Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

经验与教育 = Experience and education

Part I. Experimental Studies: 2. Experiment in psychology 3. Experiments on perceiving III Experiments on imaging 4-8. Experiments on remembering: (a) The method of description (b) The method of repeated reproduction (c) The method of picture writing (d) The method of serial reproduction (e) The method of serial reproduction picture material 9. Perceiving, recognizing, remembering 10. A theory of remembering 11. Images and their functions 12. Meaning Part II. Remembering as a Study in Social Psychology: 13. Social psychology 14. Social psychology and the matter of recall 15. Social psychology and the manner of recall 16. Conventionalism 17. The notion of a collective unconscious 18. The basis of social recall 19. A summary and some conclusions.

Remembering. A Study in Experimental and Social Psychology, Cambridge (University Press) 1964.

Richard Schmidt presents on the role of consciousness in second language learning at the 1988 Second Language Research Forum (SLRF) held in at the University of Hawai‘i.

/pdf/the-role-of-consciousness-in-second-language-learning-4tc4iwvjpu.pdf

The role of consciousness in second language learning

In undergoing this life, many people always try to do and get the best. New knowledge, experience, lesson, and everything that can improve the life will be done. However, many people sometimes feel confused to get those things. Feeling the limited of experience and sources to be better is one of the lacks to own. However, there is a very simple thing that can be done. This is what your teacher always manoeuvres you to do this one. Yeah, reading is the answer. Reading a book as this teaching by principles an interactive approach to language pedagogy 3rd edition paperback and other references can enrich your life quality. How can it be?

Teaching By Principles An Interactive Approach To Language Pedagogy

How we Think

Designing Tasks for the Communicative Classroom provides a balanced introduction to both the theoretical and practical aspects of communicative task design, and is aimed at all second and foreign language teachers who want to develop their own tasks, or adopt/adapt those of others. The major purpose is to integrate recent research and practice in language teaching into a framework for analysing learning tasks. This framework should help teachers select, adapt or create their own communicative tasks. The ideas presented are relevant to teachers working in or preparing for a range of teaching situations with a variety of learner types.

Designing tasks for the communicative classroom

Este libro ofrece una vision general completa pero practica de la metodologia de ensenanza de idiomas para profesores en aula y profesores en preparacion. Los principios descritos en cada capitulo se ilustran ricamente con vinetas y extractos de aulas reales para que el lector pueda ver como "se ven" los principios cuando se realizan en la ensenanza en el aula. El libro esta dividido en tres secciones: Exploracion de habilidades, Exploracion del lenguaje y Apoyo al proceso de aprendizaje. Incluye caracteristicas tales como: areas criticas de la ensenanza de idiomas que se abordan de manera integral con un enfoque especifico en tecnicas practicas, estrategias y consejos; especialistas de clase mundial como Neil Andersen, Kathleen M. Bailey, Mary Ann Christison y David Nunan ofrecen una variedad de perspectivas sobre la ensenanza de idiomas y el proceso de aprendizaje; Las preguntas de reflexion invitan a los lectores a pensar en cuestiones criticas en la ensenanza de idiomas, mientras que las tareas de accion describen estrategias para poner en practica nuevas tecnicas.

Practical English Language Teaching

Part 1 An empirical approach to language teaching methodology: defining "methodology" research into language processing and production the context and environment of learning classrooms in action exploring language classrooms how to use this book. Part 2 Listening: bottom-up and top-down views of listening identifying different types of listening textual connectivity listening purpose what makes listening difficult? listening texts and tasks investigating listening comprehension. Part 3 Speaking in a second language: identifying different types of speaking predictability and unpredictability the concept of "genre" the difficulty of speaking tasks classroom interaction stimulating oral interaction in the classroom investigating speaking and oral interaction. Part 4 Reading - discourse perspective: bottom-up and top-down views on reading scheme theory and reading research into reading in a second language reading and social context types of reading text the reading lesson investigating reading comprehension. Part 5 Developing writing skills: differences between spoken and written language writing as process and writing as product the generic structure of texts differences between skilled and unskilled writers writing classrooms and materials investigating writing development. Part 6 Mastering the sounds of the language: a contrastive approach to pronunciation recent theory and research pronunciation in practice investigating pronunciation. Part 7 Vocabulary: the status of vacabulary in the curriculum word lists and frequency counts vocabulary and context vocabulary development and second language acquisition semantic networks and features memory and vocabulary development investigating the teaching and learning of vocabulary. Part 8 Focus on form - the role of grammar: the "traditional" language classroom second language acquisition research and its influence on practice grammatical consciousness-raising pedagogic materials and techniques for teaching grammar investigating the teaching and learning of grammar. Part 9 Focus on the learner - learning styles and strategies: research into learning styles and strategies the "good" language learner a learner-centred approach to language teaching learning strategies in the classroom investigating learning strategy preferences. Part 10 Focus on the teacher - classroom management and interaction: amount and type of teacher talk teacher questions feedback on learner performance classroom management in action investigating teacher talk. Part 11 Materials development commercial materials research on materials in use materials and methods materials design materials adaptation investigating materials. Part 12 Language teaching methods - a critical analysis: the psychological tradition the humanistic tradition the second language acquisition tradition investigating methods.

Language Teaching Methodology: A Textbook for Teachers

This article presents the results of an investigation into the place of English in the curriculum in several countries in the Asia-Pacific region. The study indicates that the emergence of English as a global language is having considerable impact on policies and practices in all countries surveyed. However, it also reveals significant problems, including confusion and inconsistency, at the level of policy, particularly regarding the issue of age of initial instruction, inequity regarding access to effective language instruction, inadequately trained and skilled teachers, and a disjunction between curriculum rhetoric and pedagogical reality.

https://www.jstor.org/stable/pdfplus/3588214.pdf

The Impact of English as a Global Language on Educational Policies and Practices in the Asia-Pacific Region.

The field of task-based language teaching has developed considerably since the publication of Designing Tasks for the Communicative Classroom (Nunan, 1989), a book which helped to set the research agenda in teaching methodology for the following decade While Designing Tasks underpins this new title, the material has been thoroughly updated and includes four completely new chapters Task-Based Language Teaching offers a comprehensive and up-to-date appraisal of the field

/pdf/task-based-language-teaching-11odgafysa.pdf

David Nunan

Papers

Designing tasks for the communicative classroom

Practical English Language Teaching

Language Teaching Methodology: A Textbook for Teachers

The Impact of English as a Global Language on Educational Policies and Practices in the Asia-Pacific Region.

Task-based language teaching