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
    - Task 4
    - Task 5
    - Task 6
    - 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
  - Task 3
  - Task 4
  - Task 5
  - Task 6
  - Task 7
  - Task 8
  - Task 9
  - Task 10
  - 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
  - Task 2
  - Task 3
  - Task 4
  - Task 5
  - Task 6
  - Task 7
  - Task 8
  - Task 9
  - Task 10
  - Task 11
  - Task 12
- 7. Designing learning activities on the basis of teacher’s and children’s experience, problems and questions
  - Task 1
  - Task 2
  - Task 3
  - Task 4
  - Task 5
  - Task 6
  - Task 7
  - Task 8
  - Task 9
  - Task 10
  - Task 11
  - Task 12
  - 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
  - Task 2
  - Task 3
  - Task 4
- 11. Recording the outcomes and reflect on what should be done differently next time
  - Task 1
  - Task 2
  - Task 3
  - Task 4
  - Task 5
  - Task 6
- 12. Test questions
- 13. Glossary
  - A-D
  - E-I
  - J-S
  - T-V
- 14. References
- Téma

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# Task 4

Read this list of questioning modes and techniques and decide which ones do/would you use?

• curiosity—the search for new knowledge out of an innate need to know;
• technological—the search for new knowledge in satisfaction of a need through construction, production, and testing;
• replication—the search for new knowledge through duplication of known operations;
• evaluative—the search for new knowledge about the capacity of products or actions;
• authoritative—the search for knowledge new to the seeker in established knowledge found in artefacts and people;
• mathematical—the search for new knowledge about quantity and number;
• communicative—the search for new knowledge of ways to transmit representation of things or events to others; and
• inductive—the search for new knowledge in correlated data patterns and generalizable. relationships, a hypothesis-finding process.[1]

[1] http://manoa.hawaii.edu/crdg/year-in-review/year-in-review-2011/exploring-inquiry-learning-in-early-childhood-education/

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