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    Transforming teaching knowledge of language into developing students' ability to apply language——Opinion and practice concerning reform in English teaching at the graduate level
    从灌输语言知识向培养语言应用能力转换——研究生阶段英语教学改革的思考与实践
    In college English teaching,teachers should not only pass on knowledge to students,the key is to arouse their learning motive,to imbue them with learning strategies and to foster their abilities to autonomous learning.
    在大学英语教学中,教师不仅要传授知识,更重要的是要激发学生的学习动机,向学生灌输学习策略的意识,培养他们的自主学习能力。
    Application of Functional Tenor in Ideology Inculcation
    功能语旨在意识形态灌输中的应用
    Middle school English class teaching is confronted with many problems mainly as follows :excessively emphasizing knowledge inclucations to students, regardless of the abilities of students' using English.
    中学英语课堂教学存在着许多问题,最突出的是过分强调知识灌输,忽视了学生语用能力的培养及个性的发展、人格的完善,不能充分挖掘他们的潜能。
    The inequality of political powersand economic developments between Western and Third World willinevitably be shown in the exchange of cultures.
    西方以其强大的政治经济力量占据着世界中心,其文化掌握着主导权,强制性地把其文化灌输给第三世界,而第三世界弱势文化则处于边缘地位,只能被动接受。
    English language teachers are not just empty vessels waiting to be filled with theknowledge.
    教师不仅仅是等待灌输知识的容器,没有在自身专业、实践、心智方面的教师职业发展,就不可能取得有效的教学效果。
    In the classroom teaching, lots of teachers still fill students with much more language knowledge, including vocabulary, and grammatical rules, but neglect obtaining the four basic skills.
    在课堂教学中,很多教师仍然进行大量语言知识的灌输,对学生大讲特讲词汇知识、语法规则,但对语言的四个基本技能即听、说、读、写的全面训练却做得不够。
    The traditional teaching theory is mainly teacher-centered, paying attention to the impartation of knowledge, neglecting the students and their language creativity.
    传统的教学理论在教学上表现为以教师讲为主,注重知识的灌输,忽视学生是主体,忽略了学生的语言创造力。
    Chapter One briefly introduces the background of foreign language learning and teaching research, the present state of College English teaching in China and the significance of this research.
    因此,学习本质上是人本主义的和建构性的,应当鼓励学生自己建构意义和理解,发挥他们的自主性而不是灌输。 这些观点为后面讨论合作学习在大学英语教学中的应用做好铺垫。
    This traditional teaching model can no longer adapt to the development and requirement of quality education in new situations.
    这种传统的“灌输式”英语课堂教学模式不利于从根本上改变以知识为本的英语教育观,也不能充分体现以学生为主体的教育思想。
    Based on an analysis of the successful experience of the classroom teaching models aiming at developing learner autonomy in other subjects, the author brings forward some principles for the new classroom teaching model aiming at developing English learner autonomy.
    在理论综述后,笔者阐述了对传统教学模式下高中英语自主学习教与学的现状所进行的调查与反思,指出以“掌握基本知识和基本技能”为首要目标的“灌输式”传统英语课堂教学模式不利于培养学生的自主学习能力,不利于从根本上改变以知识为本的英语教育观,也不能充分体现以学生为主体的教育思想。
    In the traditional teacher-centered approach, teachers only emphasize the pure class teaching and adopt examination as its dominant means to judge the teaching and learning results. Teachers try to put everything into learners’ minds and learners are seen as receptacles to be filled with knowledge, thus, learners’ ability to use the target language (i.e. English) is neglected and both their response and need are neglected, too.
    在传统的以教师为中心的教学过程中,教师只注重讲解,常以考试为指挥棒,采用填鸭式的教学方法将语言知识全盘灌输给学生,而没有重视学习者对目标语的应用,从而忽视了学习者在教学过程中的反应和需求,扼制了学习者在教学过程中的主动性和创造性,致使学习者的语言输出能力得不到有效培养。
    The main function of news report is the ideology instilment.
    意识形态的灌输是新闻报道的主要功能。
    Functional tenor plays a central role in the ideology inculcation.
    功能语旨在意识形态灌输中起核心作用。
    So we can testify how the functional tenor facilitate ideology inculcation by the news report register.
    因此,我们可以用新闻报道为语料研究功能语旨是如何有利于意识形态灌输的。
    Constructivism holds the view that teachers don’t serve as pipelines to transfer their thoughts and meanings to the passive students.
    建构主义主张教师不是知识的灌输者,而是学生学习活动的组织者、指导者、帮助者和促进者。
    Since there is a tradition of teacher-fronted and cramming teaching in China, it is extremely important to spread this kind of theories.
    鉴于中国教育界长期倾向于讲授型,灌输式的教学方式,这些理论的推广应用显得格外重要。
    Suggestions were made for the provision of professional development forums to present opportunities for exposure to beliefs that provide alternatives to knowledge transmission and to teacher-centered pedagogies, for the provision of training and extensive computer resources and a new system to evaluate teachers' professional performance to take full advantage of CALL.
    根据调查结果,作者提出了自己的建议:当前应为教师提供接触替代知识灌输和以教师为中心的教师信念的机会,提供相关培训和充分的计算机资源并开发新的教师评估体系以期达到充分利用计算机和网络促进语言教学的目的。
    Researches on the methods of teaching emphasize the input of knowledge and neglect the process of learners' autonomous learning.
    研究教法的理论过于强调教师的灌输知识作用,忽略学生自主学习过程。 而研究方法的理论则偏重于学生自学过程的研究,忽略教师在课堂中的作用。
    In China, the traditional model of foreign language teaching has fundamentally been the teacher-centered model of knowledge instilling, in which students as objects, are always in the position of passively receiving knowledge.
    以往的外语教学基本上都是以教师为主体的“灌输式”讲授,学生总是作为客体处于一种单纯地接受知识的被动地位。
 

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