Knowledge of languages.docx

Knowledge of languages.docx

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Knowledgeoflanguages

Knowledgeoflanguages​​teachingareasonablepositionanalysis

Read<<compulsorylanguagecoursestandard（2011version>>（hereinafterreferredtoas2011editioncurriculumstandardscanbefoundinmanyofthe10yearsofsuccessfulexperienceincurriculumreformhasbeencarriedforward,theproblemshavebeencorrected.Amongthem,thelanguageknowledgeteachingdoneagreaterdegreeofadjustmentandenrichment,then,behindthesechangesimplieshowthejourneyofexploration,includingwhatkindofteachingphilosophyandrequirements,howarewegoingalongthe2011editioncurriculumstandardsguidethedirectionofthelanguageknowledgeteachinghelpstheformationofstudents’languageabilityandlanguageliteracyimprovement?

articletotalkaboutsomepersonalhumbleopinion,neighborhoodsinFang.

First,thebackgroundoflanguageknowledgeandreasonsforexpulsionKnowledgeoflanguages​​wasexpelledfromlanguageteaching,thesurfaceisfull-timecompulsorylanguagecourses<<standards（trialversion>>（hereinafterreferredtoastentativeclassstandardof“deliberatepursuitofinappropriatelanguageknowledgesystemsandcomplete”thissentencecaused,infact,hasamorecomplexreasonsbehind.

Languageteachinginourdevelopmentprocess,weneverstoptolanguageteachingandnottotheknowledge,howknowledgeandknowledgeofhowtoexploreteachingmethods.AncientChineselanguage（infact,isnotcalled“language”teaching“theocratic““Themeaningofteaching“,payattentiontothenon-self-readingenlighten”knowledge“self-taught,learningefficiencyisextremelylow.QingDynastyscholarMaJianzhongRespondingtostudents’followitscoursewithoutseekingthewhy,”thestudystates,witha10yearstime,thewritingofthefirstmodernsenseofthegrammarbook<<>>MaShiWenTong,modernChineselanguageteaching“knowledgeable”harbingerof.20century,20to40years,alargenumberoflanguagesEducatorshavebeentryingtoexplorehowlanguageknowledgeteaching,summerhideawayrespect,taoisoneoftheoutstandingrepresentatives.theyedshundredandeightylesson>><<ChineselanguageeducationinmodernChinabythehistoryofthefirsttobuildupthesystemoflanguageknowledgeThemorematurelanguagetextbookbookonlanguageknowledgeasthewarpandwefttoselectedtext,use“+selectedtextlanguageknowledge”approachtothepreparation.Editorinthe“Editeffect”,said:

“Thisbookisaunitofeachlesson,therearecertaingoals,includingthetext,then,anthology,grammarorrhetoricfour,allmingle.“Thisisoneofthe”wordsoftext,grammarorrhetoricalhabitevenask“isthe”languageknowledge“.20century,60to80years,China’sprimaryandsecondaryschoollanguagetextbookbasicstylisticgroupelement20thcenturytothemid-80stoearly90s,begantoexplorethelanguageproficiencytogroupelement,however,regardlessofthemannerinwhichandthesystemcomponent,usethe“languageknowledgeessayorread-writecase,then+theselectedtext,“thepreparationmethod.caseswhereachaptertoreadandwriteintothesystem,thenthatisthelanguageofknowledgerelativetothistime,inordertobuildaknowledgeoflanguages​​teachingthebasicframework,ofcourse,thebasiccontentofteachingtoreachamorematurestagealthoughitnowappears,inwhichtheknowledgeoflanguages​​isindeedalotofproblems.

However,veryunfortunately,duetotheseriousimpactofexamination-orientededucation,butalsobecausemostteachersdonotreallycomprehendthetextbookknowledgeoflanguages​​andthecorrespondingintrinsiclinkbetweentheselectedtextintheactualteaching,teacherstendto“choosethetext”and“knowledge”issplitintounrelatedmismatch.textsaretreatedaspurearticletoteach,andmostinaccordancewiththe“mainelements-paragraphtotheeffect-thecentralidea-writingcharacteristics”ofthepathtaughtknowledgeessayalsobetreatedasageneralsenseofthearticletoexplain,andrequiresstudentstorecitetheconceptsnouns,asspeakingandwritingessaysontheguidingroleofthestudents,werecompletelydiscarded.Suchstaticofknowledge,memory-orientedteachingmethods,forlanguageproficiencyofstudents,andcertainlywillnothavemucheffect,theresultistoteach“wouldonlytalkaboutthelanguage,andwillnotusethelanguageofthepeople”,thisteachinglanguageclassroomalsocausingdull,mechanicalanddull.these,arousedgreatdissatisfaction,then,“thecommonpeopledowrongisChinese”GreatCriticismbegan.

