英语翻译10]4.How can teachers develop effective teaching behaviours?In discussing teaching styles,an American professor gave an account of the way he taught college freshmen how to write English composition.He gathered them around a desk on the f

英语翻译10]4.How can teachers develop effective teaching behaviours?In discussing teaching styles,an American professor gave an account of the way he taught college freshmen how to write English composition.He gathered them around a desk on the f
英语翻译
10]4.How can teachers develop effective teaching behaviours?
In discussing teaching styles,an American professor gave an account of the way he taught college freshmen how to write English composition.He gathered them around a desk on the first day of the class and told them how to do card trick.“Those who control the mechanism,control the results”,he told them.The students were surprised,yet felt happy,because it was so different,new,and unusual for a composition class.By demonstrating how techniques could bring about the desired result,the professor enabled the students to understand that like the skills used the in the game,the writing skills that they were going to acquire could motivate,inspire,arouse,or convince the readers to hear them out when they were writing.He got the students out of their seats in order to show that it was all right to do or to say unexpected in class.Creativity would be greatly valued in a writing class.
I'm not saying,by using this example,that in our daily teaching we should follow suit and always bring about some surprise.Actually,as Wong－Fillmore (1985) illustrated that students may also benefit from some routine teaching behaviour,which enables them to follow the lesson without having to figure out afresh,what is happening each day.

英语翻译10]4.How can teachers develop effective teaching behaviours?In discussing teaching styles,an American professor gave an account of the way he taught college freshmen how to write English composition.He gathered them around a desk on the f
（软件翻译的）教师如何开发有效的教学行为?
在讨论的教学风格,一个美国教授把他教新生怎么写英文作文.他聚集他们一张书桌在第一天的班,告诉他们该怎么玩纸牌戏法.“那些控制机制、控制的结果”,他告诉他们.学生们都很惊讶,却感到高兴,因为它是如此不同,新的和不为一篇作文.通过示范技术能够带来理想的结果,使学生了解教授的技能,如在游戏中,写作技巧,他们将获得可以激励、激励、调动、或说服读者们听到他们出去的时候,他们都写下来.他得到了学生的座位上以表明它是正确的还是要说意想不到的教室里上课.创造力将会珍视写作课.
我并不是说,用这个例子,在我们的日常教学应该效仿,总是能带来惊喜.事实上,Wong-Fillmore(1985年),学生也会受益于一些常规的教学行为,使他们跟随课程无需找出是什么道理,每天发生的事情.

10]4号。教师如何开发有效的教学行为?

在讨论的教学风格,一个美国教授把他教新生怎么写英文作文。他聚集他们一张书桌在第一天的班,告诉他们该怎么玩纸牌戏法。“那些控制机制、控制的结果”,他告诉他们。学生们都很惊讶,却感到高兴,因为它是如此不同,新的和不为一篇作文。通过示范技术能够带来理想的结果,使学生了解教授的技能,如在游戏中,写作技巧,他们将获得可以激励、激励、调动、或...

全部展开

10]4号。教师如何开发有效的教学行为?

在讨论的教学风格,一个美国教授把他教新生怎么写英文作文。他聚集他们一张书桌在第一天的班,告诉他们该怎么玩纸牌戏法。“那些控制机制、控制的结果”,他告诉他们。学生们都很惊讶,却感到高兴,因为它是如此不同,新的和不为一篇作文。通过示范技术能够带来理想的结果,使学生了解教授的技能,如在游戏中,写作技巧,他们将获得可以激励、激励、调动、或说服读者们听到他们出去的时候,他们都写下来。他得到了学生的座位上以表明它是正确的还是要说意想不到的教室里上课。创造力将会珍视写作课。

我并不是说,用这个例子,在我们的日常教学应该效仿,总是能带来惊喜。事实上,Wong-Fillmore(1985年),学生也会受益于一些常规的教学行为,使他们跟随课程无需找出是什么道理,每天发生的事情。

收起