Reflective Teaching in Second Language ClassroomsCambridge University Press, 25 thg 3, 1994 - 218 trang This text introduces techniques for teachers to explore their classroom experiences and for critical reflection on teaching practices. This book introduces teachers to techniques for exploring their own classroom experiences. Numerous books deal with classroom observation and research, but this is the first to offer a carefully structured approach to self-observation and self-evaluation. Richards and Lockhart aim to develop a reflective approach to teaching, one in which teachers collect data about their own teaching; examine their attitudes, beliefs, and assumptions; and use the information they obtain as a basis for critical reflection on teaching practices. Each chapter includes questions and activities appropriate for group discussion or self-study. |
Nội dung
Getting to Draft | 3 |
Approaches to classroom investigation in teaching | 6 |
Exploring teachers beliefs | 29 |
Focus on the learner | 52 |
Working with a Draft | 63 |
Teacher decision making | 78 |
The role of the teacher | 97 |
The structure of a language lesson | 113 |
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Reflective Teaching in Second Language Classrooms Jack C. Richards,Charles Lockhart Xem đoạn trích - 1994 |
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Thuật ngữ và cụm từ thông dụng
action research action zone Allwright answers Appendix appropriate assessment assumptions behavior belief systems beliefs about language Chapter classroom interaction classroom management cognitive styles communicative Communicative Language Teaching completing cultural curriculum describe Discussion effective English language ESL students evaluation example experience feedback focus focusing foreign language give goals grammar grouping arrangements identify individual influence instruction interactive decisions involved journal language classrooms language learning language learning strategies language teaching learn English learning activities learning strategies learning style less able students lesson plan lesson report listening little good best Metacognitive strategies monitor observation task pair participation particular patterns peer observation practice prefer problems procedures questionnaire reading recording reflect responses second language second language acquisition sentence sequence situations skills specific structure tape target language teacher development teaching a class teaching and learning tions Total Physical Response understand vocabulary whole-class writing