1 Syllabus Syllabus Syllabus Syllabus for for for for Integrated Integrated Integrated Integrated Skills Skills Skills Skills of of of of English English English English I I I I Course Course Course Course Code Code Code Code: JY10271 Course Course Course Course category category category category: General Education course Class Class Class Class hours hours hours hours: 4 hours per week, 72 hours in total Course Course Course Course Credits Credits Credits Credits: 4 Prerequisites Prerequisites Prerequisites Prerequisites: : : : English at high school level Objectives Objectives Objectives Objectives and and and and requirements: requirements: requirements: requirements: This course aims at improving students' holistic communicative competence of English. It trains students such language skills as listening, speaking, reading, and writing. Basic training focuses on helping the students to improve their expressions, enlarge the vocabulary and master sentence patterns in frequent use. Students are also expected to establish effective and efficient learning habit and cultivate learning autonomy. Other learning activities such as micro-teaching develop professional and fundamental skills in teaching. Textbooks: Textbooks: Textbooks: Textbooks: 1. Zou Weicheng, 2005, Integrated Skills of English (2nd Edition) Book I, Beijing: Higher Education Press Reference: Reference: Reference: Reference: 1. Li Guanyi 2001 New English course Shanghai Foreign Language Education Press 2. Li Xiaoju , 2000, Communicative English for Chinese Learners (Revised Edition) Core Course, Book I Shanghai: Foreign Language Education Press 3. Li Xiaoju , 2000, Communicative English for Chinese Learners (Revised Edition) Core Course, Book II Shanghai: Foreign Language Education Press Content: Content: Content: Content: This course integrates the fundamental language skills such as listening, speaking, reading and writing. In addition to language skills, exercises that train students in grammar and vocabulary are also included. Assessment Assessment Assessment Assessment: Proficiency test in listening, speaking, reading, and writing. Grading Grading Grading Grading: Attendance 10% Assignment 15% Portfolio 25% Micro-teaching 20% Exams: 30% 2 Syllabus Syllabus Syllabus Syllabus For For For For Integrated Integrated Integrated Integrated Skills Skills Skills Skills of of of of English English English English II II II II Class Class Class Class code: code: code: code:JY10272 Course Course Course Course category category category category: General Education course Class Class Class Class hours hours hours hours: 4 hours per week, 72 hours in total Course Course Course Course Credits Credits Credits Credits: 4 credits Prerequisites Prerequisites Prerequisites Prerequisites: : : : Integrated Skills of English (1) Objectives Objectives Objectives Objectives and and and and requirements: requirements: requirements: requirements: This course aims at improving students' holistic communicative competence of English. It trains students such language skills as listening, speaking, reading, and writing. Learning autonomy and cooperative learning are also part of the course purposes. Other learning activities such as micro-teaching develop professional and fundamental skills in teaching. Textbooks: Textbooks: Textbooks: Textbooks: 1. Zou Weicheng, 2005, Integrated Skills of English (2nd Edition) Book I, Beijing: Higher Education Press Reference: Reference: Reference: Reference: 1. Li Guanyi 2001 New English course Shanghai Foreign Language Education Press 2. Li Xiaoju , 2000, Communicative English for Chinese Learners (Revised Edition) Core Course, Book I Shanghai: Foreign Language Education Press 3. Li Xiaoju , 2000, Communicative English for Chinese Learners (Revised Edition) Core Course, Book II Shanghai: Foreign Language Education Press Content: Content: Content: Content: This course integrates the fundamental language skills such as listening, speaking, reading and writing. In addition to language skills, exercises that train students in grammar and vocabulary are also included. Assessment Assessment Assessment Assessment: Proficiency test in listening, speaking, reading, and writing. Grading Grading Grading Grading: Attendance 10% Assignment 10% dubbing 10% Portfolio 20% Micro-teaching 20% Exams: 30% 3 Syllabus Syllabus Syllabus Syllabus for for for for Integrated Integrated Integrated Integrated Skills Skills Skills Skills of of of of English English English English III III III III Course Course Course Course Code Code Code Code: JY10273 Course Course Course Course category category category category: General Education course Class Class Class Class hours hours hours hours: 4 hours per week, 72 hours in total Course Course Course Course Credits Credits Credits Credits: 4 credits Prerequisites Prerequisites Prerequisites Prerequisites: : : : Integrated Skills of English I/II Objectives Objectives Objectives Objectives and and and and requirements: requirements: requirements: requirements: This course aims at improving students' holistic communicative competence of English. It trains students such language skills as listening, speaking, reading, writing and translation on such given topics as society, culture and life anecdotes. Students are expected to understand normal speed English programs, and in-depth topic-oriented English articles. Students will learn to summarize the general idea of English articles and critically express their own opinions on certain issue both orally and in written articles in about 200 to 300 words. Textbooks: Textbooks: Textbooks: Textbooks: 1. Zou Weicheng, 2005, Integrated Skills of English (2nd Edition) Book III, Beijing: Higher Education Press 2. Supplementary handouts 3. supplementary audios and videos Reference: Reference: Reference: Reference: Li Xiaoju , 2002, Communicative English for Chinese Learners (Revised Edition) Core Course, Shanghai: Foreign Language Education Press 2002 Content: Content: Content: Content: This course integrates the fundamental language skills such as listening, speaking, reading and writing. A total of fifteen units cover a wide range of topics involving social issues, culture, customs, science and technology, education and entertainment etc. Assessment Assessment Assessment Assessment: Proficiency test in listening, speaking, reading, and writing. Grading Grading Grading Grading: Attendance 10% Classroom performance 40% Exam: 50% 4 Syllabus Syllabus Syllabus Syllabus for for for for Integrated Integrated Integrated Integrated Skills Skills Skills Skills of of of of English English English English IV IV IV IV Course Course Course Course Code Code Code Code:JY10274 Course Course Course Course category category category category: General Education course Class Class Class Class hours hours hours hours: 4 hours per week, 72 hours in total Course Course Course Course Credits Credits Credits Credits: 4 Prerequisites: Prerequisites: Prerequisites: Prerequisites: Integrated Skills of English I/II/III Objectives Objectives Objectives Objectives and and and and requirements: requirements: requirements: requirements: This course aims at improving the communicative competence of the students, training them in such language skills as listening, speaking, reading, writing and translation. Students are expected to understand normal speed English programs as well as in- depth topic-oriented English articles. They should be able to summarize the general idea of English articles and express their own opinions on certain issue both orally and in written articles in more than 300 words. In addition to the skillful mastery of language knowledge, students are also supposed to acquire formulae for the purpose of improving the appropriateness of language use. Upon learning the language, students should also develop their learning abilities and cultivate a more complete knowledge system. Textbooks: Textbooks: Textbooks: Textbooks: 1. Zou Weicheng, 2005, Integrated Skills of English (2nd Edition) Book III, Beijing: Higher Education Press 2. Supplementary handouts 3. Supplementary audios and videos Reference: Reference: Reference: Reference: Li Xiaoju , 2002, Communicative English for Chinese Learners (Revised Edition) Core Course, Shanghai: Foreign Language Education Press 2000 Content: Content: Content: Content: This course integrates the fundamental language skills such as listening, speaking, reading and writing. A total of fifteen units cover a wide range of topics involving social issues, culture, customs, science and technology, education and entertainment etc. Assessment Assessment Assessment Assessment: Proficiency test in listening, speaking, reading, and writing. Grading: Grading: Grading: Grading: attendance: 10% portfolio: 20% quiz: 20% mid-term oral exam 20% 5 final written exam: 30% 6 Syllabus Syllabus Syllabus Syllabus for for for for English English English English Listening Listening Listening Listening and and and and Speaking Speaking Speaking Speaking I I I I Course Course Course Course code code code code: : : :JY10031 Course Course Course Course Category: Category: Category: Category: General Education course Class Class Class Class Hours Hours Hours Hours: 2 hours per week, 30 in a term Course Course Course Course credit credit credit credit: 2 credits Prerequisite Prerequisite Prerequisite Prerequisite: None Objectives Objectives Objectives Objectives and and and and Requirements Requirements Requirements Requirements: This course is to cultivate students' ability of listening and speaking, enabling them to use English