《新目標大學英語泛讀2》：安徽省高等學校十一五省級規劃教材叢書。本教材在文章素材的選取上，注重了知識性、趣味性、時代性，同時著重選編了一些有關中國文化和學習策略的文章，相信這對於拓寬同學們的英語表達領域、增強自主學習觀念會有所幫助。
基本介紹
- 書名：新目標大學英語泛讀2
- 出版社：中國科學技術大學出版社
- 頁數：217頁
- 開本：16
- 品牌：中國科學技術大學出版社
- 作者：梁亞平 程家才
- 出版日期：2009年7月1日
- 語種：簡體中文, 英語
- ISBN：9787312023767
內容簡介,圖書目錄,文摘,序言,
內容簡介
《新目標大學英語泛讀2》由中國科學技術大學出版社出版。
圖書目錄
Unit1 Information Technology
Unit2 Classroom Teaching and Learning
Unit3 Campus Life
Unit4 Western Customs and Conventions
Unit5 Western Values
Unit6 Sports
Unit7 Chinese Kung Fu
Unit8 Non-verbal Communication
Unit9 Reading Strategies
Unit10 Chinese Traditional Festivals
Unit11 Teaching Models
Unit12 Western and Chinese Educotion
Unit13 Cooperative Learning
Unit14 Strategies for Developing Writing Skills
Unit15 Chinese Philosophies
Key
Unit2 Classroom Teaching and Learning
Unit3 Campus Life
Unit4 Western Customs and Conventions
Unit5 Western Values
Unit6 Sports
Unit7 Chinese Kung Fu
Unit8 Non-verbal Communication
Unit9 Reading Strategies
Unit10 Chinese Traditional Festivals
Unit11 Teaching Models
Unit12 Western and Chinese Educotion
Unit13 Cooperative Learning
Unit14 Strategies for Developing Writing Skills
Unit15 Chinese Philosophies
Key
文摘
Coope rative Learning in English Lessons—It ReallY Works！
Nofei—Arbel at Kibbutz Ginossar is an experimental school where I’vebeen teaching English for many years and I have been trying out alternativemethods for the teaching of languages．Three years ago，when I firstinitiated to apply cooperative learning techniques into my classes，it waswelcomed as a positive step in this direction．Since then，I have found thatCL（cooperative learning）not only develops the pupils’ability to read andwrite but，as the term suggests，it also enhances the pupils’social skills andacademic skills as well．In order to understand how CL can enhance pupils’learning，we haveto remember in mind that having the pupils sit in groups to work on a task isnot the same as forming CL groups．So，what is Cooperative Learning？Here is a quick reminder of what CL is all about．CL has its roots inSTAD which was developed by Slavin in the USA and was further developedby Sharan and Lazarowitz in Israel．It is important to mention that CL is aneclectic（兼收並蓄的）method which draws from different fields related toteaching，namely，sociology，linguistics，psychology and 80 on．Perhapshere lies its strength as CL combines the“Whole Language’’approach tolearning a language by which the holistic（全面的）elements are located inthe connections between the basic skills of the language and the needs of the1earner，i．e．the teacher uses the course bOok as well as other resources tocreate students’interest and motivation（動機）．
Nofei—Arbel at Kibbutz Ginossar is an experimental school where I’vebeen teaching English for many years and I have been trying out alternativemethods for the teaching of languages．Three years ago，when I firstinitiated to apply cooperative learning techniques into my classes，it waswelcomed as a positive step in this direction．Since then，I have found thatCL（cooperative learning）not only develops the pupils’ability to read andwrite but，as the term suggests，it also enhances the pupils’social skills andacademic skills as well．In order to understand how CL can enhance pupils’learning，we haveto remember in mind that having the pupils sit in groups to work on a task isnot the same as forming CL groups．So，what is Cooperative Learning？Here is a quick reminder of what CL is all about．CL has its roots inSTAD which was developed by Slavin in the USA and was further developedby Sharan and Lazarowitz in Israel．It is important to mention that CL is aneclectic（兼收並蓄的）method which draws from different fields related toteaching，namely，sociology，linguistics，psychology and 80 on．Perhapshere lies its strength as CL combines the“Whole Language’’approach tolearning a language by which the holistic（全面的）elements are located inthe connections between the basic skills of the language and the needs of the1earner，i．e．the teacher uses the course bOok as well as other resources tocreate students’interest and motivation（動機）．
序言
教育部《大學英語課程教學要求》規定：大學英語課程以英語語言知識與套用技能、學習策略和跨文化交際為主要內容，其目標是培養學生的英語綜合套用能力。改革後的大學英語四、六級考試，也側重於考查學生的英語套用能力，提高了閱讀理解的難度和閱讀速度，以測試快速捕捉信息的水平。我們以此為依據，編寫了《新目標大學英語泛讀》。
本教材以凸顯文化性為主要特色，注重選擇了一些有關中西方文化、教育理念、學習策略以及科技、經濟、社會生活等方面的文章。我們從普通高校非英語專業學生入學時英語水平的實際情況出發，同時緊扣大學英語四、六級考試新題型，設定了豐富多樣的練習題，從內容到練習形式，都極力體現《大學英語課程教學要求》中有關大學英語泛讀教學的指導理念，以期滿足普通高校非英語專業大學生學習英語的需求。
本教材以凸顯文化性為主要特色，注重選擇了一些有關中西方文化、教育理念、學習策略以及科技、經濟、社會生活等方面的文章。我們從普通高校非英語專業學生入學時英語水平的實際情況出發，同時緊扣大學英語四、六級考試新題型，設定了豐富多樣的練習題，從內容到練習形式，都極力體現《大學英語課程教學要求》中有關大學英語泛讀教學的指導理念，以期滿足普通高校非英語專業大學生學習英語的需求。
