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Teaching method

Teaching method
Teaching method

Teaching method

A teaching method comprises the principles and methods used for instruction. Commonly used teaching methods may include class participation, demonstration, recitation, memorization, or combinations of these. The choice of teaching method or methods to be used depends largely on the information or skill that is being taught, and it may also be influenced by the aptitude and enthusiasm of the students.

Methods of instruction

Explaining

Explaining, or lecturing, is the process of teaching by giving spoken explanations of the subject that is to be learned. Lecturing is often accompanied by visual aids to help students visualize an object or problem.

Demonstrating

Demonstrating is the process of teaching through examples or experiments. For example, a science teacher may teach an idea by performing an experiment for students. A demonstration may be used to prove a fact through a combination of visual evidence and associated reasoning.

Demonstrations are similar to written storytelling and examples in that they allow students to personally relate to the presented information. Memorization of a list of facts is a detached and impersonal experience, whereas the same information, conveyed through demonstration, becomes personally relatable. Demonstrations help to raise student interest and reinforce memory retention because they provide connections between facts and real-world applications of those facts. Lectures, on the other hand, are often geared more towards factual presentation than connective learning.

Collaborating

Collaboration allows students to actively participate in the learning process by talking with each other and listening to other points of view. Collaboration establishes a personal connection between students and the topic of study and it helps students think in a less personally biased way. Group projects and discussions are examples of this teaching method. Teachers may employ collaboration to assess student's abilities to work as a team, leadership skills, or presentation abilities.

Collaborative discussions can take a variety of forms, such as fishbowl discussions. After some preparation and with clearly defined roles, a discussion may constitute most of a lesson, with the teacher only giving short feedback at the end or in the following lesson.

Learning by teaching

In this teaching method, students assume the role of teacher and teach their peers. Students who teach others as a group or as individuals must study and understand a topic well enough to teach it to their peers. By having students participate in the teaching process, they gain self-confidence and strengthen their speaking and communication skills.

Ancient education

About 3000 BC, with the advent of writing, education became more conscious or self-reflecting, with specialized occupations such as scribe and astronomer requiring particular skills and knowledge. Philosophy in ancient

Greece led to questions of educational method entering national discourse.

In his literary work The Republic, Plato described a system of instruction that he felt would lead to an ideal state. In his dialogues, Plato described the Socratic method, a form of inquiry and debate intended to stimulate critical thinking and illuminate ideas.

It has been the intent of many educators since, such as the Roman educator Quintilian, to find specific, interesting ways to encourage students to use their intelligence and to help them to learn.

Medieval education

Comenius, in Bohemia, wanted all children to learn. In his The World in Pictures, he created an illustrated textbook of things children would be familiar with in everyday life and used it to teach children. Rabelais described how the student Gargantua learned about the world, and what is in it.

Much later, Jean-Jacques Rousseau in his Emile, presented methodology to teach children the elements

of science and other subjects. During Napoleonic warfare, the teaching methodology of Johann Heinrich

Pestalozzi of Switzerland enabled refugee children, of a class believed to be unteachable[by whom?], to learn. He described this in his account of an educational experiment at Stanz.[citation needed] He felt the key to have children learn is for them to be loved.[citation needed]

19th century - compulsory education

Main article: Prussian education system

The Prussian education system was a system of mandatory education dating to the early 19th century. Parts of

the Prussian education system have served as models for the education systems in a number of other countries, including Japan and the United States. The Prussian model required classroom management skills to be incorporated into the teaching process.

20th century

Newer teaching methods may incorporate television, radio, computer, and other modern devices. Some

educators[who?] believe that the use of technology, while facilitating learning to some degree, is not a substitute for educational methods that encourage critical thinking and a desire to learn. Inquiry learning is another modern teaching method.