in all-round way. With the combination of lectures and autonomic listening exercises, students are supposed to get accustomed to listening and viewing VOA Special English programs and a few of Standard English programs. In the field of listening, after completing the course, students are able to understand lessons given in English, understand the main points of audio-visual materials such as dialogues, short passage or reports and grasp the gist of English broadcast. In the speaking part, students are able to join in discussion and speak in class according to requirements. Textbook: Textbook: Textbook: Textbook: All materials are selected by the instructor. Reference Reference Reference Reference: : : : Hongeng English Interactive Interactive Interactive Interactive Intensive Intensive Intensive Intensive Listening Listening Listening Listening, edited by Sun Hong, Science Publisher Content Content Content Content The course combines listening and speaking skill-based lectures with CAI (Computer Assisted Instruction) listening exercises in computer classroom. During the part of in- class lectures, by listening to stories and English news , students learn some basic listening skills, such as how to catch main ideas, how to take notes, how to find key words and how to do a dictation. Based on the listening materials, students finish corresponding speaking exercises and master basic speaking skills. In computer classrooms, students finish visual listening tasks mainly chosen from VOA/BBC/CBC/CNN Special English programs and some Standard English programs. Assessment Assessment Assessment Assessment: Examination Grading Grading Grading Grading Participation 10% Classroom Performance 10% CAI Performance 10% Quiz 20% Listening Final Exam 25% 7 Speaking Final Exam 25% 8 Syllabus Syllabus Syllabus Syllabus for for for for English English English English Listening Listening Listening Listening and and and and Speaking Speaking Speaking Speaking II II II II Course Course Course Course code code code code: : : :JY10032 Course Course Course Course Category: Category: Category: Category: General Education course Class Class Class Class Hours Hours Hours Hours: 2 per week, 36 in total Course Course Course Course Credit Credit Credit Credit: 2 Prerequisite Prerequisite Prerequisite Prerequisite: English Listening and Speaking (1) Objectives Objectives Objectives Objectives and and and and requirements: requirements: requirements: requirements:: The course is to enhance students' ability of listening and speaking following the first- term learning. With the combination of lectures and autonomic listening exercises, students can understand English broadcast at the standard speed chosen from VOA, BBC,CNN,CBC or CCTV English channel. In the speaking part, based on listening materials, students can initiate, maintain and close relatively complicated conversations, summarize reports, and deliver speeches. Textbook: Textbook: Textbook: Textbook: 1. New Perspectives: Broadcast News English (1) edited by Quan Lihong, Chongqing University Press 2005 2. Supplementary audio and video materials . Content: Content: Content: Content: The course combines listening and speaking skill-based lectures with students autonomic listening in CAI (Computer Assisted Instruction) classroom. In odd weeks, by listening to English broadcast chosen from CBC and ABC , students can understand standard English news. Based on the listening materials, they can develop critical thinking and reasoning ability to finish corresponding speaking exercises on some hot or controversial topics. In even weeks, students carry out autonomic listening in CAI classroom. Main tasks are English documentaries chosen from www.pbs.org/frontline. Assessment Assessment Assessment Assessment: Examination Grading Grading Grading Grading Participation 10% Classroom Performance 10% CAI Performance 10% Quiz 20% Listening Final Exam 25% Speaking Final Exam 25% 9 Syllabus Syllabus Syllabus Syllabus for for for for English English English English Reading Reading Reading Reading I I I I Course Course Course Course code code code code: : : :JY10281 Course Course Course Course Category: Category: Category: Category: General Education course Class Class Class Class Hours Hours Hours Hours: 2 hours per week, 36 in total Course Course Course Course Credit Credit Credit Credit: 2 credits Prerequisite Prerequisite Prerequisite Prerequisite: None Objectives Objectives Objectives Objectives and and and and requirements: requirements: requirements: requirements:: Focusing on reading skills, this course intends to develop students' interest in reading English articles and improve both the comprehension and the speed. The reading comprehension exercises are designed for the purpose of enlarging students' vocabulary and helping them to acquire the language and learn the culture. Students should be able to read the articles at 100 wpm and be capable of critical analysis of the reading materials. Textbook: Textbook: Textbook: Textbook: 1. Wang Shouren 2005 Extensive Reading 2nd Edition Shanghai Foreign Language Education Press 2. Li Yue 2007 Enjoy Reading Science Press . Reference Reference Reference Reference 1. L.G. Alexander Longman Advanced English Reading (Volume 1/2) Beijing China Electricity Press 2003 2. Wiener H.S. & Bazerman C. Reading Skills Handbook, Seventh Edition. Boston: Houghton Mifflin Company, 1997 3. Mcwhorter K.T. Academic Reading, Fifth Edition. New York: Pearson Longman, 2004 4. Joffe I.L. Opportunity for Skillful Reading, Seventh Edition. Belmont: Wadsworth Publishing Company, 1994 Content: Content: Content: Content: Reading exercises and reading skills constitute the two major parts of the course content. Classic works and masterpiece of renowned English writers are chosen or adapted for students to read and more importantly, to learn to appreciate and analyze. Reading skills, on the other hand, include context clues, fast reading skills, locating gist, differentiating major details from minor details, and inferring. Assessment Assessment Assessment Assessment: Examination Grading Grading Grading Grading Participation 5% 10 Classroom Performance 55% Final exam 40% 11 Syllabus Syllabus Syllabus Syllabus for for for for English English English English Reading Reading Reading Reading II II II II Course Course Course Course code code code code: : : :JY10282 Course Course Course Course Category: Category: Category: Category: General Education course Class Class Class Class Hours Hours Hours Hours: 2 hours per week, 36 hours in total Course Course Course Course Credit Credit Credit Credit: 2 credits Prerequisite Prerequisite Prerequisite Prerequisite: English reading I Objectives Objectives Objectives Objectives and and and and requirements: requirements: requirements: requirements:: Following the basic reading skills, a wide range of reading materials are chosen for students to read, to analyze and to learn. These various topics cover numerous fields like society, politics, economy, culture, literature, education, philosophy and science. Students are supposed to read the articles to analyze the writers' views and perspectives, the coherence and organization of the passages as well as the language. In addition to the comprehension ability, the course also expects that students, through extensive reading, should improve their reading speed to 120 wpm. Textbook: Textbook: Textbook: Textbook: 1. Wang Shouren 2005 Extensive Reading Book III Shanghai Foreign Language Education Press 2. Supplementary handouts . Reference Reference Reference Reference 1. L.G. Alexander Longman Advanced English Reading (Volume 1/2) Beijing China Electricity Press 2003 2. Wiener H.S. & Bazerman C. Reading Skills Handbook, Seventh Edition. Boston: Houghton Mifflin Company, 1997 3. Mcwhorter K.T. Academic Reading, Fifth Edition. New York: Pearson Longman, 2004 4. Joffe I.L. Opportunity for Skillful Reading, Seventh Edition. Belmont: Wadsworth Publishing Company, 1994 5. Conlin M.L. Patterns: A Short Prose Reader, Third Edition. Boston: Houghton Mifflin Company, 1991 6. Langan J. Ten Steps To Advancing College Reading Skills, Second Edition. Malton: Townsend Press, 1994 Content: Content: Content: Content: The course consists of both in-class lectures, exercises and after-class reading practice, covering extensive topics like society, politics, economy, culture, literature, education and philosophy. Students are exposed to different styles of reading materials including narration, description, exposition, argumentation and practical writings. 12 Assessment Assessment Assessment Assessment: Examination Grading Grading Grading Grading Participation 5% Classroom Performance 55% Final exam 40% 13 Syllabus Syllabus Syllabus Syllabus for for for for Elementary Elementary Elementary Elementary Writing Writing Writing Writing Course Course Course Course I I I I Course Course Course Course code code code code:JY10281 Course Course Course Course category category category category:General Education course Class Class Class Class hours: hours: hours: hours: 2 hours per week, 36 in total Course Course Course Course credit credit credit credit:2 credits Prerequisite Prerequisite Prerequisite Prerequisite:none Objectives Objectives Objectives Objectives and and and and requirements requirements requirements requirements: This course provides instruction and practice at the college level in reading skills, vocabulary development, grammar rules, sentence variety and paragraph development. These are language skills which are essential to success in college programs and professional life. Students will be introduced to paragraph writing skills as well as proper language use, which make the basis for higher level of writing. Textbooks: Textbooks: Textbooks: Textbooks: Handouts Reference: Reference: Reference: Reference: 1. Martha E. Campbell. Focus—Writing Sentences and Paragraphs. Prentice- Hall, Inc. 1999. 