走出英语教学的误区

1 (p1): Introduction
6 (p2): 1 Syllabus
6 (p2-1): 1.1 Syllabus or Curriculum
11 (p2-2): 1.2 The Syllabus for English Teaching of Non-English Major Graduates
11 (p2-2-1): 1.2.1 Guiding Principles of the Syllabus
14 (p2-2-2): 1.2.2 Implementation of the Syllabus in Teaching Practice
15 (p2-2-3): 1.2.3 Problems Facing the Syllabus
17 (p2-3): 1.3 Revision of the Syllabus for English Teaching of Non-English Major Graduates
19 (p2-3-1): 1.3.1 Implementation of the Basic Requirements
23 (p2-4): 1.4 Approach to Syllabus
23 (p2-4-1): 1.4.1 A General Trend
25 (p2-4-2): 1.4.2 Analysis of the Trend
29 (p2-5): 1.5 Requirements for Teachers
30 (p2-5-1): 1.5.1 Consider the Learners
32 (p2-5-2): 1.5.2 Establish Teaching Objectives
33 (p2-5-3): 1.5.3 Choose Teaching Content
35 (p2-6): 1.6 Conclusion
37 (p3): 2 Teaching Philosophy and Practice
37 (p3-1): 2.1 What do English Teachers Know about English Learning？
38 (p3-1-1): 2.1.1 How is Language Learned？
41 (p3-1-2): 2.1.2 How do Learner Differences Affect Leaning？
59 (p3-1-3): 2.1.3 What Roles do Teachers and Learners Play in Language Learning？
64 (p3-1-4): 2.1.4 What Roles does a Textbook Play？
68 (p3-1-5): 2.1.5 Facilities for Learning
72 (p3-2): 2.2 How do English Teachers Teach in the Classroom？
73 (p3-2-1): 2.2.1 Talking Lesson
88 (p3-2-2): 2.2.2 Observing Class
105 (p3-2-3): 2.2.3 Theoretical Analysis of Teaching Approach
111 (p3-3): 2.3 Conclusion
112 (p4): 3 Evaluation and Assessment
113 (p4-1): 3.1 Course Evaluation
113 (p4-1-1): 3.1.1 Why Carry Out Course Evaluation？
114 (p4-1-2): 3.1.2 What is to Be Evaluated？
116 (p4-1-3): 3.1.3 How to Evaluate？
123 (p4-1-4): 3.1.4 When to Evaluate？
124 (p4-1-5): 3.1.5 Who Carries Out the Evaluation？
125 (p4-2): 3.2 Classroom Assessment
127 (p4-2-1): 3.2.1 Teaching,Learning and Testing/Summative Assessment
133 (p4-2-2): 3.2.2 Teaching,Learning and Formative Assessment
135 (p4-2-3): 3.2.3 Classroom Assessment Practice
168 (p4-3): 3.3 Conclusion
171 (p5): Implication for English…