21世紀高等繼續(xù)教育精品教材:大學英語教程(第3冊)
定 價:29 元
- 作者:廖根福 編
- 出版時間:2010/1/1
- ISBN:9787300115382
- 出 版 社:中國人民大學出版社
- 中圖法分類:H31
- 頁碼:243
- 紙張:膠版紙
- 版次:1
- 開本:大16開
為了更好地體現(xiàn)現(xiàn)代高等教育英語教學的特點和要求,真正做到以學生為主體、適應課堂教學和自主學習相結合的特點,本套教材在以下方面下了一些功夫:
(1)緊密結合教學大綱的要求和課堂教學實際。編寫隊伍全部都是來自教學第一線的教學骨干,充分地把各位編者的教學經(jīng)驗融入到教材中,特別是在選編課文時,注重選編短小精悍的短文,讓師生在一個教學單位時間內能夠完成一個相對完整的內容。
(2)選材新穎。無論是交際技能,還是課文學習,抑或是寫作訓練,從形式到內容,編者都注重選擇最新的語料,并努力使英語學習寓于趣味性、娛樂性之中,以使得課堂教學和課后自學都不會枯燥乏味。
(3)注重基礎訓練。各冊內容特別注重基本知識和基本技能的訓練,設計了數(shù)量可觀的練習;同時,考慮到部分學生入學時需要加強英語基礎知識的學習,本套教材特別編寫了《預備教程》,以供有需要的班級和學生在語音和基礎語法方面加強復習和練習。
(4)編排形式科學。本套教材的主體部分按照交際技能、課文學習、綜合練習和寫作訓練進行編排,努力做到在聽、說、讀、寫、譯五個方面提高學習者的英語水平。
(5)強調自主學習的特點,F(xiàn)代教育強調“教師為主導、學生為主體、學生自主學習”的理念;同時,高中畢業(yè)后進入高等院校繼續(xù)學習的學生對母語已經(jīng)掌握得比較好了,而有些學生英語語感相對較差。為此,我們特別編寫了《基礎英語語法》,以使英語學習者更好地利用母語優(yōu)勢。
(6)結合現(xiàn)代教育技術和利用輔助教學手段。與紙質教材配套,我們充分利用了現(xiàn)代計算機和多媒體技術制作了供學生使用的多媒體課件和供教師使用的課堂教學課件,以使得課堂教學和課后自學都更加直觀和有趣。
21世紀,科學技術發(fā)展日新月異,發(fā)明創(chuàng)造層出不窮,知識更新日趨頻繁,全民學習、終身學習已經(jīng)成為適應經(jīng)濟與社會發(fā)展的基本途徑。近年來,我國高等教育取得了跨越式的發(fā)展,毛入學率由1998年的8%迅速增長到2008年的23.3%,已經(jīng)進入到大眾化的發(fā)展階段,這其中高等繼續(xù)教育發(fā)揮了重要的作用。同時,高等繼續(xù)教育作為“傳統(tǒng)學校教育向終身教育發(fā)展的一種新型教育制度”,對實現(xiàn)“形成全民學習、終身學習的學習型社會”、“構建終身教育體系”的宏偉目標,發(fā)揮著其他教育形式不可替代的作用。
目前,我國高等繼續(xù)教育的發(fā)展規(guī)模已占全國高等教育的一半左右,隨著我國產業(yè)結構的調整、傳統(tǒng)產業(yè)部門的改造以及新興產業(yè)部門的建立,各種崗位上數(shù)以千萬計的勞動者,需要通過邊工作邊學習來調整自己的知識結構、提高自己的知識水平,以適應現(xiàn)代經(jīng)濟與社會發(fā)展的要求。可見,我國高等繼續(xù)教育的發(fā)展,既肩負著重大的歷史使命,又面臨著難得的發(fā)展機遇。
我國的高等繼續(xù)教育要抓住機遇發(fā)展,完成自己的歷史使命,從根本上說就是要全面提高教育教學質量,這涉及多方面的工作,但抓好教材建設是提高教學質量的基礎和中心環(huán)節(jié)。眾所周知,高等繼續(xù)教育的培養(yǎng)對象主要是已經(jīng)走上各種生產或工作崗位的從業(yè)人員,這就決定了高等繼續(xù)教育的目標是培養(yǎng)能適應新世紀社會發(fā)展要求的動手能力強、具有創(chuàng)新能力的應用型人才。因此,高等繼續(xù)教育教材的編寫“要本著學用結合的原則,重視從業(yè)人員的知識更新,提高廣大從業(yè)人員的思想文化素質和職業(yè)技能”,體現(xiàn)出高等繼續(xù)教育的針對性、實用性和職業(yè)性特色。
為適應我國高等繼續(xù)教育發(fā)展的新形勢、培養(yǎng)應用型人才、滿足廣大學員的學習需要,中國人民大學出版社邀請了國內知名專家學者對我國高等繼續(xù)教育的教學改革與教材建設進行專題研討,成立了教材編審委員會,聯(lián)合中國人民大學、中國政法大學、東北財經(jīng)大學、武漢大學、山西財經(jīng)大學、東北師范大學、江西師范大學、南昌航空大學、華中科技大學、黑龍江大學等30多所高校,共同編撰了“21世紀高等繼續(xù)教育精品教材”,計劃在兩三年內陸續(xù)推出百種高等繼續(xù)教育精品系列教材。教材編審委員會對該系列教材的作者進行了嚴格的遴選,編寫教材的專家、教授都有著豐富的繼續(xù)教育教學經(jīng)驗和較高的專業(yè)學術水平。
UNiT 1
PART I Communicotion 5kills
Expressing Opinions
PART II Text A
Bringing up Children( I )
PART IIIText B
Bringing up Children(][[)
PART IV Writing Work
Letters of Thanks and Congratulations
UNIT 2
PART ICommunicotion Skills
Expressing Trust and Distrust
PART II Text A
Air Pollution Linked to Stroke Risk,
PART IIIText B
Give a Man a Fish
PART IV Writing Work
Letters of Introduction
UNIT 3
PART I Communicotion Skills
Expressing Approval and Disapproval
PART II Text A
What Is Money and What Are Its Functions?