2. John Langan. English Skills with Readings. McGraw-Hill, Inc., 1988. 3. Laraine Fergenson. Writing with Style Rhetoric, Reader, Handbook. Holt, Rinehart and Winston, Inc. 4. David M. Davidson, David Blot. Write from the Start. Newbury House Publishers, Inc. 1984.2 5. Wang Moxi etc Case Studies in English Writing Shanghai University Press 2004 . 6. Zhao Wenshu College English Writing Book I Nanjing University Press 1997 Content Content Content Content: 1. Reading Skills: identify and analyze readings (short and longer length prose texts) for main and subordinate ideas, purpose, organization, audience and tone, word choice (denotation, connotation, and vocabulary development); 2. Writing Skills: sentence variety; compose well-developed, unified, focused, coherent and cohesive paragraphs with topic and concluding sentences in response to readings that develop a clear topic. Assessment Assessment Assessment Assessment:final examination. Grading Grading Grading Grading: 14 Reading assignments 30%; Writing assignments 35%; Class performance 10%; Final exam 25%; 15 Syllabus Syllabus Syllabus Syllabus for for for for Elementary Elementary Elementary Elementary Writing Writing Writing Writing Course Course Course Course II II II II Course Course Course Course code code code code:JY10292 Course Course Course Course category category category category:General Education course Class Class Class Class hours:: hours:: hours:: hours:: 2 hours per week,36 in total Course Course Course Course credit credit credit credit:2 credits Prerequisite Prerequisite Prerequisite Prerequisite:none Objectives Objectives Objectives Objectives and and and and requirement requirement requirement requirement : This course provides instruction and practice at the college level in reading skills, vocabulary development, grammar rules, sentence variety and paragraph development. These are language skills which are essential to success in college programs and professional life. Students will be introduced to paragraph writing skills as well as proper language use, which make the basis for higher level of writing. Textbooks: Textbooks: Textbooks: Textbooks: Handouts Reference Reference Reference Reference: 1. Martha E. Campbell. Focus—Writing Sentences and Paragraphs Prentice- Hall, Inc. 1999. 2. John Langan. English Skills with Readings McGraw-Hill, Inc., 1988. 3. Laraine Fergenson. Writing with Style Rhetoric, Reader, Handbook Holt, Rinehart and Winston, Inc. 4. David M. Davidson, David Blot Write from the Start Newbury House Publishers, Inc. 1984.2 5. Wang Moxi etc Case Studies in English Writing Shanghai University Press 2004 6. Zhao Wenshu College English Writing Book I Nanjing University Press 1997 Content Content Content Content: 1. Reading Skills: distinguish fact from opinion in the readings; infer meaning from the readings; paraphrase key points from the readings; 2. Writing Skills: develop and use appropriate vocabulary; compose well-developed, unified, focused, coherent and cohesive paragraphs with topic and concluding sentences in response to readings that develop a clear topic; summarize short articles or essays, identifying main points and supporting details; Assessment Assessment Assessment Assessment:final examination. 16 Grading Grading Grading Grading: Reading assignments 30%; Writing assignments 35%; Class performance 10% Final exam 25%; 17 Syllabus Syllabus Syllabus Syllabus for for for for History History History History of of of of Foreign Foreign Foreign Foreign Education Education Education Education Course Course Course Course Code: Code: Code: Code: JY JY JY JY 20010 20010 20010 20010 Course Course Course Course Category: Category: Category: Category: Discipline Course Class Class Class Class Hours: Hours: Hours: Hours: 2 2 2 2 hours per week, 36 36 36 36 in total Prerequisites: Prerequisites: Prerequisites: Prerequisites: none Objectives Objectives Objectives Objectives and and and and Requirements: Requirements: Requirements: Requirements: By learning this course, students are expected to familiarize themselves with basic facts and thoughts of foreign education development so as to apply the theories to practices and improve their ability of research and analysis in perspectives of history. Another important objective of the course is to develop students' interests in reading more education works and establish independent judgment and critical thinking. In this course which combines lectures with discussion, students are required to finish reading at least two books in education plus two reading reports of at least 5000 words in Chinese as well as one education work in English and its reading report in English. Textbooks: Textbooks: Textbooks: Textbooks: 1.Wu Shiying.A Guide for Foreign Educational History.Beijing:People Education Press,2001.ISBN: 7107129570 2.Huang Jianru.A Selected English Education Classical works.Beijing:Mechanical industry Press,2006. ISBN: 7111185331 3.Boyd, W;King,E.J.The History of Western Education.Barnes & Noble Books, Lanham, MD.1995. References: References: References: References: 1.Wang Tianyi.A History of Foreign Education.Beijing:Beijing Normal University Press,1993. 2.Teng Dachun.A Whole History of Foreign Education.Jinan:Shandong Education Press,1989. 3.Shan Zhonghui.A Guide for Foreign Classical Educational Works.Shanghai Education Press,2004.. 4.Ren Zhongyin.World Educational Classical Thoughts.Wuhan:Hubei Education Press,1994. Contents: Contents: Contents: Contents: The course mainly includes:the development of educational system in the main period of western history; and the great educational thoughts of Platon, Sokrates, Aristoteles, Comenius, John Locke, Rousseau, Pesstalozzi, Herbart, Froebel, Spencer, Duwey, Makapehko, etc, Assessment: Assessment: Assessment: Assessment: examination plus studying paper. Grading: Grading: Grading: Grading: two reading reports in English 30% one reading report in Chinese 20%. Final examination 50% 18 Syllabus Syllabus Syllabus Syllabus for for for for History History History History of of of of Chinese Chinese Chinese Chinese Education Education Education Education Course Course Course Course Code: Code: Code: Code: JY20020 Course Course Course Course Category: Category: Category: Category: fundamental discipline course Class Class Class Class Hours: Hours: Hours: Hours: 2 2 2 2 hours per week, 36 36 36 36 in total Course Course Course Course credits credits credits credits: 2 credits Prerequisites: Prerequisites: Prerequisites: Prerequisites: none Objectives Objectives Objectives Objectives and and and and Requirements: Requirements: Requirements: Requirements: By learning this course, students are expected to familiarize themselves with basic facts and thoughts of foreign education development so as to apply the theories to practices and improve their ability of research and analysis in perspectives of history. Another important objective of the course is to develop students' interests in reading more education works and establish independent judgment and critical thinking. In this course which combines lectures with discussion, students are required to finish reading at least two books in education plus two reading reports of at least 5000 words in Chinese as well as one education work in English and its reading report in English. Textbooks: Textbooks: Textbooks: Textbooks: 1.Sun Peiqing.A History of Chinese Education.Shanghai: East China Normal University Press,2000. References: References: References: References: 1.Mao Liri.A Simplified History of Chinese Education..Beijing:Education Science Press,1984. 2.Wang Bingzhao.A Simplified History of Chinese Education.Beijing:Beijing Normal University Press,1994. 3.Meng Xiancheng.A Selected Ancient Chinese Educational Work.Beijing:People Education Press,1983. 4.Chen Xuexun.A Selected Modern Chinese Educational Work.Beijing:People Education Press,2001. 5.East China Normal University.A Selected Modern Chinese Educational Work.Beijing:People Education Press,1989. Contents: Contents: Contents: Contents: The main content of this course includes:the development of educational system in the main period of Chinese history; and the great educational thoughts of Confucius, Mencius, Dong-zhongshu, Wang-chong, Yan-zhitui, Han-yu, Wang-an'shi, Zhu-xi, Wang-shouren, Huang-zongxi, Wang-fuzhi, Yanyuan, Zhang-zhidong, Cai-yuanpei ,Tao-xingzhi, etc. Assessment: Assessment: Assessment: Assessment: examination Grading: Grading: Grading: Grading: two reading reports in Chinese 30% 19 one reading report in English 20%. Final examination 50% 20 Syllabus Syllabus Syllabus Syllabus for for for for The The The The Principles Principles Principles Principles of of of of Education Education Education Education Course Course Course Course code code code code: JY20030 Course Course Course Course category category category category: fundamental discipline course Class Class Class Class hours hours hours hours: 2 hours per week, 36 in total Course Course Course Course credits credits credits credits: 2 credits Prerequisites Prerequisites Prerequisites Prerequisites: none Objectives Objectives Objectives Objectives and and and and requirements: requirements: requirements: requirements: This course intends to develop students' interest in the fundamental principles of education and expand their perspectives. Fundamental concepts, views and principles in education are essential for further professional study in the line. The following are some of the requirements specified: 1. To learn fundamental concepts in education, the history of school education development and the thoughts of educationists 2. To familiarize themselves with fundamental principles in education as well as the general pattern of and the regularity pertain to education development. 