學科英語 | 王薔教學法複習經驗分享

作者：由哼利很生氣發表于舞蹈時間：2020-11-11

有人剛拿到這本書時，就被它的厚度和滿頁的英文嚇到了

其實不可不必，這本書的英語講解很通俗易懂，如果你過了六級，甚至是四級，你完完全全能看得懂。

同時，雖然它很厚，但是重點知識點很好找，而且重點內容並不多。

你要做的只有三件事 ——

梳理本書內容、提煉出重點知識點、反覆溫習理解背誦

今天分享一下王薔教學法這本書到底該怎麼學習？

王薔教學法這本書因為是中國人，王薔老師編寫的，書本內容主要就是關於英語教學，在教學方面比二語習得（外文書）更加地實用。

複習的程度就是要求大家整本書都要掌握。（這本書我當時是和二語習得同時複習的）每天都會花大約一個半小時的時間看一個單元，每個單元都會有一些問題，如果大家看完每個單元后能夠回答上這些問題，基本上看書的效果是達到了。

看完了一個單元，我當時也會自己列出提綱，把這個單元的主要思路列出來，這樣整個單元的重難點就很清晰，同時也可以幫助自己強化記憶。

在複習的中期時大家可以試著練習設計教案，尤其是在結束了教案設計這個單元時可以嘗試教案設計的練習，可以麻煩相關專業的學姐替自己看看修改。

複習的前期主要還是在於理解書本內容，中期就是在理解的基礎上強化印象，衝刺階段就是記憶背書。

然後根據複習經驗歸納出以下幾條

王薔教學法複習tips

：

重點章節分別是 Unit1，2，3，4，5

以及Unit15。Assessment in Language Teaching

最常考的Unit 1。Language &language learning

各大院校必考的單元，一定要牢記給出的幾種語言觀和語言學習觀（介紹，特點，由誰提出的都要掌握牢固）

次重點：Unit6~14，Unit16，17

最後的Unit18也要看，不過不需要花太多精力在這個單元。

同時在開始學習之前，根據經驗是建議大家先把目錄先過一遍，並盡力把目錄背會並建立基礎框架。因為它是整本書的框架，弄清楚整本書的總體框架後，會讓你後面的學習的知識很好地聯絡在一起，對解答考試中的簡答題會有幫助。

最後

1。教學法不難學，一定要經常練習再針對院校的出題思路來複習

2。跨考的同學也不要掉以輕心，建議可以選擇一本有效的筆記或者課程跟學，專碩基本是自命題，要根據每個學校的標準來制定學習方法

末文福利：聖才筆記，王薔教學法原書，筆記提綱等

雙擊螢幕，喜歡收藏

私信留言就可以獲取分享給大家哦~

4。21更新

臨近五六月份暑假，大家在過完一到兩遍教學法之後，可以嘗試開始背誦並溫習複習過的內容。

當時有配合王薔教學法的背誦語音和章節提綱

自己也可以把一些單元知識內容整理成語音來背誦溫習，背誦效率肯定會提高不少的。

最後祝大家複習效率up up up

教學法框架

暑期背誦之後，要練習答題產出

關於教學法的一些答題素材大家可以參考：

Bloom’s cognitive taxonomy / Bloom’s cognitive Domains 布魯姆對問題的分類/布魯姆對認知域的分類知識、領會、運用、分析、綜合、評價.

Bloom’s cognitive taxonomy originally was represented by six different domain levels： Knowledge， Comprehension， Application， Analysis， Synthesis， Evaluation。 All of the Boom domains focused on the knowledge and cognitive processes。

Each of Bloom’s cognitive domains enabled educators to begin differentiating the type of content being taught as well as the complexity of the content。 The domains are particularly useful for educators who are thinking about the questioning process within the classroom， with questions ranging in complexity from lower-order types of knowledge to higher-order types of knowledge that would require more complex and comprehensive thought。 Bloom’s taxonomy enabled teachers to think in a structured way about how they question students and deliver content。

The taxonomy， in both its original and revised versions， helped students understand how to enhance and improve instructional delivery by aligning learning objectives with student assessments and by enhancing the learning goals for students in terms of cognitive complexity。

The following list represents the structure of the original framework， with examples of questions at each of the six domain levels：

（1） Knowledge Level： At this level the teacher is attempting to determine whether the students can recognize and recall information。 Example： what countries were involved in the War of 1812？

（2） Comprehension Level： At this level the teacher wants the students to be able to arrange or， in some way， organize information。 Example： In the book Teammates the authors describe Jackie Robinson’s struggles as a baseball player and the way in which Pee Wee Reese publicly defended Robinson。 Describe in your own words the struggles that Robinson had and what Reese did to help him succeed as a baseball player。

（3） Application Level： At this level the teacher begins to use abstractions to describe particular ideas or situations Example： what would be probable influence of a change in temperature on a chemical such as hydrochloric acid？［ˌhaɪdrəˌklɒrɪk ˈæsɪd］鹽酸

（4） Analysis Level： At this level the teacher begins to examine elements and the relationships between elements or the operating organizational principles undergirding （undergird /ʌndəˈgɜːd/加強，從底層加固） an idea。 Example： Describe the way in which slavery contributed to the American Civil War。（美國內戰，又稱南北戰爭）