English teaching method

The Grammar-Translation Method 1.Definition The Grammar-translation Method is a foreign or second language teaching, which uses translation and grammars study as the main teaching and learning activities. At one time it was called Classical Method since it was first used in the teaching of the classical languages of Latin and Greek. 2.Background The history of the Grammar-translation Method is not fully and carefully documented. (1) There is evidence that grammar analysis and translation began to be the basic procedures in foreign language teaching from the 16th century when modern languages such as French, Italian and English gained in importance as a result of political changes in Europe. The modern languages provided one of the conditions for grammar analysis and the application of grammatical rules in translation exercises in teaching Latin. (2) The second impetus for the procedures of grammar analysis and translation in teaching Latin came from the social needs of European countries. The main purpose of learning Latin was it studies the classical culture, which was worshipped in the Renaissance. Grammar analysis and translation proved to be effective means in studying foreign culture through literary works. (3) Some people believed that the mind of human beings could be trained by logical analysis of the classic language, extensive memorization of complicated rules and paradigms, and translation between languages. Only in the late 18th century did the regular combination of grammar rules with translation into the target language become the principal practice technique. Therefore, it is accepted by most experts of foreign language teaching that the Grammar-Translation Method originated from the 18th century. In the 19th century, more experts of foreign language teaching adopted the strategy of combining grammar rules with translation and the Grammar-Translation

Teaching method

Teaching method A teaching method comprises the principles and methods used for instruction. Commonly used teaching methods may include class participation, demonstration, recitation, memorization, or combinations of these. The choice of teaching method or methods to be used depends largely on the information or skill that is being taught, and it may also be influenced by the aptitude and enthusiasm of the students. Methods of instruction Explaining Explaining, or lecturing, is the process of teaching by giving spoken explanations of the subject that is to be learned. Lecturing is often accompanied by visual aids to help students visualize an object or problem. Demonstrating Demonstrating is the process of teaching through examples or experiments. For example, a science teacher may teach an idea by performing an experiment for students. A demonstration may be used to prove a fact through a combination of visual evidence and associated reasoning. Demonstrations are similar to written storytelling and examples in that they allow students to personally relate to the presented information. Memorization of a list of facts is a detached and impersonal experience, whereas the same information, conveyed through demonstration, becomes personally relatable. Demonstrations help to raise student interest and reinforce memory retention because they provide connections between facts and real-world applications of those facts. Lectures, on the other hand, are often geared more towards factual presentation than connective learning. Collaborating Collaboration allows students to actively participate in the learning process by talking with each other and listening to other points of view. Collaboration establishes a personal connection between students and the topic of study and it helps students think in a less personally biased way. Group projects and discussions are examples of this teaching method. Teachers may employ collaboration to assess student's abilities to work as a team, leadership skills, or presentation abilities. Collaborative discussions can take a variety of forms, such as fishbowl discussions. After some preparation and with clearly defined roles, a discussion may constitute most of a lesson, with the teacher only giving short feedback at the end or in the following lesson. Learning by teaching In this teaching method, students assume the role of teacher and teach their peers. Students who teach others as a group or as individuals must study and understand a topic well enough to teach it to their peers. By having students participate in the teaching process, they gain self-confidence and strengthen their speaking and communication skills. Ancient education About 3000 BC, with the advent of writing, education became more conscious or self-reflecting, with specialized occupations such as scribe and astronomer requiring particular skills and knowledge. Philosophy in ancient Greece led to questions of educational method entering national discourse. In his literary work The Republic, Plato described a system of instruction that he felt would lead to an ideal state. In his dialogues, Plato described the Socratic method, a form of inquiry and debate intended to stimulate critical thinking and illuminate ideas. It has been the intent of many educators since, such as the Roman educator Quintilian, to find specific, interesting ways to encourage students to use their intelligence and to help them to learn.