3. To strengthen theoretical learning by practicing the principles learned. Textbooks: Textbooks: Textbooks: Textbooks: 1.Ye Lan General Introduction to Education Beijing People's Education Press 2006 2. An Introduction to Education: Selected Readings Marjorie Mitchell Cann. Thomas Y. Crowell Company, 1972 Reference Reference Reference Reference: : : : 1. What is Education [德]亚斯贝尔斯. Beijing Joint Publishing 1991 2. John Dewey Democracy and Education Beijing People's Education Press 2001 3. Bruner, J. S. The Process of Education Beijing Culture and Education Press1982 Content: Content: Content: Content: Main content included is: What is education? What is education for? Who is educated? Who will educate? How to educate? And how to organize education. Assessment Assessment Assessment Assessment: term paper plus book report Grading: Grading: Grading: Grading: Attendance 20% 21 Class performance 20% Final exam 60% 22 Syllabus Syllabus Syllabus Syllabus for for for for General General General General Psychology Psychology Psychology Psychology Course Course Course Course Code: Code: Code: Code: JY20040 Course Course Course Course Category: Category: Category: Category: fundamental discipline course Class Class Class Class Hours Hours Hours Hours: 2 hours per week, 36 i i i in total Course Course Course Course credits: credits: credits: credits: 2 credits Prerequisites: Prerequisites: Prerequisites: Prerequisites: none Objectives Objectives Objectives Objectives and and and and Requirements: Requirements: Requirements: Requirements: General Psychology studies human behavior and mental processes, which has a very broad field that overlaps with biology, philosophy, mathematics, and sociology. As the study of individual humans, psychology reveals a great deal about the grace and sin at work in our thoughts, feelings, behaviors, and relationships. Regardless of students' career goals, psychology can benefit their understanding of human nature and improve their interactions with other people. Teaching Teaching Teaching Teaching Pattern Pattern Pattern Pattern: Lecture and discussion Textbooks: Textbooks: Textbooks: Textbooks: Richard J. Gerrig & Philip G. Zimbarbo. Psychology and Life. Beijing: Peking University Press.2004. References: References: References: References: 1. Peng Ranling. General Psychology. Beijing: Beijing Normal University Press. 2004. 2. Huang Xiting. A Guide to Psychology. Beijing: People Education Publishing Company Press. 1991. 3. Zhang Chunxing. Modern Psychology. Shanghai: Shanghai People Publishing Company Press. 1994. 4. Ye Yigan. General Psychology. Shanghai: Huangdong Normal University Press. 1994. Contents: Contents: Contents: Contents: (1) Demonstrate foundational knowledge in psychology (concepts, theories, research methods, history); assessed with quizzes, tests, and papers (2) Articulate the interactions of spiritual, biological, cognitive, emotional, social and situational factors as they influence a range of human behavior (the bio-psycho-social-spiritual model); assessed with tests and papers. Assessment: Assessment: Assessment: Assessment: final exam and studying paper. Grading: Grading: Grading: Grading: Studying paper 40% Final examination 60% 23 Syllabus Syllabus Syllabus Syllabus for for for for English English English English Pronunciation Pronunciation Pronunciation Pronunciation and and and and Intonation Intonation Intonation Intonation Course Course Course Course Code Code Code Code: JY20050 Course Course Course Course category category category category: Fundamental discipline course Class Class Class Class hours hours hours hours: 2 hours a week, 36 in total Course Course Course Course credits: credits: credits: credits: 2 credits Prerequisite Prerequisite Prerequisite Prerequisite: none Objectives Objectives Objectives Objectives and and and and requirements: requirements: requirements: requirements: In this course, students are required to learn basic knowledge in pronunciation and more importantly to communicate in correct pronunciation and intonation. Besides, they are also expected to pronounce correctly all the English phonemes and their different combinations in words and sentences as well as other features like linking, stress, weak forms, elision and contraction. This one year of practice will enable students to eliminate the interference of their mother tongue and thus read and interact in appropriate and standard pronunciation and intonation. Textbooks Textbooks Textbooks Textbooks 1 . Wang Guizhen English Pronunciation and Intonation Practice Higher Education Press 2006 2. Supplementary handouts 3. Supplementary videos Course Course Course Course contents: contents: contents: contents: The first semester focuses on vowels and consonants while the second semester centers on the rhythm and tones of English language. The main focus of nine chapters is listed below: 1. English phonemes 2. different phoneme combination 3. word cluster 4. syllabus stress 5. stress and weak forms of words 6. sentence stress 7. rhythm 8. intonation 9. appropriate intonation in communication Assessment Assessment Assessment Assessment: Written listening exam and oral exam in the form of reading aloud and dialogue Grading: Grading: Grading: Grading: Attendance: 10% Class performance 40% Final exam 40% (listening section 20% + oral section 20%) 24 25 Syllabus Syllabus Syllabus Syllabus for for for forViewing, Viewing, Viewing, Viewing, Listening Listening Listening Listening & & & & Speaking Speaking Speaking Speaking I I I I Course Course Course Course Code: Code: Code: Code: 20061 Course Course Course Course Category: Category: Category: Category: fundamental course Class Class Class Class Hours: Hours: Hours: Hours: 2 hours per week, 36 hours in total Course Course Course Course Credits: Credits: Credits: Credits: 2 credits Prerequisites: Prerequisites: Prerequisites: Prerequisites: Listening & Speaking (1), Listening & Speaking (2) Objectives Objectives Objectives Objectives and and and and Requirements: Requirements: Requirements: Requirements: This course is composed of two parts: classroom teaching and after-class computer- aided instruction (CAI).Classroom teaching mainly centers on listening and speaking. Through listening to audio listening materials at a speed of about 150-180wpm and American & British TV news (from ABC, CBS, BBC, NBC, etc.), the students are trained to grasp the main ideas, to understand details, and to practice using some listening skills such as predicting, summarizing, retelling so that they can meet the requirement of CET-4 listening section. They are also encouraged to express their personal opinions, feelings and views, to state facts and reasons by using relevant speaking skills. After-class computer-aided instruction (CAI) is network-based and it aims at cultivating students' autonomous learning capability. Textbook(s): Textbook(s): Textbook(s): Textbook(s): 1. Quan Lihong, Learning English through News (1), Beijing: Science Press. 2008. 2. Supplementary handouts 3. Supplementary videos References: References: References: References: Microsoft Encarta 2006. 1993-2005 Microsoft Corporation. http://www.wikipedia.org http://www.abcnews.com http://www.cbsnews.com http://nbcnews.com http://www.scmp.com 26 http://www.chinadaily.com.cn http://www.wikipedia.org Course Course Course Course Content Content Content Content: 1) Classroom teaching: The course book Learning English through News (1) has ten units which are theme- centered and task-based. The topics are all up-to-date and concerned with different aspects of life. The listening materials include audios andAmerican & British TV news (from ABC, CBS, BBC, NBC, etc.). Listening activities are designed to help improve students' both intensive and extensive listening comprehension. Oral activities, including role-play, debate, jigsaw game, speech-making, group discussion, etc., are webbed in flexible, dynamic and on-going process of communicating in the target language. The students are also encouraged to learn some speaking skills such as register usage, making small talks and dealing with fillers in conversations. 