《中学英语教学法》课程PPT讲稿（学科教学论）Chapter five History of Foreign Language Teaching

Chapter Five History of Foreign Language Teaching Luo Beigang English Department of Foreign Languages School of SHZU

Chapter Five History of Foreign Language Teaching Luo Beigang English Department of Foreign Languages School of SHZU

学习目标 ·了解语言教学与哲学理论发展之间的关系； ·了解语言教学的发展历史； 。】 掌握语言教学各个发展时期的主要代表教 学方法；

学习目标 • 了解语言教学与哲学理论发展之间的关系； • 了解语言教学的发展历史； • 掌握语言教学各个发展时期的主要代表教 学方法；

1.Introduction 2.A Introduction of Foreign Language Teaching History 2.1 GTM * 2.2DM 2.3AL* 2.4CA

1. Introduction 2. A Introduction of Foreign Language Teaching History 2.1 GTM ＊ ＊ 2.2 DM 2.3 AL ＊ 2.4 CA

1.Introduction As an interdisciplinary science,the field of applied linguistics,esp English teaching, has been constantly influenced by theoretical development in linguistics, psychology,and philosophy. In practice,this influence is reflected in the various methods and approaches in second or foreign language teaching in history, based on which the periods of foreign language teaching can be classified

1. Introduction As an interdisciplinary science, the field of applied linguistics, esp English teaching, has been constantly influenced by theoretical development in linguistics, psychology, and philosophy. In practice, this influence is reflected in the various methods and approaches in second or foreign language teaching in history, based on which the periods of foreign language teaching can be classified

1.Introduction 1.1 Four interactive clues of social science development: Philosophy:rationalism-experientialism-post-modernisms Psychology:behaviorism-cognitivism-constructivism Linguistics:structuralism-TGG-functionalism Language teaching:traditional teaching-modern teaching

1. Introduction 1.1 Four interactive clues of social science development: Philosophy: rationalism-experientialism-post-modernisms Psychology: behaviorism-cognitivism-constructivism Linguistics: structuralism-TGG-functionalism Language teaching: traditional teaching-modern teaching

“那些不运用哲学去思者问题的教育工作者 必然是肤浅的，一个肤浅的救育工作吉可 能是好的教育工作者，也可能是坏的救育 工作者，但是好则有限，坏则每况愈下。 乔治泰勒

“那些不运用哲学去思考问题的教育工作者 必然是肤浅的，一个肤浅的教育工作者可 能是好的教育工作者，也可能是坏的教育 工作者，但是好则有限，坏则每况愈下。” ——乔治·泰勒

1.2 Notes to philosophy Rationalism: In more technical terms it is a method or a theory "in which the criterion of the truth is not sensory but intellectual and deductive"(Bourke 263)

1.2 Notes to philosophy Rationalism: In more technical terms it is a method or a theory "in which the criterion of the truth is not sensory but intellectual and deductive" (Bourke 263)

Aristotle's realism Humans are animals of rationality,so humans are to live in the world abiding by the rationality; The ultimate goal of education is to arouse humans'potentials of rationality; Humans'value can be defined by the exterior criteria;

Aristotle’s realism • Humans are animals of rationality, so humans are to live in the world abiding by the rationality; • The ultimate goal of education is to arouse humans’ potentials of rationality; • Humans’ value can be defined by the exterior criteria;

Society Huamans nature Spirits materials Humans knowledge

Huamans Society nature Spirits materials Humans knowledge

A saying 。 好学生不是这样的！ 。这句话折射的哲学思想是什么？

A saying • 好学生不是这样的！ • 这句话折射的哲学思想是什么？