teaching methodology 上师大 大二(下) 教学方法 期末论文

课程论文要求: 1.本课程论文要求A4纸6页打印(2000英语单词),其中第一页为封面,在封面页必须注明: 1)在页面的中间偏上位置写明本课程的名称—例如:Willis‘s Framework for TBLT and How to Apply It in Real Teaching (居中,小二号字加粗)2)在页面的右下角部位写明你的姓名、几几级、和学号(小二号字加粗)2.第二页到第四页(或第五页)为论文,其中第二页第一行需要写上你的论文的题目,第二行写摘要(你的论文的大意),摘要大约在3-5句,不宜过长。摘要结束后一行,需要写上关键词:为名词,3-5个。 3.关键词后空一行,开始写正文。 4.全文要求小四号字,字体为Times New Roman,1.5倍行距。标题要求小四号字,加粗,字体为Times New Roman。正文至少写4个部分,正文的每个部分之间空一行, 两端对齐。 5.字数要求:至少须写满5页A4纸。 6.本课程论文要求全英语,包括摘要和关键词也需要是英语。不允许以搜集到的中文材料进行软件翻译,这样翻译出的英语几乎没有正确句子。凡在论文中出现三分之一以上的句子为英语语法错误,则该论文不及格。凡大部分内容照抄样文,则该论文不及格 7.论文的正文必须加入标题,不可以通篇无标题。至少写成4部分,即加入4个标题,标题字体加粗。每个部分之间需要空一行,例如: 1. Introduction 2. Willis‘s framework for TBLT 3. My teaching plan 4. Conclusion 8.论文的格式必须按照样文格式。不允许随意更改字体,字号和行距,以及摘要的格式。

Effective Teaching Methods

Effective Teaching Methods By Kay Miranda eHow Contributor X Found This Helpful An effective teacher uses more than just comprehension of a subject to explain concepts and information to students. Effective teachers employ all the senses of students, find contemporary ways to relate or use information and employ students as their best educators through interaction and questions. Other People Are Reading ?Interactive Learning Strategies ?Traditional Learning Methods in Education 1.Preparation o According to the University of Alabama, Birmingham, "there is no one right teaching style." Great teachers, however, are well-prepared. In fact, many of them can be accused of being overprepared. Effective teachers know they need to do more than open a book and recite information to students. They need to have a personal mastery of the information to answer any questions or confusion that may arise. Additionally, they seek modern correlations so students can take the most basic or classic concepts and relate them to their own world. History lessons compare current events. Social studies explores the diversity within the classroom population. Science brings issues of the environment and health into the

任务型教学法(Task-based English teaching method)

任务型教学法(Task-based English teaching method) Introduction Task-based language teaching was first invented by an English linguist Allwright in the 1970s, popularized abroad in the 1980s, and introduced into China in the 1990s.The purpose of this article is to outline the principles that underlie task-based language teaching and to give examples of classroom activities within the approach. Task-based language teaching can be regarded as one particular development within the broader “communicative approach”. It is currently much discussed in many parts of the world and, indeed, is recommended in the official curriculum documents of a growing number of countries and regions. This article has five main sections. The first looks at what is meant by t he term “task”. The second looks at the continuum from “focusing on form” to “focusing on meaning” with the continuum I hope to illuminate the distinction often made between “tasks” and other kinds of activity. The continuum is described and explored in more detail in the third section, which provides a range of examples from different parts of it. The fourth section presents a framework for looking at tasks in terms of how they contribute to the linguistic, cognitive and personality development of the students. The conclusion summarizes some of the main aims and benefits of task-based learning by means of a mnemonic base on the word “task” itself. Ⅰ. What is task? Different teachers and writers use different definitions of the term “task”, such as: 1﹑…a piece of classroom work which involves learners in comprehending, manipulating, producing or interesting in the target language while their attention is principally focused on the meaning rather on the form. The task should have a sense of completeness, being also to stand alone as a communicative act in its own right. (Nahan, 1989,15) 2﹑…any structured language learning endeavor which has a particular objective appropriate contents, a specified working procedure, and range of outcomes for those who undertake the task . (Breen via Brown, 1994, 83) 3﹑…an activity which is designed to he lp achieve a particular goal . A number of dimensions of tasks influence their use in language teaching. (Richards Etal, 2000, 468)

