增强学习者投入 提升学习效果——《大学体验英语听说教程》编写理念与特点
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摘要
如何开发能有效激发学习兴趣的教材是困扰外语教育界的一大难题。《大学体验英语听说教程》选用富有创新的TED演讲素材作为突破口,从学习者需求出发设计任务,力求增强学习者在情感、认知和行为上的充分投入;同时配备适合多层次教学需求的iSmart信息化课堂教学平台,为自主学习和翻转课堂教学提供了可能,充分体现了第五代大学英语教材开发的原则:以学习者为中心、主题化、任务型、真实性、多元化、立体化和个性化。
How to develop a College English course book in teresting to learners is always a thorny issue for stakeholders in the field of foreign languages education. Experiencing English Viewing, Listening & Speaking tries to solve this problem by selecting TED speech recordings and designing tasks tailored to learners' needs, in order to guarantee effective student engagement with the materials in terms of emotion, cognition and behavior. In addition, the availability of coursebookrelated tasks on the iSmart teaching and learning platform makes it possible for autonomous learning and flipped classroom. The successful compilation of the coursebook well demonstrates the principles of the fifth generation of college English coursebooks: studentcenteredness, thematization, task-based design, authenticity, diversification,multi-dimention and individualization.
How to develop a College English course book in teresting to learners is always a thorny issue for stakeholders in the field of foreign languages education. Experiencing English Viewing, Listening & Speaking tries to solve this problem by selecting TED speech recordings and designing tasks tailored to learners' needs, in order to guarantee effective student engagement with the materials in terms of emotion, cognition and behavior. In addition, the availability of coursebookrelated tasks on the iSmart teaching and learning platform makes it possible for autonomous learning and flipped classroom. The successful compilation of the coursebook well demonstrates the principles of the fifth generation of college English coursebooks: studentcenteredness, thematization, task-based design, authenticity, diversification,multi-dimention and individualization.
引文
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[24]王初明.内容要创造语言要模仿--有效外语教学和学习的基本思路[J].外语界,2014(2):42-48.
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[2]Crome,K.,Farrar,R.&O’Connor,P.What is autonomous learning?[J].Discourse,2011(9):1-11.
[3]Cummings worth,A.Choosing Your Coursebook[M].Oxford:Heinemann,1995.
[4]Fredricks,J.Behavior Engagement in Learning[M].New York:Teachers College Press,2013.
[5]Fredricks,J.,Blumenfeld,P.C.&Paris,A.School engagement:Potential of the concept,state of the evidence[J].Review of Educational Research,2004(1):59-109.
[6]Holec,H.Autonomy in Foreign Language Learning[M].Oxford:Pergamon,1981.
[7]Pessoa,L.On the relationship between emotion and cognition[J].Nature Reviews Neuroscience,2008(9):148-158.
[8]Skinner,E.A.&Pitzer,J.R.Developmental dynamics of student engagement,coping,and everyday resilience[A].In S.L.Christenson,A.L.Reschly&C.Wylie(eds.).Handbook of Research on Student Engagement[C].New York:Springer,2012:21-44.
[9]Tomlinson,B.Materials Development in Language Teaching[M].Cambridge:Cambridge University Press,2004.
[10]Tomlinson,B.English Language Learning Materials:A Critical Review[M].London:Continuum,2008.
[11]Zhang,Z.&Hyland,K.Student engagement with teacher and automated feedback on L2 writing[J].Assessing Writing,2018(2):90-102.
[12]蔡基刚.大学英语教学:回顾、反思和研究[M].上海:复旦大学出版社,2006.
[13]蔡基刚.传统大学英语教材编写理念的一次新突破[J].外语电化教学,2011(5):3-9.
[14]蔡基刚.颠覆性的教学理念和教学方法:关于《学术英语理工(第二版)》编写理念[J].中国外语教育,2016(1):20-28.
[15]蔡基刚,唐敏.新一代大学英语教材的编写原则[J].中国大学教学,2008(4):12-18.
[16]陈坚林.大学英语教材的现状与改革--第五代教材研发构想[J].外语教学与研究,2007(5):374-378.
[17]崔敏,田平.大学英语教学新型评价体系的研究与实践[J].中国外语,2010(2):8-12.
[18]董亚芬.我国外语教学应始终以读写为主[J].外语界,2003(1):2-6.
[19]郭燕,徐锦芬.我国大学英语教材使用情况调查研究[J].外语学刊,2013(6):102-108.
[20]江全康,武成.交际教学视角下的大学英语听说教材的二度开发[J].江西师范大学学报(哲学社会科学版),2013(1):136-137.
[21]李荫华.继承、借鉴与创新--关于《大学英语》系列教材(全新版)的编写[J].外语界,2001(5):2-8.
[22]刘丽,刘梅华.大学生英语学习需求调查及其对英语教学的影响[J].外语研究,2008(6):68-73.
[23]邵华.新一代大学英语视听说教材的编写原则[J].重庆理工大学学报(社会科学版),2012(9):97-100.
[24]王初明.内容要创造语言要模仿--有效外语教学和学习的基本思路[J].外语界,2014(2):42-48.
[25]赵庆红,雷蕾,张梅.学生英语学习需求视角下的大学英语教学[J].外语界,2009(4):14-22.