英语教学的历史_英语教学历史

英语教学的历史由刀豆文库小编整理，希望给你工作、学习、生活带来方便，猜你可能喜欢“英语教学历史”。

1)The Western Context 2)The Chinese Context 1)The Western Context ⑴ Before 16th century ⑵ After 16th century

⑶ From the 17th century to the 19th century ⑷ By the 19th century

⑸ Toward mid-19th century ⑹ Toward the late 19th century(7)Teaching methods in the 20th century 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。

Latin was the only focus of studying language.It was the dominant language of education, commerce, religion, and government in the western world.⑵ After 16th century: 拉丁语在各国国内很少使用，代之以各民族的语言。不过，其是文学语言和哲学语言，所以文人继续学习拉丁语。现在，情况不同了：其实际用途几乎全部消失，在大多数情况下，只有阅读能力被认为是必要的。

French, Italian, and English gained in importance as a result of political changes in Europe.Latin became displaced as a language of spoken and written communication.⑶ From the 17th century to the 19th century:

The learning of Latin exerted great impact upon the early teaching in western world.Textbook--Abstract grammar rules

--Lists of vocabulary

--Sentences for translation

The pen of my aunt is in the garden.Green cloud is sleeping soundly.The study of claical Latin and the analysis of its grammar and rhetoric became the model for foreign language study.⑷ By the 19th century

Gradually, the approach based on the study of Latin had became the standard way of studying foreign languages in schools.It became known as the Grammar-Translation Method(GT Method).⑸ Toward mid-19th century

GT Method in teaching and learning was gradually rejected.法国学者古恩教学法是根据自己观察小孩如何运用语言来创建的。他主张学生使用外语来描述一系列关联动作组成的事。

Gouin series Stand 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 ．

⑹ Toward the late 19th century

IPA(International Phonetic Alphabet)

The emphasis on natural langauge learning principles ultimately led to the development of what came to be known as the Direct Method.⑺ Teaching methods in the 20th century:

The Audiolingual Method（听说法）---ALM

The Oral Approach and the Situational Language Teaching(口语法和情景教学法）

Communicative Language Teaching(交际法)---CLT

Total Physical Response(全身反应法)---TPR

The Silent Way(沉默法)

Community Language Learning(社团学习法)

The Natural Approach(自然法)

Suggestopedia(暗示法)

Task-based Language Teaching(任务型教学)The Audiolingual Method（听说法）---ALM USA ASTP---Army Specialized Training

Program Structuralism and Behaviorism

spoken language

Sentence pattern drills

accuracy The Oral Approach and the Situational Language Teaching(口语法和情景教学法）Britain 1950s to 1960s stre the spoken language and structural accuracy Communicative Language Teaching(交际法)---CLT 1970s

a response to the diatisfaction with Audiolingualism

recognizes that learners need to know the grammatical rules of the language, but at the dame time, strees that the purpose of learning such rules is to be able to do things, to perform functions

Spoken and written language Total Physical Response(全身反应法)---TPR The Silent Way(沉默法)

Community Language Learning(社团学习法)

The Natural Approach(自然法)Suggestopedia(暗示法)七八十年代，人们更加强调学习者的个性---他们有不同的需要，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

A brief history of foreign language teaching in China Foreign language teaching before 1978 Foreign language teaching after 1978 Foreign language teaching before 1978 1862

School of Combined Learning(京师同文馆)Early 1900s

a fundamental subject 1949—1960

predominant subject Ruian Early 1960s

Ruian no longer a favorable choice

transference 1966-1976

decentralized situation

political meages and slogans Foreign language teaching after 1978 1978-1985 A phase of restoration 1986-1992 A phase of development 1993-2000 A phase of reform Since 2000 A phase of innovation General theories in modern teaching practice

张思中教学法是张思中提出的一种外语教学理念，其核心内容是“十六字教学”理念：适当集中，反复循环，阅读原著，因材施教。

bee, see, tree

General theories in modern teaching practice 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 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。

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