Teaching method

八年级(下)Unit 5说课稿 Good morning, everyone, Today, it’s a pleasure for me to stand here and I’m very pleased to have such an opportunity to share some of my teaching ideas with you. First, let me introduce myself. My name is ***, and I am No.______ My topic today is taken from ______ of Unit ____ in Student Book . The main content of this unit is “________”, and the topic of ______ is “______”. I have decided to say the lesson from six parts: Part One——Analysis of the Teaching Material One: Status and Function 1. This unit tells us_______________________________. 2. To attain “four skills” request of listening, speaking, reading and writing, I will have the students do some exercise about the text. 3. Such a topic is very important in this unit. I will lead the students to use their imagination and encourage them to be creative. For example, helping them use English to describe ____________. So I think if the students can learn this lesson well, it will be helpful to make them learn the rest of this unit. 4. While teaching, I will _____________. In a way, from practicing such a topic, it can be helpful to raise learning interests of students and it will be also helpful to improve their spoken language. Two: Teaching Aims and Demands The teaching aim's basis is established according to Junior School English syllabus' provision. 1. Knowledge objects (1) To study the new words _______________________________________. (2) To learn and master the phrases _________________________________. 2. Ability objects (1) To develop the students’ abilities of listening, speaking, reading and writing. (2) To train the students’ ability of working in pairs. (3) To develop the students’ abilities of communication by learning the useful structures. 3. Moral objects (1) Through different teaching methods to make students be interested in study. (2) Love to know more knowledge about_________ and express their opinions in English. (3) Encourage the students to be more creative and try to make contributions to _____________________________________. Three: Teaching Keys and Difficult Points The teaching keys and difficult points’ basis is established according to ____in the teaching material's position and function. 1. Key points: (1)Be able to express words, phrases and sentences in English.

任务型教学法(task-basedenglishteachingmethod)

任务型教学法(T a s k- b a s e d E n g l i s h t e a c h i n g m e t h o d) -CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIAN

任务型教学法(Task-based English teaching method) Introduction Task-based language teaching was first invented by an English linguist Allwright in the 1970s, popularized abroad in the 1980s, and introduced into China in the 1990s.The purpose of this article is to outline the principles that underlie task-based language teaching and to give examples of classroom activities within the approach. Task-based language teaching can be regarded as one particular development within the broader “communicative approach”. It is currently much discussed in many parts of the world and, indeed, is recommended in the official curriculum documents of a growing number of countries and regions. This article has five main sections. The first looks at what is meant by the term “task”. The second looks at the continuum from “focusing on form” to “focusing on meaning” with the continuum I hope to illuminate the distinction often made between “tasks” and other kinds of activ ity. The continuum is described and explored in more detail in the third section, which provides a range of examples from different parts of it. The fourth section presents a framework for looking at tasks in terms of how they contribute to the linguistic, cognitive and personality development of the students. The conclusion summarizes some of the main aims and benefits of task-based learning by means of a mnemonic base on the word “task” itself. Ⅰ. What is task? Different teachers and writers use different definitions of the term “task”, such as: 1﹑…a piece of classroom work which involves learners in comprehending, manipulating, producing or interesting in the target language while their attention is principally focused on the meaning rather on the form. The task should have a sense of completeness, being also to stand alone as a communicative act in its own right. (Nahan, 1989,15) 2﹑…any structured language learning endeavor which has a particular objective appropriate contents, a specified working procedure, and range of outcomes for those who undertake the task . (Breen via Brown, 1994, 83) 3﹑…an activity which is designed to help achieve a particular goal . A number of dimensions of tasks influence their use in language teaching. (Richards Etal, 2000, 468) Most people would probably agree on certain basic characteristics: 1﹑Tasks are activities in which students work purposefully towards an objective. 2﹑The objective may be one that students have set for themselves or one which has been set by the teacher.