2) After-class computer-aided instruction (CAI) is network-based. The students are required to listen to English news online and do the relevant listening exercises under the supervision of teachers. They have access to the listening materials through a public website http://192.168.240.29/exmv3/server/admincp.php or http://vclass.gdufs.edu.cn/ Assessment: Assessment: Assessment: Assessment: final exam Grading: Grading: Grading: Grading: final exam 50% attendance 20% CAI 10% mid-term listening quiz 20% 27 Syllabus Syllabus Syllabus Syllabus for for for for Viewing, Viewing, Viewing, Viewing, Listening Listening Listening Listening & & & & Speaking Speaking Speaking Speaking II II II II Course Course Course Course Code: Code: Code: Code: 20062 Course Course Course Course Category: Category: Category: Category: fundamental course Class Class Class Class Hours: Hours: Hours: Hours: 2 hours per week, 36 hours in total Course Course Course Course Credits: Credits: Credits: Credits: 2 2 2 2 Prerequisites: Prerequisites: Prerequisites: Prerequisites: Listening & Speaking (1), Listening & Speaking (2) Objectives Objectives Objectives Objectives and and and and Requirements: Requirements: Requirements: Requirements: This course is composed of two parts: classroom teaching and after-class computer- aided instruction (CAI).Classroom teaching mainly centers on listening and speaking. Through listening to audio listening materials at a speed of about 150-180wpm and American & British TV news (from ABC, CBS, BBC, NBC, etc.), the students are trained to grasp the main ideas, to understand details, and to practice using some listening skills such as predicting, summarizing, retelling so that they can meet the requirement of CET-4 listening section. They are also encouraged to express their personal opinions, feelings and views, to state facts and reasons by using relevant speaking skills. After-class computer-aided instruction (CAI) is network-based and it aims at cultivating students' autonomous learning capability. Textbook(s): Textbook(s): Textbook(s): Textbook(s): 1. Quan Lihong, Learning English through News (1), Beijing: Science Press. 2008. 2. Supplementary handouts 3. Supplementary videos References: References: References: References: Microsoft Encarta 2006. 1993-2005 Microsoft Corporation. http://www.wikipedia.org http://www.abcnews.com http://www.cbsnews.com http://nbcnews.com http://www.scmp.com http://www.chinadaily.com.cn 28 http://www.wikipedia.org Course Course Course Course Content Content Content Content: 2) Classroom teaching: The course book Learning English through News (1) has ten units which are theme- centered and task-based. The topics are all up-to-date and concerned with different aspects of life. The listening materials include audios andAmerican & British TV news (from ABC, CBS, BBC, NBC, etc.). Listening activities are designed to help improve students' both intensive and extensive listening comprehension. Oral activities, including role-play, debate, jigsaw game, speech-making, group discussion, etc., are webbed in flexible, dynamic and on-going process of communicating in the target language. The students are also encouraged to learn some speaking skills such as register usage, making small talks and dealing with fillers in conversations. 2) After-class computer-aided instruction (CAI) is network-based. The students are required to listen to English news online and do the relevant listening exercises under the supervision of teachers. They have access to the listening materials through a public website http://192.168.240.29/exmv3/server/admincp.php or http://vclass.gdufs.edu.cn/ Assessment: Assessment: Assessment: Assessment: final exam Grading: Grading: Grading: Grading: final exam 50% attendance 20% CAI 10% mid-term listening quiz 20% 29 Syllabus Syllabus Syllabus Syllabus for for for for Lexicology Lexicology Lexicology Lexicology Course Course Course Course Code Code Code Code: JY20070 Course Course Course Course category category category category: fundamental discipline course Class Class Class Class Hours Hours Hours Hours: 2 hours per week; 36 in total Course Course Course Course Credit: Credit: Credit: Credit: 2 credits Prerequisite Prerequisite Prerequisite Prerequisite(s): none Objectives Objectives Objectives Objectives and and and and requirements: requirements: requirements: requirements: This course, consisting of the history and development of English words and the structure, formation, meaning, and usage of words and word equivalent, is meant to promote students' academic understanding of English words and to help students improve the methods of learning words, enlarge their vocabulary and choose the right words to use in a given context. Textbook Textbook Textbook Textbook: Wang Rongpei & Lu Xiaojuan A Survey of English Lexicology Shanghai Foreign Language and Education Press References: References: References: References: 1. I.S.P. Nation Teaching And Learning Vocabulary Foreign Language TeachingAnd Research Press, 2003 2. Qin Xiubai A Brief History of English Language Hunan Education Press,1983 3. Zhang Yunfei A Survey of Modern English Lexicology Beijing Normal University Press,1987 4. Wang Rongpei Practical English Lexicology Liaoning People's Public Press,1983 Course Course Course Course content: content: content: content: 1. A survey of historical development of English language 2. Morphological structure 3. Word formation 4. word meaning 5. Polysemy and synonymy 6. Semantic change 7. English idioms 8. British English andAmerican English 9. English dictionary Assessment: Assessment: Assessment: Assessment: exam Grading: Grading: Grading: Grading: Class Attendance 20% Class Performance 20% Examination 60% 30 Syllabus Syllabus Syllabus Syllabus for for for for Curriculum Curriculum Curriculum Curriculum and and and and Instruction Instruction Instruction Instruction Course Course Course Course code: code: code: code: JY30010 Course Course Course Course category: category: category: category: core course for Education major Class Class Class Class hours: hours: hours: hours: 2 hours a week;36 hours in total Course Course Course Course Credit Credit Credit Credit: 2 credits Prerequisite Prerequisite Prerequisite Prerequisite course course course course: : : : Educational Principle, History of Chinese and Foreign Education, Objectives Objectives Objectives Objectives and and and and requirements: requirements: requirements: requirements: This course aims to help students to master the basic concepts, principles and theories for developing curriculum and implementing instruction. Besides, students are also expected to form right attitudes, skills and abilities to study and practice in curriculum and instruction. Based on the instructional materials and concerning the new development and issues in curriculum and instruction, the course will employ different instructional methods to activate the class and the students. Textbooks: Textbooks: Textbooks: Textbooks: 1. Huang Fuquan, Curriculum and Instruction. High Education Publishing House, 2002 2. Zhang Hua, Curriculum and Instruction. Shanghai Education Publishing House, 2001 3. supplementary handouts Reference: Reference: Reference: Reference: 1. Colin J.Marsh, Perspectives: Key Concepts for Understanding Curriculum. The Falmer Press,1997 2. Colin J.Marsh, Management and Ideology: Key Concepts for understanding Curriculum2. The Falmer Press,1997 3. Allan Omstein, Curriculum: Foundations, Principles, And Issues. 2002 4. William F. Pinar, William M. Reynolds, Understanding Curriculum. China Light Industry Publishing House. Content: Content: Content: Content: There are two sections for this course: Curriculum and instruction. Curriculum meaning, objective, standard, structure, recourse, implementation, evaluation, management and reform are involved in the curriculum section; and instructional concept, objective, content, organization, method, model, design and evaluation are involved in the instruction section. Assessment: Assessment: Assessment: Assessment: examination Grading: Grading: Grading: Grading: Attendance and participation: 20 % Assignment: 20 % Final examination: 60% 31 Syllabus Syllabus Syllabus Syllabus for for for for Educational Educational Educational Educational Psychology Psychology Psychology Psychology Course Course Course Course code code code code: JY30020 Course Course Course Course category category category category: core course of education major Class Class Class Class Hours Hours Hours Hours: 2 hours a week Total: 36 hours Course Course Course Course Credit Credit Credit Credit: 2 credits Prerequisite Prerequisite Prerequisite Prerequisite course course course course:none Objectives Objectives Objectives Objectives and and and and requirements: requirements: requirements: requirements: To acquaint the students with the basic theories and knowledge of educational psychology and help the students establish learning areas of their own interests. This course requires a proper mastery of theoretical knowledge involved in the lectures. Besides, the students are encouraged to learn independently in the areas that interest them and then present what they have learned before the whole class as an exchange of knowledge among students. Textbooks: Textbooks: Textbooks: Textbooks: 1. Feng Zhongliang Education Psychology People Education Press 2000 2. Chen Qi Modern Education Psychology Higher Education Press 2005 Reference: Reference: Reference: Reference: Gage, N. L., & Berliner, D. C. (1998). Educational psychology (6th ed.). Boston: Houghton Mifflin. Course Course Course Course contents: contents: contents: contents: The design of this course is based on the primary topics of this subject. The course contents include an introduction to educational psychology, learning theory psychology of learning, the learning of knowledge, the learning of skills, the learning of social norms, and assessment. The classroom activities involve lectures by the teacher as well as discussions by students. Assessment Assessment Assessment Assessment: examination Grading: Grading: Grading: Grading: attendance 10% presentation 40% final exam 50%. 