我們決定組織力量編寫一本講練融合、凸顯訓練、強化實踐的中學英語教學教材。編審梯隊成員包括高校從事英語專業(yè)教學的中、外教師及從事中學英語教學多年的優(yōu)秀英語教師。全書共分十四章。前三章是理論綜述，由秦杰編寫；具體介紹了英語教學的基本理念、課程標準與教學大綱、備課的準備工作。第四章至第十章介紹了中學英語課堂教學中的主要技能，由李鳳琴、楊雪萍、郭潔秀、張迎輝完成；具體為課堂語言與教態(tài)技能、課堂管理技能、課堂導入技能、課堂呈現(xiàn)與演示技能、課堂收束技能、課堂提問技能、板書設計技能。第十一章至第十四章由辛鑫、王曉濤、席靜三位老師負責；具體介紹了中學英語教學中的多媒體技術應用、基于課堂教學的評價、語言教學行為研究、教育實習等內(nèi)容。全書由田金平教授擔任統(tǒng)稿工作，山西師范大學外國語學院的美國外教Dubberly Shawn Audrey女士審讀了全書并提出了寶貴的修改意見和建議。
全書用英語編寫，可作為英語專業(yè)教學法教材。其閱讀對象為英語專業(yè)的本科生、�？粕�、英語教師以及對英語教學感興趣的各界人士。
百年大計，教育為本。
教育大計，教師為本。
在當前我國全面建設小康社會、加快推進社會主義現(xiàn)代化的關鍵時期，教育的基礎性、全局性、先導性地位更加突出。特別是，在整個國民教育體系中發(fā)揮“奠基”作用的基礎教育，是國家建設人力資源強國的基礎性環(huán)節(jié)�；A教育的質(zhì)量，直接決定著國家未來的人才素質(zhì)，決定著國家和民族的崛起和復興。
有好的教師，才有好的教育。作為培養(yǎng)基礎教育師資的主渠道，教師教育必須敏銳感知基礎教育對師資素質(zhì)的需求，培養(yǎng)出適應基礎教育要求的優(yōu)秀教師。高師院校作為我國教師教育事業(yè)的實施主體，責任重大，使命光榮。
近些年來，適應國內(nèi)外教師教育發(fā)展的新形勢，國內(nèi)高師院校普遍進行了教師教育改革，千方百計提升教師教育質(zhì)量。近年來，山西師范大學集中力量實施教師教育改革，并對國內(nèi)外教師教育模式進行了考察調(diào)研，在《光明日報》等刊物上相繼發(fā)表了《高師院校教師教育改革的模式選擇》、《教師教育改革的理論、模式與實踐》等理論文章。雖然高師院校的改革模式各有特點，但都能緊緊圍繞適應基礎教育發(fā)展需要這一核心，將創(chuàng)新人才培養(yǎng)模式、強化實習實踐環(huán)節(jié)和教學能力訓練、提升學生的實踐創(chuàng)新能力和社會適應性等重點作為當前教師教育改革發(fā)展的方向。
Chapter 1 Basic Concepts of ELT in China/1
1 Theories guiding ELT practice
2 History of ELT in China
3 Influential ELT methods in China
Chapter 2 English Curriculum and Syllabus in China
1 Curriculum and syllabus
2 Design principles for the new Curriculum Standard
3 Goals and design of the new Curriculum Standard
4 Challenges brought by and reflections on the New Standard
Chapter 3 Skill Training for Preparing a Lesson/35
1 Understanding course aims and requirements
2 Using and adapting English textbooks
3 Knowing the students
4 Writing a lesson plan
Chapter 4 Classroom Language and Teaching Manners/63
1 Classroom language
2 Teaching manners
Chapter 5 Classroom Management Skills/72
1 Definition of classroom management
2 Components and functions of classroom management ~
3 Students practice
Chapter 6 Warming-up Skills/85
1 Introduction
2 Principles for warming-up
3 Classification of warming-up
4 Practice
Chapter 7 Presentation and Demonstration Skills/93
1 Presentation skills
2 Demonstration skills
Chapter 8 Wrapping up Skills/99
1 The importance of wrapping up
2 Principles of wrapping up
3 Types of wrapping up
4 Students practice
Chapter 9 Questioning Skills/101
1 The importance of questions
2 Purposes and functions in asking questions
3 Types of questions
4 Practical cases of questioning
5 Students practice
Chapter 10 Board Designing Skills/111
1 The importance of board designing
2 Requirements on how to use boards effectively
3 Types of board designing
4 Some practical drawings
5 Students practice
Chapter 11 Application of Modern Educational Technologies/120
1 Brief introduction
2 PowerPoint making and designing
3 Teaching with video
4 Using Internet resources
5 Using language teaching software
6 Students practice
Chapter 12 Classroom-Based Assessment/133
1 Introduction and definitions of assessment， evaluation and testing
2 Types of assessment
3 Students practice
Chapter 13 Action Research/144
1 Definition of action research
2 Phases in action research
3 Problem identification
4 Plan of action
5 Data collection
6 Data analysis
7 Plan for future action
8 Project report
Chapter 14 Teaching Practicum/164
1 Objectives and requirements
2 Organization forms
3 Practicum contents
4 Assessment and evaluation
References / 176
English teachers play a crucial role in curriculum reform, as they are theagents for implementing the new concepts. Their devotion to and participationin the reform is essential to the process and completion. Without their willing-ness, understanding, cooperation and participation, there can be no changes@. In the eyes of many teachers, however, change is often not a positiveword. It brings rather stressful and even painful experiences as they have to"cope with both mental and emotional demands of relearning aspects of theirprofessional culture in order to be recognized as a competent professional usingthe new approach"@. "English teachers are expected to change in many aspects.First of all, they have to change their conceptions about the target languageand language education. Language teaching is not for knowledge imparting on-ly, but also for the development of automatic learners and whole persons. Sec-ond, they have to readjust their relationship with their students and give awaythe dominance power they used to have; teachers are expected to use moretask-based activities and put their learners in the core of learning.
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