PART IIIText B
Insurance
PART IVWriting Work
Letters of Job Application
UNIT 4
PART I Communicotion Skills
Expressing Possibility and Impossibitity
PART IIText A
The Olympic Games
PART III Text B
John Steinbeck
PART IVWriting Work
Letters of Resignation
UNIT 5
PART I Communicotion 5kills
Expressing Ability and Disability
PART II Text A
The Great Wall
PART IIIText B
The Thames Barrier
PART IV Writing Work
Letters of Invitation
UNIT 6
PART I Communicotion 5kills
Expressing Remembering and Forgetting
PART IIText A
The Meaning of a Glance
PART HI Text B
My Life as a Writer
PART IVWriting Work
Memorandum
UNIT 7
PART I Communicotion Skills
Expressing Insistence and Opposition
PART II Text A
Conquering Sicily
PART IIIText B
Entertaining Kids on Thanksgiving Day
PART IVWriting Work
Proposing Intention--Business Letter
UNIT 8
PART I Communication Skills
Expressing Determination
PART II Text A
Job Training
PART IIIText B
Schooling and Education
PART IVWriting Work
Letters of Application
UNIT 9
PART I Communication !Skills
Expressing Hesitation and uncertainty
PART II Text A
Interesti g Clothes
PART INText B
Divorce Rate
PART IV Writing Work
Letters of Reference
UNIT 10
PART I Communication Skills
Expressing OfferingAccepting or Declining Help
PART II Text A
Open Government
PART III Text B
Political PARTies
PART IVWriting Work
Letters of Recommendation
UNIT II
PART I Communication Skills
Expressing Asking for Permission , Permitting and Declining
Permission
PART IIText A
Cyber Love
PART III Text B
Cyber Criminals
PART IV Writing Work
Sales Contract
UNIT 12
PART I Communication Skills
Expressing Invitation, Accepting Invitation and Declining InvitaUc
PART IIText A
The Life of the Greatest Comedy ArUst--Charlie Chaplin
PART IIIText B
Benjamin Franklin
PART IV Writing Work
Service Contract
綜合練習
It is generally accepted that the experiences of a child in his first years largely determine his character and later personality. Every experience teaches the child something and the effects are cumulative. "Upbringing" is normally used to refer to the treatment and training of a child at home, which is usually distinguished by the term "education". In a society such as ours, both parents and teachers are responsible for the opportunities provided for the development of the children, so upbringing and education are interdependent.
The ideals and practices of child upbringing vary from culture to culture. In general, the more rural is the community, the more uniform are the customs of child upbringing. In more technological developed societies, the period of childhood tends to be extended over a long time, resulting in more opportunities for education and greater variety in character development.
Early upbringing at home is naturally affected both by the cultural pattern of the community and by the parents capabilities and their aims, and depends not only on upbringing and education but also on the abilities of the child. Parents can decide what is normal in physical, mental and social development, by referring to some of the many books based on scientific knowledge in these areas, or by comparing notes with friends and relatives who have children.
Intelligent parents, however, realize that the particular setting of each family is unique, and there can be no rigid general rules. They use general information only as a guide in making decisions and solving problems. For example, they will need specific suggestions for problems such as speech difficulties or problems in learning to walk or control of bodily functions. In a more general sense, though, problems of upbringing are recognized to be problems of relationships within an individual family.
All parents have to solve the problems of freedom and discipline. The younger the child is, the more readily the mother gives in to his demands to avoid disappointing him. An example of this is the young childs need to play with mud and sand and water. The child must be allowed to enjoy this game before he reaches a higher stage of development. Similarly, throughout life, each stage depends on the satisfactory completion of the one before.