Az angol tanítás innovációi és legújabb módszerei a tanítóképzésben ’e-learning’ segítségével

- Innovations in pre-service education for teaching English through e-learning
- Leírás
- Tartalomjegyzék
- Abstract
- 1. Introduction
- 2. The theories and practices of teaching languages in early childhood in the British culture
  - 2.1 The reality of Globalization within teaching English
    - 2.1.1 New global perspectives
  - 2.2 Methods supporting teaching and learning
    - 2.2.1 E-Learning
  - 2.3 Teaching languages to young learners in the British culture
- 3. Exploring our current understanding and practice
  - 3.1 Motivating young learners
    - Task 1
    - Task 2
    - Task 3
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    - Task 7
    - Task 8
    - Task 9
    - Task 10
    - Task 11
    - Task 12
    - Task 13
- 4. Communication-, interactive-centred and problem-, experience-based learning and teaching
  - 4.1 Learning to learn
    - Task 1
    - Task 2
    - Task 3
    - Task 4
    - Task 5
    - Task 6
    - Task 7
- 5. The roles of questions: what, when and how to ask to be able to develop children’s practical and thinking skills
  - Task 1
  - Task 2
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  - Task 7
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  - Task 11
  - Task 12
  - Task 13
  - Task 14
  - Task 15
- 6. Strategies of planning to be able to equip children with competences enabling them to think critically and work creatively in the „Life Long Learning” process
  - Task 1
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  - Task 6
  - Task 7
  - Task 8
  - Task 9
  - Task 10
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  - Task 12
- 7. Designing learning activities on the basis of teacher’s and children’s experience, problems and questions
  - Task 1
  - Task 2
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  - Task 7
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  - Task 9
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  - Task 13
- 8. Learning about the latest toolkits supporting learning
  - Task 1
  - Task 2
  - Task 3
  - Task 4
- 9. Designing toolkits, for example, case study toolkit, cooperative and peer review toolkit
  - Task 1
  - Task 2
  - Task 3
  - Task 4
  - Task 5
  - Task 6
  - Task 7
  - Task 8
- 10. Selecting an aspect of cooperative learning resources to explore
  - Task 1
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  - Task 3
  - Task 4
- 11. Recording the outcomes and reflect on what should be done differently next time
  - Task 1
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  - Task 5
  - Task 6
- 12. Test questions
- 13. Glossary
  - A-D
  - E-I
  - J-S
  - T-V
- 14. References
- Téma

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# 4. Communication-, interactive-centred and problem-, experience-based learning and teaching

Thinking questions

- What kind of interactive activities[1] can you challenge your learners’ communication?
- With what methods could you develop your problem- and experience- based teaching?
- How does problem-based learning encourage young learners’ learning?

“...many language students (even adults)...like to be told what to do, and they only do what is clearly essential to get a good grade -- even if they fail to develop useful skills in the process. Attitudes and behaviours like these make learning more difficult and must be changed, or else any effort to train learners to rely more on themselves and use better strategies is bound to fail.”[2]

It is emphasized by educators and practitioners that learners right from the very beginning of their learning should be taught

- to become more self-directed
- to give the opportunity to become problem-oriented
- to solve the problems
- to ask for clarification, verification and correction

[1] Here interactive activity types are offered

http://www.fctl.ucf.edu/TeachingAndLearningResources/CourseDesign/Assessment/content/101_Tips.pdf

[2] Oxford, R. (1990a p. 10.). Language Learning Strategies: What Every Teacher Should Know. New York: Newbury House

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