雙語(yǔ)教學(xué)論
- 所屬分類(lèi)：
- 作者：
歐衛(wèi)紅 等著
- 出版社：
北京大學(xué)出版社
- ISBN：9787301158326
- 出版日期：2009-12-1
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￥38.00元
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圖書(shū)簡(jiǎn)介
本書(shū)共5章，除第4章外，其余各章部以英漢兩種語(yǔ)言陳述，英語(yǔ)為豐，漢語(yǔ)為輔，英語(yǔ)部分臼成體系，漢語(yǔ)部分是前者的要點(diǎn)呈現(xiàn)。
Chapter 1 Basic Theories語(yǔ)言學(xué)基本理論本章所涉及的主要是語(yǔ)言學(xué)關(guān)于語(yǔ)言教學(xué)和語(yǔ)言學(xué)習(xí)的基本理論，從第一語(yǔ)言習(xí)得和學(xué)習(xí)，到第二語(yǔ)言學(xué)習(xí)和習(xí)得，再到雙語(yǔ)的學(xué)習(xí)和習(xí)得。在這一部分，我們明確地提出：對(duì)雙語(yǔ)的學(xué)習(xí)和習(xí)得也存在“關(guān)鍵期”的假說(shuō)，這一假說(shuō)是雙語(yǔ)教學(xué)應(yīng)從基礎(chǔ)教育階段開(kāi)始實(shí)施的觀點(diǎn)的重要理論支撐。
Chapter 2 Teaching Methodology教學(xué)法本章首先討論了英語(yǔ)教學(xué)法和學(xué)科(如數(shù)學(xué)、科學(xué)、音樂(lè)等)教學(xué)法，在此基礎(chǔ)上提出雙語(yǔ)教學(xué)法這一概念。我們認(rèn)為：英語(yǔ)教學(xué)法和學(xué)科教學(xué)法是雙語(yǔ)教學(xué)法的基礎(chǔ)，雙語(yǔ)教學(xué)法足前兩者的融合、拓展和深化，是雙語(yǔ)教師應(yīng)達(dá)到的較高境界、應(yīng)具備的特殊能力。本章只涉及了小學(xué)階段數(shù)學(xué)、科學(xué)和音樂(lè)三個(gè)學(xué)科。
Chapter 3 Grammar語(yǔ)法要點(diǎn)語(yǔ)法是雙語(yǔ)教師的基本功，但本章不是對(duì)語(yǔ)法知識(shí)的全面陳述，而只是為雙語(yǔ)課堂教學(xué)所需而濃縮的一些要點(diǎn)，主要供非英語(yǔ)專(zhuān)業(yè)的雙語(yǔ)教師參考、查閱。同時(shí)，也簡(jiǎn)議了一些熱點(diǎn)問(wèn)題，特別是在雙語(yǔ)教學(xué)中的熱點(diǎn)問(wèn)題，如雙語(yǔ)數(shù)學(xué)加法運(yùn)算教學(xué)中主謂一致等。
Chapter 4 Resources教學(xué)資源本章資源包括4.1學(xué)科術(shù)語(yǔ)、表達(dá)法和4．2教案分析兩部分。第一部分根據(jù)數(shù)學(xué)、科學(xué)和音樂(lè)三門(mén)學(xué)科中小學(xué)，特別是小學(xué)階段中文課本的主要內(nèi)容研編而成，為雙語(yǔ)教師在備課、上課、教研時(shí)查閱、應(yīng)用提供參考：第二部分教案分析，是對(duì)網(wǎng)上隨機(jī)選定的教案樣本進(jìn)行的分析。但我們的分析十分膚淺，且可能失之偏頗，僅供參考。
Chapter 5 Teacher Development教師發(fā)展有其自身的內(nèi)涵、作用、途徑等。本章主要從雙語(yǔ)教學(xué)的角度，談雙語(yǔ)教師職前職后的專(zhuān)業(yè)發(fā)展。
目錄
Chapter One Basic Theories
1.1 Theories of first language acquisition and learning
1.1.1 Language acquisition and language learning
1.1.2 Theories of first language acquisition.
1.1.3 Language acquisition view of cognitive linguistics
1.1.4 Language development.
1.1.5 The critical period hypothesis
1.2 Theories of second language learning and acquisition.
1.2.1 Critical period of second language learning and acquisition
1.2.2 Theories of second language acquisition
1.2.3 Practical pedagogical implications of SLA research
1.2.4 Individual learner differences and second language acquisition
1.2.5 Interlanguage
1.3 Theories of bilingual learning and acquisition
1.3.1 Appellation
1.3.2 Definitions
1.3.3 Types of bilingual teaching models
1.3.4 Bilingual education examples across the world
1.3.5 Chinese-English bilingual teaching in China
1.3.6 The critical period hypothesis of bilingual teaching
Chapter Two Teaching Methodology.
2.1 Main ideas about English teaching methodology
2.1.1 Language and language teaching
2.1.2 The New National English Curriculum
2.1.3 Current English teaching methodology
2.1.4 Lesson planning
2.1.5 Classroom management
2.1.6 Assessment in language teaching
2.1.7 Classroom English
2.2 Main ideas about subject methodology
2.2.1 Main ideas about math teaching methodology
2.2.2 Main ideas about science teaching methodology
2.2.3 Main ideas about music teaching methodology
2.3 Main ideas about bilingual teaching methodology
2.3.1 Teaching goals
2.3.2 Teaching models and strategies
2.3.3 Code-switching
2.3.4 Bilingual teaching methodology in some subjects
Reference books
Chapter Three Grammatical Points for Bilingual Teaching
3.1 Verb and tense
3.1.1 Main verbs
3.1.2 Auxiliaries
3.1.3 Tenses
3.2 Subject-Verb concord
3.2.1 Brief introduction about concord
3.2.2 The common rule of agreement
3.3 Participle
3.4 Commonly used sentence pattems
3.4.1 Existential sentence pattern
3.4.2 It-patterns
3.4.3 Conditional sentences
3.5 Simple sentence
3.5.1 Positive and negative statements
3.5.2 Questions
3.5.3 Commands
3.5.4 Exclamations
3.6 Clause
3.6.1 Clause element
3.6.2 Basic clause types
3.7 Degree and construction
3.7.1 Degree of adjectives and adverbs
3.7.2 Typical comparative structures
3.8 Direct and indirect speech
3.9 Infinitive
3.10 Passive voice
3.11 Some issues
Reference books
Chapter Four Resources for Bilingual Classroom Teaching
Chapter Five Teacher Development
Glossary and Index