Thecoreofthiscriticismisthatalargelanguageteaching“Toolssexualpromiscuity,lackofhumanity.”Criticallyinstrumentalspearheadnaturallyturnedinlanguageteachinghasanimportantroleofthe“languageknowledge.”Inalargedissatisfaction,accusationsandcalledforsound,thecountrylaunchedanewroundofcurriculumreforminthiscontext,ofcourse,totestdraftcurriculumstandardsfortheteachingoflanguageknowledgetomakeappropriatelimitations,therefore,“notdeliberatepursuitoflanguageknowledgeandintegrityofthesystem”shouldbeshippedborn.

Originally,theknowledgeoflanguages​​istotheformationofstudents’languageabilityandlanguageliteracyimproveservice,“notdeliberatepursuitoflanguageknowledgesystemsandcomplete”Thissentenceitselfisnotwrong,butbecausetheproduceinthatparticularcontext,“notdeliberatelypursue“willbeconstantlyenlarged,evolvedintoa”cannot.“Thus,knowledgeoflanguages​​fromtheoriginal”royal“becomea”streetbeggars“,inthelanguageteachingalmostfullretreat.

Second,theconsequencesoflanguageknowledgeandembarrassmentdigestionCannotdenythatlanguageisatypeofacademicability,manylanguageknowledgeinlanguageteachingisnottheultimategoalsandvalues,butwealsocannotdenyknowledgeoflanguages​​ontheformationoflanguageproficiencyhasaveryimportantroleinlanguageteachingcurriculumsinceverystrongevidenceoflanguageknowledgedigestiontotheadverseconsequencesoflanguageteachingandembarrassment,driventodistractioncausedthelanguagesubjectsandteachingeffectivenessbeenapparent.

1TextbookembarrassmentAfterstartingthenewcurriculum,adheringtothe“oneplanwithmany”textbookwrittenpolicy,publishedmanysetsoflanguageteachingmaterials,however,almostallofthetextbooks,withtheabilitybytheoriginalcomponent,usethe“selectedtext+knowledge.”writteninaway,turnedtothehumanitiesthemegroupelementwritten.Sometextbooksearlyintheexperiment,teacherswereaskedtoreadandwritetheline,thenthedisappearanceofthecasedonotknowwhattoteachclassroomwhileretainingalittlebitoflanguageknowledgecontent,variablebecamea“humanistic”based“language”,supplementedbytwo-wayparallelwritingduetoexcessivehavingregardtothe“human”,interspersedinthe“human”intheknowledgeoflanguages​​willappearvague,fragmentedandmessy,andsometextbooksispurelyhumanisticthemegroupelement..Inthistextbook,inadditiontoseveralthemesortopicssimilararticlesputtogether,theslaveunitGuidanceandunitstopracticeexercises,fewaspectsoflanguageknowledge.ThisanthologyofwritingandancientpurenodifferentTextbookssaythatitisastepbackwardslanguagetextbookwritteninrecentyears,astheMainlandandHongKong,MacaoandTaiwanexchangesincreaseinlanguageteaching,peoplehavetoadmitthatthelanguageofHongKongandTaiwanteachingknowledgeconcentratedtraininginplace,thelanguageisstrong,withgoodresults.However,weseepeopleinourlanguageteachingissuperioralsoshouldknowthatinourlanguageknowledgeasatextbookcompilationframeworkforlanguageproficiencytoanorganizationalunittopicofthe20thcentury,80to90years,HongKong’slanguagetextbooksarelikewearenowsubjecttothehumanitiesgroup,respectively.’screativeapproachintheHongKongInstituteofEducationteacherinthefullcomparisongroupelementlanguageteachingvariousprosandconsthatwaytolanguageproficiencycomponenttextbooks,mostconducivetoteachteachersandstudentslearn,butalsomostconducivetotheformationofstudents’languageproficiencyandimprovingtheMainlandandHongKong,inthelanguagetextbookwritteninawaytogoonthiscycle,itisworthconsidering.

（2）theembarrassmentofactualteaching（Asenseoflanguageformedslowly.Languageknowledgeteachingexpelledfromlanguagedisciplinesinternalpointofview,isderivedfrom“asenseoflanguageschool”critique.Theythink:

theformationofstudents’languageproficiency,notthatsaywheretheroadwasclearofthe“languageknowledge“（languageknowledge,but”thatunconsciousorsemi-conscious,“thesenseofthephrase,however,inrecentyears,alongwithteachingtheoryresearch,itwasrecognizedthattheformationofasenseoflanguageabilityandawareness,ofcourse,youcanrelyon”ignorance“ofthereadmoretowritetothe“learned”languageknowledgeinvolvementwillhelpimprovesenseoflanguageformationefficiencyandquality,especiallyinthesenseoflanguageformationoftheearly“languageknowledge”effectismoresignificant,thenthelanguagegraduallyintothe“feel”ofthestate,because“languageknowledge”inanumberofapplicationhasbeen“automated”,or“languageknowledge”hasbeenintegratedintoasenseoflanguage,butinthesenseoflanguageobstacles,especiallygiventhewrongtime,“languageknowledge”begantoplayamonitoringandcorrectiv