁(yè)ConferencingConferencing refers to a private meeting between the teacher and each individual student. It is important for teachers to talk face to face with students about their writing, pointing out their strength and weak