32 Syllabus for Educational Linguistics Course Course Course Course code: code: code: code: 30030 Course Course Course Course category: category: category: category: core course of education major Class Class Class Class hours: hours: hours: hours: 2 hours a week, 36 hours in total Course Course Course Course credits credits credits credits: 2 credits Prerequisites: Prerequisites: Prerequisites: Prerequisites: An Introduction to English Linguistics Objectives Objectives Objectives Objectives and and and and requirements: requirements: requirements: requirements: This course introduces fundamental concepts, theories as well as methodologies in field of English language education. In addition to presenting complete account of some new perspectives and basic theories in English teaching, the course also exposes students to numerous well-established teaching approaches and skills. Analysis of hot issues in English teaching and application of theories to the practice together enable students to explore different ways and new perspectives to solve practical problems encountered in English teaching at primary and high schools. Textbooks: Textbooks: Textbooks: Textbooks: 1. Tian Shiguo Theories and Practices of English Teaching Higher Education Press 2004 2. Supplementary videos References: References: References: References: (1)Betsy Parrish. Teaching Adult ESL: A Practical Introduction[M]. McGraw-Hill Companies, Inc.2004. (2)Kathleen de Marrais & Stephen D. Lapan. Foundations for Research: Methods of inquiry in education and the social sciences [C]. London: Lawrence EribaunAssociates, Publishers, 2004. Course Course Course Course contents: contents: contents: contents: Both English and Chinese are applied in class. The course begins with introduction to general principles, followed by some theories of foreign language learning and methodologies and pedagogies of foreign languages. Other focuses include syllabus, coursebooks, different theories of language teaching and finally a series of practical problems of classroom teaching. The course will end with introduction to many well- known approaches to foreign language teaching both at home and abroad plus a summary of the present conditions of English teaching in China and its development in the future. Assessment Assessment Assessment Assessment: examination Grading Grading Grading Grading: Attendance 20% Class performance 10% Assignment 20% Final exam 50% 33 Syllabus Syllabus Syllabus Syllabus for for for for Leadership Leadership Leadership Leadership in in in in Education Education Education Education Course Course Course Course code code code code: JY30040 Course Course Course Course category: category: category: category: core course of education major Class Class Class Class hours: hours: hours: hours: 2 hours a week, 36 hours in total Course Course Course Course credits: credits: credits: credits: 2 credits Prerequisites Prerequisites Prerequisites Prerequisites: SchoolAdministration Objectives Objectives Objectives Objectives and and and and requirements: requirements: requirements: requirements: This is the study of modern administrative theories, practices, and techniques in school leadership and responsibilities, with emphasis on facilitating leadership to create a work climate supportive of excellence in teaching and learning. This course is intended to be a general overview of the educational leadership and to help students with a general introduction to the knowledge, dispositions and skills required of successful educational leaders. Students will understand various leadership theories and the essential role of educational leaders to provide instructional leadership. Students will understand the role in creating a school vision, along with supportive goals and implementation. They will gain knowledge and application skills related to instructional leadership, curriculum, and assessment of student learning, school accountability, evaluation and human resources management. Students will be given an overview of and describe various roles of the leader relating to site based decision-making, collaboration, public relations, communication and conflict resolution, school finance, and facilities management. Students will have the opportunity to reinforce their knowledge and understanding of the purposes of schools in a democratic society, political processes relating to public education, legal and ethical issues, and demonstrate appropriate skills to address these areas. Students will develop knowledge and skills about student activities, student supervision, discipline, safe schools and the principal's responsibilities with special needs students. Students will participate in writing activities, cooperative learning activities, collegial sharing through reading and group activities. Textbooks Textbooks Textbooks Textbooks: 1. Bennett, N. D. (Ed.). (2003). Effective Educational Leadership, Thousand Oaks, CA: Sage. 2. Bush, T. (2003). Theories of Educational Leadership and Management, 3rd Ed., Sage, London. 3. Cunningham, W. G. & Cordeiro, P. A. (2006). Educational Leadership: A Problem-Based Approach (3rd Ed.). Boston: Allyn and Bacon. 34 References References References References: 1. Badaracco, J.L. Jr. (2002). Leading quietly. Boston: Harvard Business School Press. 2. BOYD, P. W. (2002). Educational leadership. California: ABC – CLIO. 3. Collard, J. & Reynolds, C. (Eds.), (2005). Leadership, gender & culture in education: Male & female perspectives. Maidenhead, Berkshire, UK: Open University Press. 4. Creighton, T. (2005). Leading from below the surface. A non-traditional approach to school leadership. Thousand Oaks, CA: Corwin Press. 5. Davies, B. (Ed.). (2005). The essentials of school leadership. Thousand Oaks, CA: Corwin Press. 6. Dimmock, C., & Walker, Al. (2005). Educational leadership. Culture and Diversity. Thousand Oaks, CA: Sage. 7. English, F.W. (Ed.) (2005). The Sage handbook of educational leadership. Thousand Oaks, CAL: Sage. 8. Fullan, M. (2005). Leadership & sustainability. System thinks in action. New York and Toronto: Corwin Press & Ontario Principals' Council. 9. Fullan, M. (2006). Turnaround leadership. San Francisco: Jossey Bass. 10.Gronn, P. (2003), The New Work of Educational Leaders: Changing Leadership Practice in an Era of School Reform, Paul Chapman, London. 11.Hargreaves, A., & Fink, D. (2006). Sustainable leadership. Toronto: J. Wiley & Sons. 12.Jazzar, M., & Algozzine, B. (2006). Keys to successful 21st century educational leadership. Toronto: Pearson. 13.Patterson, J.L., & Kelleher, P. (2005). Resilient school leaders. Strategies for turning adversity into achievement. Alexandria, VA: ASCD. 14.Ryan, J. (2006). Inclusive leadership. Toronto: J. Wiley. 15.Sergiovanni, T.J. (2005). Strengthening the heartbeat. Leading and learning together in schools. San Francisco, CA: Jossey-Bass. 16.Smith, S.C., & Piele, P.K. (Eds.). (2006).School leadership. Handbook for excellence in student learning. 4th ed. Thousand Oaks, CA: Corwin Press. 17.Spillane, J.P. (2006). Distributed leadership. San Francisco, CA: Jossey-Bass. 18.Wong, K.K., & Nicotera, A. (Eds.). (2007). Successful schools and educational accountability. Concepts and skills to meet leadership challenges. Toronto: Pearson. Course Course Course Course contents contents contents contents: Part I The importance of leadership for education Part II Current context of educational leadership: Policies and values Part II Understanding educational leadership Part III Prepare for educational leadership 35 Part IV Practising educational leadership Part V Models of educational leadership Part VI Formal models Part VII Collegial models Part VIII Political models Part IX Subjective models Part X Ambiguity Models Part XI Cultural Models Part XII Dilemma in educational leadership Assessment Assessment Assessment Assessment:final examination Grading Grading Grading Grading: Attendance 10% Cooperative group presentation 15% Paper on Educational leadership 25% Final exam 50% 36 Syllabus Syllabus Syllabus Syllabus for for for for Philosophy Philosophy Philosophy Philosophy 0f 0f 0f 0f Education Education Education Education Course Course Course Course Code: Code: Code: Code: JY30050 Course Course Course Course Category: Category: Category: Category: Elective course of education major Class Class Class Class Hours: Hours: Hours: Hours: 2 hours a week, 36 hours in total Prerequisites: Prerequisites: Prerequisites: Prerequisites: Philosophy for Education, Education history of the west, Education history of China Objectives Objectives Objectives Objectives and and and and Requirements: Requirements: Requirements: Requirements: This course is designed to help students examine the diverse philosophical views that have affected, and are still affecting, educational policy in China. Students will explore questions about the purposes, ends, and means of education, and assess their own philosophy through readings, discussions, and lectures. The central aims of the course will be to provide students with content knowledge about philosophical debates about controversies in education and to improve their skills in understanding philosophical ideas, assessing the strengths and weaknesses of different philosophical arguments, seeing the relevance of philosophical theories to their own experience, and formulating and defending their own views on controversial issues. After taking this course, students should have enhanced abilities to identify and explain the ultimate goals of education and its role in society; they should be better able to rationally form and justify opinions about controversies in education; and they should be able to assess the available options in ethical dilemmas facing teachers and come to morally acceptable decisions. Teaching Teaching Teaching Teaching Pattern Pattern Pattern Pattern: Lecture Textbooks: Textbooks: Textbooks: Textbooks: Shi Zhongying. The Guide to the Philosophy of Education. Beijing: Beijing Normal University Press. 