ESL Teaching Methods

Teaching Methods Language Teaching Methods In language study, as in life, if a person is the same today as he was yesterday, it would be an act of mercy to pronounce him dead, and to place him in a coffin rather than in a classroom. - John A. Rassias, Philosophy of Language Instruction, 1967 What are the Methods of Teaching? Many different language teaching methods have been used throughout history. So, what are the methods of teaching that could be considered as the best methods of teaching? - Unfortunately, there is no prescriptive answer. Each method had its supporters as well as its critics. Some methods have been criticized, rejected and are not used anymore; others are widely used today in many countries; still others have a few followers but are not very popular. Obviously different methods and approaches work differently for different people and a universal optimum method will probably never be invented. However, the following questions are being asked every day: Which is the best language teaching (or learning) method? How to learn (or teach) a foreign language effectively? What is the method of teaching I should use? Which is the Best Language Teaching Method? There is no evidence that a certain method is superior to other methods and is suitable for all language teachers and all learners in all situations. There is no ‘best method’ of teaching a foreign language, and it is the job of the language teacher to decide which method (or a combination of methods!) can be best applied during the different stages of the teaching process, and in view of that, design a course, prepare teaching materials, select textbooks, and write lesson plans to meet the objectives. Below we will briefly discuss the basic and the most widely spread language teaching methods and will reflect on their efficiency. Revision of the Basic Teaching Methods Content Based Teaching Method Content Based Language Teaching Method or Content Based Instruction (CBI) focuses on the subject matter. The centre of attention can be academic courses such as basic study skills, computers, geography, or cultural knowledge. CBI is effective because students acquire language skills with an emphasis on meaningful content rather than on the language itself. CBI results not only in language acquisition but also in content learning (gaining knowledge), increased motivation, and greater opportunities for employment. Language teachers can create content-based lessons or units by using technology. Communicative Language Teaching Method Communicative language teaching (CLT) is an approach to the teaching of languages that emphasizes interaction and is based on the idea that the goal of learning L2 is to gain communicative competency. It focuses on the functional aspects of language and less on the formal grammatical structures. Task-based, problem-solving activities, exchange of personal information and open-ended questions are used as the most important means of communication. The focus is on the development of skills related to the ability of expressing and understanding personal ideas, opinions, feelings and needs. Students work in small groups with selected authentic, ‘real-life situation’ materials and case studies. The Audio-Lingual Method

English Teaching Methodology

Overview of Language Teaching Methodology In learning languages, a distinction is usually made between mother tongue(also native language or first language), second language, and foreign language. A mother tongue is the first language or languages one learns (or acquires) as a child. When immigrants come to a new country and learn the language of that country, they are learning a second language. On the other hand, when English-speaking students in the United States learn French or Spanish in school, or when Brazilians study English in Brazil, they are learning a foreign language. The acronyms ESL and EFL stand for the learning of English as a Second and as a Foreign Language. Many theories about the learning and teaching of languages have been proposed. These theories, normally influenced by developments in the fields of linguistics and psychology, have inspired many approaches to the teaching of second and foreign languages. The study of these theories and how they influence language teaching methodology today is called applied linguistics. The Grammar Translation Method In applied linguistics, the grammar translation method is a foreign language teaching method derived from the classical (sometimes called traditional) method of teaching Greek and Latin. The method requires students to translate whole texts word for word and memorize numerous grammatical rules and exceptions as well as enormous vocabulary lists. The goal of this method is to be able to read and translate literary masterpieces and classics. Key Features (1) Classes are taught in the mother tongue, with little active use of the target language. (2) Much vocabulary is taught in the form of lists of isolated words. (3) Long elaborate explanations of the intricacies of grammar are given. (4) Grammar provides the rules for putting words together, and instruction often focuses on the form and inflection of words. (5) Reading of difficult classical texts is begun early. (6) Little attention is paid to the content of texts, which are treated as exercises in grammatical analysis. (7) Often the only drills are exercises in translating disconnected sentences from the target language into the mother tongue. (8) Little or no attention is given to pronunciation. Direct Method Towards the end of the 19th century, a revolution in language teaching philosophy took place that is seen by many as the dawn of modern foreign language teaching. Teachers, frustrated by the limits of the Grammar Translation Method in terms of its inability to create communicative competence in students, began to experiment with new ways of teaching language. Basically, teachers began attempting to teach foreign languages in a way that was more similar to first language acquisition. The appearance of the “Direct Method”coincided with a new school of

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