外语教学要素观pdf/txt下载_在线阅读全文

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本书以阴阳五行为基础，提出教师、教法、教材、学生和学法五大要素与阴阳五行有属性上的类比性，建立外语教学的动态平衡系统和动态范式，以此为依据，来指导中国的外语教学和外语学习，让教师和学生有了明确的把手和契入点。本书还将说明，教学中的五要素间都有类似相生相克的关系，五行各要素之间的关系不仅是单向的，而且是双向的。阐明为什么只选了“教师与学生”、“教法与学法”、“教师与教材”和“学生与教材”这四个之间的关系加以论述的理由。

目　　录

Chapter 1 TheoreticaIPosition
1 1Dialectic View on the Yin-Yang Theory
1 2Holistic View on Language Education
1 3Holistic Views on Language Learning
1 4Holistic Views on Language Teaching
Chapter 2 Wuxing-Based Teaching Elements
2 1OriginsoftheFive-Element(Wuxing)
2 2Leamers as (L) Wood
2 3Learning Strategies (LS) as Fire
2 4Teacher as Earth
2 5Textbooks (TB) as Metal
2 6Teaching Methods as Water
Chapter 3 Inner-Relations among Elements
3 1Mechanism of Five Teaching Elements

Chapter 1 TheoreticaIPosition 
1 1Dialectic View on the Yin-Yang Theory 
1 2Holistic View on Language Education 
1 3Holistic Views on Language Learning 
1 4Holistic Views on Language Teaching 
Chapter 2 Wuxing-Based Teaching Elements 
2 1OriginsoftheFive-Element(Wuxing) 
2 2Leamers as (L) Wood 
2 3Learning Strategies (LS) as Fire 
2 4Teacher as Earth 
2 5Textbooks (TB) as Metal 
2 6Teaching Methods as Water 
Chapter 3 Inner-Relations among Elements 
3 1Mechanism of Five Teaching Elements 
3 2Dynamic Relationship Between Teacher and Students 
3 3Students' Leaming Style and Teachers' Personality Type 
3 4Students' Learning Strategies & Teachers' Teaching Methods 
3 5Comprehensible Input and Communicationable Output 
3 6Teachers' Education & Students' Leaming Autonomy 
Chapter 4 SkiU Practice in EFL from Wuxing Perspective 
4 1Wuxing Teaching Model and Application 
4 2Wuxing View in English Writing 
Chapter 5 Wuxing-Based Teaching Strategies 
5 1How To Teach Listening Effectively 
5 2How to Teach Speaking Effectively 
5 3How to Teach Reading 
5 4How to Teach Writing 
Chapter 6Wuxing-Based Teaching Design 
6 1Designing English Teaching Syllabus 
6 2Designing Lesson Plans 
6 3Classroom Management 
Acknowledgments

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1) Cooperative and participatory learning (functioning as learning methods);
2) Focus on the community ofleamers (functioning as leamers);
3) Focus on the social nature of language and use authentic, natural and meaning-centered language (functioning as teaching material or textbook);
4) Holistic assessment techniques in testing (functioning as teaching methods);
5) Sense ofintegration ofthe "four skills" (functioning as teacher).
I personally would like to see a combination of the above-mentioned fragments, enabling us to use the term specifically to refer to the wholeness of language education itself.As language education does not only include the interrelationship ofthe "four skills", but also the integration of two human body's developments, teacher and learners' growth, along with the learning strategies and teaching methods.As Shu Dingfang pointed out that the classroom teaching has five functions: to develop students' interest in learning (L-Wood); to impart language knowledge in a systematic way (T-Earth );to enrich language learning environment and resources (TB-Metal); to provide guidance of foreign language leaming methods and strategies (LS-Fire); to provide opportunities for students to demonstrate learning outcomes .From the perspective of five elements, the classroom teaching might function in holistic way.
1.2.2 ViewsofEcologicaITeaching
Recently, the widespread awareness of ecological classroom has assumed an increasingly important place in our ELT.An increasing concem for a person's effect on his environment results in that the teaching of ecology and learning of ecology have probably been more valued, which is involved in "environmental studies".

1) Cooperative and participatory learning (functioning as learning methods); 
2) Focus on the community ofleamers (functioning as leamers); 
3) Focus on the social nature of language and use authentic, natural and meaning-centered language (functioning as teaching material or textbook); 
4) Holistic assessment techniques in testing (functioning as teaching methods); 
5) Sense ofintegration ofthe "four skills" (functioning as teacher). 
I personally would like to see a combination of the above-mentioned fragments, enabling us to use the term specifically to refer to the wholeness of language education itself.As language education does not only include the interrelationship ofthe "four skills", but also the integration of two human body's developments, teacher and learners' growth, along with the learning strategies and teaching methods.As Shu Dingfang pointed out that the classroom teaching has five functions: to develop students' interest in learning (L-Wood); to impart language knowledge in a systematic way (T-Earth );to enrich language learning environment and resources (TB-Metal); to provide guidance of foreign language leaming methods and strategies (LS-Fire); to provide opportunities for students to demonstrate learning outcomes .From the perspective of five elements, the classroom teaching might function in holistic way. 
1.2.2 ViewsofEcologicaITeaching 
Recently, the widespread awareness of ecological classroom has assumed an increasingly important place in our ELT.An increasing concem for a person's effect on his environment results in that the teaching of ecology and learning of ecology have probably been more valued, which is involved in "environmental studies". 
In ELT, the environmental study is the one on factors involved in almost elements of teaching.The notion of the "ecology of language" proposed to discuss some ecological questions for any given language in an environment education has such aims as providing opportunities to acquire the knowledge,values, attitudes,commitment and skills needs to improve language proficiency, encouraging teachers to examine and interpret the teaching and learning environment from a variety of perspectives-spiritual,physical,methodological and pedagogical, and arousing teachers' awareness and curiosity about the ELT environment and encourage active participation resolving teaching problems. 
The view of ecology is concerned with the effective management of classroom teaching.The ecological views hold that teacher and students would have behavioral change, personal change and environmental change.Although presently, the three changes overlap or blend in actual practice, but they are based on the interactive compound of different ecological elements, like availability of teaching material (textbook), learners' personality factors like self-esteem, motivation.less anxiety, no sadness or inhibition. 
teachers' personality like love of teaching, inquiring attitude towards education, knowledge based artistic problem solving skills, ethics of caring and onstructivist approach to learning, etc.

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