2004.2 References: References: References: References: 1. 1. 1. 1. Song Xinmin. The Dialog of the Philosophy of Education. Shijiazhang: Heibei Educational Publishing Company Press. 1996. 2. 2. 2. 2. Hu Zhongping & Lifang. Modern Education. Higher Education Publishing Company Press.2000. 3. 3. 3. 3. Wang Kunqing. Modern Philosophy of Education. Huazhong Normal University Press. 2006.1 Contents: Contents: Contents: Contents: To illustrate the purpose of education; to probe into the development of the philosophy of education; to research the relationships of philosophy and education, life and education, knowledge and curriculum, logos and teaching, freedom and education, democracy and education. Assessment: Assessment: Assessment: Assessment: Terminal examination and studying paper. Grading: Grading: Grading: Grading: Studying paper 40% Final examination 60% 37 Syllabus Syllabus Syllabus Syllabus for for for for Research Research Research Research Methods Methods Methods Methods in in in in Education Education Education Education Course Course Course Course Code: Code: Code: Code: JY30060 Course Course Course Course Category: Category: Category: Category: core course of education major Class Class Class Class Hours: Hours: Hours: Hours: 2 hours per week, 36 hours in total Course Course Course Course credits: credits: credits: credits: 2 credits Prerequisites: Prerequisites: Prerequisites: Prerequisites: Philosophy for Education, Education history of the west, Education history of China Objectives Objectives Objectives Objectives and and and and Requirements: Requirements: Requirements: Requirements: The aim of the course is to provide comprehensive understanding of the diverse research methods used in education research, and to convey the necessary practical skills required for their application. Through lectures, seminars and practical workshops, the course will provide students with relevant knowledge of major research methods, their respective uses and usefulness, and their relevance for the study of contemporary educational research issues. On completion of the course, students shall be able to demonstrate their understanding of major research methods and their ability, to make use of both quantitative and qualitative research techniques, to identify the appropriate techniques for different kinds of research questions, to apply their understanding of research methods in relation to contemporary issues in Educational research. Students can critically assess the utility and appropriateness of diverse methods and techniques for the study of relevant research issues in Educational area. Teaching Teaching Teaching Teaching Pattern Pattern Pattern Pattern: Lecture , Seminars and practical workshops. Textbooks: Textbooks: Textbooks: Textbooks: Yuan Zhenguo. A Guide to the Research Methods in Education. Beijing: Educational Science Publishing Company Press. 1997. References: References: References: References: 1. 1. 1. 1. Ye Lan. Research and Methods in Education. Beijing: China Science & Technology Publishing Company Press. 1990. 2. 2. 2. 2. Pei Dina. A Guide to the Research Methods in Education. Hefei: Anhui Education Publishing Company Press. 1994. 3. 3. 3. 3. Wu Mingqin. Education Research---Basic analysis on Methods. Taibei: Wunan Books Publishing Company Press. 1991. 4. 4. 4. 4. William Wiersma. Research Methods in Education: An Introduction (Sixth edition) Allyn and Bacon. 1995. Contents: Contents: Contents: Contents: The course begins with an introduction to research design, encompassing both qualitative and quantitative research methods and their uses, seen in relation to the question of validity. Students will be required to study a educational problem assigned to them, applying their knowledge and skills to this problem throughout the course. Techniques for data collection and analyses of interviews, questionnaires, observation, and database material will be taught in 38 workshops. Development of the skills required for both written and oral dissemination of results is also a key feature of the course. Assessment: Assessment: Assessment: Assessment: written and oral presentation of an assigned research problem; studying paper. Grading: Grading: Grading: Grading: written and oral presentation of an assigned research problem 40% studying paper 60% 39 Syllabus Syllabus Syllabus Syllabus for for for for Comparative Comparative Comparative Comparative Education Education Education Education Course Course Course Course Code: Code: Code: Code: JY30070 Course Course Course Course Category: Category: Category: Category: Elective Course of education major Class Class Class Class Hours: Hours: Hours: Hours: 2 hours per week, 36 in total Course Course Course Course credits: credits: credits: credits: 2 credits Prerequisites: Prerequisites: Prerequisites: Prerequisites: Philosophy for Education, Education history of the west, Education history of China Objectives Objectives Objectives Objectives and and and and Requirements: Requirements: Requirements: Requirements: The course provides an overview of methods, major concepts and current trends in comparative education. It will enable students to identify strengths and limitations of international comparative research, and to learn about relevant studies and scholars dealing with methodological and conceptual issues of comparative education. A special emphasis is placed on policy borrowing and lending, and globalization studies. The assignments will support these learning objectives, and in addition, help students to develop specific research skills that are necessary to develop academic literature reviews. Teaching Teaching Teaching Teaching Pattern Pattern Pattern Pattern: Lecture Textbooks: Textbooks: Textbooks: Textbooks: Feng Zengjun.ed. Comparative Education. Nanjing: Jiangsu education Press.1996. References: References: References: References: 1. Gu Mingyuan. Comparative Education---the Development of Education and Countries. Beijing: People education publishion.1998. 2. Wu Wenkan Yang hanqing ed. Comparative Education. Beijing: People education Press. 1999. 3. Xu Liyin. Methodology Research on Comparative education. Beijing: Capital Normal University Press. 1993. 4. Holmes,B.(1981). Comparative Education: Some Considerations of Method. London: George Allen & Unwin. 5. Schriwer, J.& Holems, B.(1990). Theories and Methods in Methods in Comparative Education (2nd Education). Frankfurt: Peter Lang. 6. Wang Chenxu. Comparative Education. Beijing. People education press.1999.12 Contents: Contents: Contents: Contents: To illustrate the meaning of the comparative education; to probe into the development of the comparative education; to research the relationship between comparative education and modern education; major concepts and current trends in comparative education; system info of comparative education; to study the methods of comparative education; the relationship between comparative education with educational practice in China; the expectation of comparative education in 21ct. Assessment: Assessment: Assessment: Assessment: final examination and studying paper. Grading Grading Grading Grading: 40 Studying paper 40% final examination 60% 41 Syllabus Syllabus Syllabus Syllabus for for for for Classroom Classroom Classroom Classroom Teaching Teaching Teaching Teaching and and and and Pedagogies Pedagogies Pedagogies Pedagogies Course Course Course Course code code code code: JY30080 Course Course Course Course category category category category: core course of education major Class Class Class Class hours: hours: hours: hours: 4 hours a week, 72 hours in total Course Course Course Course credits credits credits credits: 4 credits Prerequisites Prerequisites Prerequisites Prerequisites: none Objectives Objectives Objectives Objectives and and and and requirements requirements requirements requirements The course introduces pedagogies of English teaching in aspects like listening, speaking, reading and writing. Through theoretical studies and practices, students are expected to master different approaches in English teaching. Textbooks: Textbooks: Textbooks: Textbooks: Nunan, D. (ed.) (2003), Practical English Language Teaching, Beijing: Higher Education Press. References: References: References: References: 1. Aebersold, J. A. and Field, M. L. From Reader to Reading Teacher. Cambridge: Cambridge University Press, 2003 2. Bailey, K. (2005), Practical English Language Teaching: Speaking. New York: McGraw-Hill. 3. Gilbert, J. (2005), Clear Speech. New York: Cambridge University Press. 