论教师及教(更新).ppt

divergent thinking/idea generation each person works on generating a list of ideas or convergent thinking (idea selection) rank the ideas, an average ranking for each idea is tabulated take the top few ideas and try to get the group to agree on one of them. （the notes from an American teacher training workshop in 2001） Language teaching is to prepare students for the work place in the outside world. What is the outside world like? It is full of tasks, which, to some extent, are problems. To deal with problems needs capabilities. Therefore, language teachers’ job is to provide a bridge for students to walk on between classroom and the outside world to develop capabilities. For some people, teaching is a kind of mystical experience that is hard to explain or describe. Stevick (1980:295), for example, speaks of teaching as “the mystery-behind-mystery”, the “simple daily miracle”. From this perspective, individual acts of teaching are essentially irreplicable and noncomparable, and the inherent characteristics of individual teachers are the strongest predictor of classroom outcomes. Under this abstract view of teaching, in which the teaching act cannot be analyzed and described in rational, consistent terms, teacher development or evaluation cannot be justified. (Richards, J. C. Nunan, D. Second Language Teacher Education 1990 London: Cambridge University Press) Practitioners are irritated when the results of research seem inconclusive or remote from the realities of the classroom (Carroll 1969:59; Clark 1971:3), and they may shrug off research as “useless ivory tower activities” or dismiss it as “playing at science”. (Stern, H.H. Fundamental Concepts of language Teaching 1983 Oxford University Press London) Foreign language education principles 1-10 one centre: student two Ss (areas): school, society three Ls (research targets): language, learning, learner three As (learning targets): ambition, action, ability four -ments (learning process): encouragement, engagement