（5） Synthesis Level： At this level the teacher is beginning to help students put conceptual elements or parts together in some new plan of operation or development of abstract relationships。 Example： Formulate a hypothesis about the reasons for South Carolina’s decision to secede from the Union。（secede ［sɪˈsiːd］退出，脫離組織等）

（6） Evaluation Level： At this level the teacher helps students understand the complexity of ideas so that they can recognize how concepts and facts are either logically consistent or illogically developed。 Example： Was it an ethical decision to take to trial the Nazi war criminal and to consequently put so many of them to death？

論述 "你最喜歡的教學方法是什麼？"

這是一個開放型題目，你可以喜歡任何教學方法（包括傳統教學方法和現代的新興教學方法），只要能給出恰當的理由即可，所以這道論述題的觀點論述部分因人而異。

需要注意的是，任何教學方法都不是完美無缺的。只有針對具體教學情境和學生情況，選用最合適的教學方法，這才是明智之選。“兼聽則明，偏信則闇”。必要時，甚至可以將多種教學方法綜合起來考慮，取其優而用之。結尾的總結，我們可以使用這個萬能模板：

To conclude， it is important to remember that a method is effective only when it is appropriate to the teaching context。 Therefore， when a new method or approach emerges， it is unwise to cast away the traditional and follow the new trend。 The best thing to do is to develop one’s own teaching methods based on the context of where one teaches and integrates the merits of different methodologies to serve the purpose of one’s teaching objectives and the needs of one’s students。

Fluency 和 Accuracy 哪個更重要？

旺仔思路：作答這道論述題的時候，可以先自選一個角度談談自己的看法，最後表明自己在實際教學中會怎麼做。或者，乾脆一開始就站中立立場，然後從兩個角度分別論述，最後以教學啟示收尾。

比如：可從

初學者的角度

出發，論述：Fluency 更重要。

初學者往往不敢開口講英語，擔心犯錯引來嘲笑。這時候更重要的是鼓勵他們盡量多說英語，只要聽者能夠理解所說內容，達到交流的目的即可。無需過多關注所說的語言形式是否準確無誤。

因此，對英語初學者來說，追求 Fluency 顯得比追求 Accuracy 更為重要。也可從

專業人員的角度

出發，論述：Accuracy 更重要。

專業人員往往有一定影響力，必須保證自己用英語所表達的內容及形式準確無誤，以避免對他人造成誤導。因此，專業人員必須經過縝密的思考，用最精準恰當的語言，有理有據地、毫無漏洞地表達自己的觀點。

因此，對專業人員來說，學習和使用英語時，追求 Accuracy 顯得比追求 Fluency 更重要。當然，也可以

從別的角度

論述，觀點類的論述題，言之有理即可。

需要注意的是，作答這道論述題，不管是站在哪個角度來論述，都

不宜太過片面

。所以，在論述的最後，最好以一箇中立的觀點收尾：

簡而言之，Fluency 和 Accuracy 不是非此即彼的關係，兩者相輔相成、相得益彰……

推薦以下素材作為論述題的結尾：

It is important to have a balance between the focus on holistic communication and focus on form （individual language points）。

Traditional aspects of language teaching， such as grammar， vocabulary and individual skills， should not be neglected because they all play a supportive role in enabling the students to handle the tasks。

It is important to know that accuracy and fluency are not opposites or alternatives。 If a student can communicate fluently， this does not necessarily mean that they can communicate quickly。 It means that they can get their messages across very effectively， and this， in turn， is often a consequence of their accurate use of appropriate language。

In designing classroom activities， there needs to be a balance between accuracy-based activities and fluency-based activities。

為了促進學生更好地學習，一位好的語言教師應該做些什麼？

①鼓勵學生在課內課外用英語交流、注重練習而非講解、教師之間相互合作 A good teacher should enable the students to

communicate in English inside and outside class

， put an emphasis on

practice rather than explanation

， and

co-operate

among teachers。

②有明確的教學目標：高效使用英語、吸引學生的注意並考慮學生興趣 A good teacher should have

a goal in teaching

。 A major goal in English teaching is to enable learners to

use English effectively

。 Moreover， the objectives of every lesson should

engage the students’ attention and interest.

③從一開始就把英語作為主要的課堂語言，用英語交流的過程和英語學習的過程往往同時發生 A good teacher should

establish English as the main classroom language from the start

， keep in mind that communicating in English and learning English go hand in hand。

④創設學習條件：提供更多參與課堂活動的機會、創設良好的學習氛圍以激發學習動機（透過設定恰當的目標、認真設計活動、選擇學生感興趣的話題、對所有學生一視同仁等措施營造良好學習氛圍，從而激發學習動機） A good teacher should

create conditions for learning

。 The material conditions are not important in language learning。 More important for successful language teaching and learning are

plenty of opportunities for learners to participate in classroom activities

，

and the atmosphere in which students feel motivated to learn

。 Motivation is essential for learning。 A good teacher should do all he can to stimulate the students’ motivation to learn。 He should set appropriate goal and objectives in learning， carefully plan the activities； choose topics of personal interest； have a fair attitude 。

此文獻由幸運的旺仔提供整理