4. Nunan, D. (2005), Practical English Language Teaching: Grammar. New York: McGraw-Hill. 5. Patrick, S.,Nathan, R., and Kemper, D. (1998). Write on Track. Canada: ITP Nelson 6. Wang Qiang English Language Teaching Beijing Higher Education Press 2007 Course Course Course Course contents contents contents contents Three major sections of audio lingual methods, teaching approaches to English reading and English writing Assessment Assessment Assessment Assessment: process evaluation, no exam Grading Grading Grading Grading: Attendance 10% Audio lingual micro-teaching 30% Micro-teaching of English reading 30% Micro-teaching of English writing 30% 42 Syllabus Syllabus Syllabus Syllabus of of of of (CBI) (CBI) (CBI) (CBI) Advanced Advanced Advanced Advanced English English English English (I) (I) (I) (I) Course Course Course Course code code code code: JY30021 Course Course Course Course category category category category: core course of education major Class Class Class Class hours hours hours hours: 4 hours per week, 72 hours in total Course Course Course Course credit credit credit credit: 4 credits Prerequisites Prerequisites Prerequisites Prerequisites: Integrated English (4), Chinese Educational History, Foreign Educational History Objectives Objectives Objectives Objectives and and and and requirements: requirements: requirements: requirements: After this course, students will be able to: 1. familiarize them with the invaluable ideas of great thinkers in history on education; 2. deepen their understanding of these ideas and develop their critical thinking of education; 3. get to know these thinkers as common people, their life stories, their main contributions, as well as their limitations on account of the time they were living in; 4. gain the basic knowledge and understanding of the brief history of ideas on education in human civilization; 5. demonstrate an awareness of the importance of the individual person in the field of education; 6. formulate their personal educational philosophy which will serve as a basis for their teaching through citing the sources for ideas; 7. improve their language awareness in academic English and broaden their academic vision; 8. develop their language skills in expressing and translating ideas through Content Based Instruction (CBI). 9. Each student is expected to come to each class meeting ready to discuss the readings assigned for that session. Attendance and class participation contribute to the final grade. 10. There will be periodic assessments on the readings and class assignments. 11. Students will work in a cooperative group to 1) research one major thinker on education and give a short presentation on that person and 2) lead the class discussion of the reading from this thinker's writings. Presentations should be 10 minutes in length and then followed by a 20 minute class discussion. Presentations should contain the following information: biographical and historical data and the importance of this thinker's contribution to education. The group will work on discussion questions which will stimulate interpretive and evaluative thinking and discussion regarding the reading. A group grade will be given based on evidence that all members have contributed and worked together well as a group. 12. Each student will write a short paper (2-3 pages) in which they will describe their understanding of education. The paper should be personalized but also well cited using the words of the thinkers we have read this semester. It should include a bibliography. 43 Textbooks: Textbooks: Textbooks: Textbooks: 1、Fifty Major Thinkers on Education: From Confucius to Dewey. Edited by Joy A. Palmer, Routledge, New York: 2001. 2. Integrated Skill of English (Book 5), Higher Education Press, Beijing: 2007,4. References References References References: 1、 Huang, C., The Analects of Confucius (Lun Yu). A Literal Translation with an Introduction and Notes, Oxford: Oxford University Press, 1997. 2、 Bauman, R.W., Aristotle's Logic of Education (New Perspectives In Philosophical Scholarship: Texts And Issues), Vol. 19, New York: Peter Lang, 1998. 3、 Rousseau, J. J., Emile, or on Education, trans. A. Bloom, New York: Basic Books, 1979. 4、 Newman, J. H., The Idea of a University, edited with introduction and notes by I.T. Ker, Oxford: Clarendon Press, 1976. 5、 Dewey, J., Democracy and Education, New York: Macmillan, 1916. Course Course Course Course content: content: content: content: 1. 1. 1. 1. T T T T' ' ' 's s s s focus: focus: focus: focus: 1) Confucius (551-479 BCE) 孔子 2) Aristotle (384-322 BCE) 亚里斯多德 3) Jean-Jacques Rousseau (1712-1778) 卢梭 4) Wilhelm von Humboldt (1767-1835) 洪堡(特) 5) Fredrich Wilhelm Froebel (1782-1852) 福禄贝尔 6) John Henry Newman (1801-1890) 纽曼 7) Emile Durkheim (1858-1917) 涂尔干 8) John Dewey (1859-1952) 杜威 9) Bertrand Russell (1872-1970) 罗素 3. 3. 3. 3. Ss Ss Ss Ss' ' ' ' focus: focus: focus: focus: 1) Socrates (469-399 BCE) 苏格拉底 2) Plato (427-347 BCE) 柏拉图 3) John Locke (1632-1704) 洛克 4) Immanual Kant (1724-1804) 康德 5) Johann Friedrich Herbart (1776-1841) 赫尔巴特 6) Thomas Henry Huxley (1825-1895) 赫胥黎 7) Friedrich Nietzsche (1844-1900) 尼采 8) Rabindranath Tagore (1861-1941) 泰戈尔 9) Alfred North Whitehead (1861-1947) 怀特黑德(怀特海) 10) E.L. Thorndike (1874-1949) 桑代克 Assessment: Assessment: Assessment: Assessment: exam Grading: Grading: Grading: Grading: Attendance 10% Cooperative group presentation 15% Understanding of education paper 15% TEM 8 reading 10% Final examination 50% 44 Syllabus Syllabus Syllabus Syllabus of of of of(CBI CBI CBI CBI)Advanced Advanced Advanced Advanced English English English English (II) (II) (II) (II) Course Course Course Course code code code code: JY30022 Course Course Course Course category category category category: core course of education major Class Class Class Class hours hours hours hours: 4 hours per week, 72 hours in total Course Course Course Course credit credit credit credit: 4 credits Prerequisites Prerequisites Prerequisites Prerequisites:(CBI)Advanced English (I) Objectives Objectives Objectives Objectives and and and and requirements requirements requirements requirements: Based on Content-based Content-based Content-based Content-based Instruction Instruction Instruction Instruction (CBI) (CBI) (CBI) (CBI), students should, through this course, be able to: 1. Familiarize themselves with the invaluable ideas of some modern great thinkers on education; 2. Deepen their understanding of these ideas and develop their critical thinking of education 3. Get to know these thinkers as common people, their life stories, their main works, their main contributions, as well as their limitations on account of the time they were living in; 4. Gain the basic knowledge and understanding of the brief history of ideas on education in human civilization; 5. Formulate their personal educational philosophy which will serve as a basis for their future teaching or educational work; 6. Improve their language awareness in academic English and broaden their academic vision; 7. Develop their language skills in expressing and translating ideas; 8. Strengthen their integrated skills and ability of English, preparing them for TEM8. 9. Each student is expected to come to class meetings, prepared for discussing the readings assigned for that session. Attendance and class participation contribute to the final grade. 10. There will be periodic assessments on the readings and class assignments. 11. Students should work in cooperative pairs to 1) research one major thinker on education and give a short presentation on that thinker; and 2) lead the class discussion of the reading from this thinker's writings. Presentations should be controlled within 30 minutes in length and then followed by a 10 minute class discussion. Presentations should contain the following information: the importance of this thinker's contribution to education and explanation of difficult points in the text. The pair will work on discussion questions which will stimulate interpretive and evaluative thinking and discussion regarding the reading. A group grade will be given based on evidence that both of them contribute and work in cooperation. 12. Each student should do 1 1 1 1 text text text text translation translation translation translation and 3 3 3 3 summary summary summary summary writings writings writings writings (2 on the text of thinkers and 1 on the text of the Integrated Integrated Integrated Integrated Skills Skills Skills Skills of of of of English English English English) during the semester. 45 Textbooks Textbooks Textbooks Textbooks: 1、Fifty Major Thinkers on Education: From Confucius to Dewey. Edited by Joy A. Palmer, Routledge, New York: 2001. 2. Integrated Skill of English (Book 5), Higher Education Press, Beijing: 2007,4. References References References References: 1. Piaget,J., Science of Education and the Psychology of the Child, London: Longman, 1971. 2. Kerr, C., The Uses of the University, Cambridge, MA: Harvard University Press, 5th rev. edn, 2001. 3. Bruner, J. S., The Culture of Education, Cambridge, MA: Harvard University Press, 1996. 4. Bourdieu, P., The State Nobility: Elite Schools in the Field of Power, Cambridge: Polity Press, 1996. 5. Gardner, H., Five Minds for the Future, Boston, MA: Harvard Business School Press, 2006. Course Course Course Course content content content content: 1. 1. 1. 1. T T T T' ' ' 's s s s focus: focus: focus: focus: 1) Great Learning 2) Ludwig Wittgenstein (1889 - 1951) 3) Martin Heidegger (1889- 1976) 4) Jean Piaget (1896- 1934) 5) Clark Kerr (1911- ) 6) Jerome S. Bruner (1915- ) 7) R. S. Peters (1919- ) 8) Seymour B. Sarason (1919- ) 9) Jean-Francois Lyotard (1924- 98) 10)Michel Foucault(1926- 84) 11)Lawrence Kohlberg(1927- 87) 12)Philip Wesley Jackson(1928- ) 13)Jurgen Habermas(1929- ) 14)Pierre Bourdieu(1930- ) 15)Lee S. Shulman(1938- ) 16)Howard Gardner(1943- ) 2. Ss Ss Ss Ss' ' ' ' focus: focus: focus: focus: i. Harold Rugg (1886-1960) ii. Lev Semyonovich Vygotsky (1896-1934) iii. Ralph Winifred Tyler (1902-94) iv. Burrhus Frederic Skinner (1904-90) v. Benjamin S. Bloom (1913-99) vi. Maxine Greene (1917- ) vii. John I. Goodlad (1920-) viii. Lawrence A. Cremin (1925-90) ix. Basil Bernstein F. (1925-2000) 46 x. Ivan Illich (1926- ) xi. Paul H. Hirst(1927- ) xii. Jane Roland Martin(1929- ) xiii. Carl Bereiter(1930- ) xiv. Neil Postman(1931- ) xv. Michael W. Apple(1942- ) 3.T's check in classroom (from Integrated Skills of English book 6) 4. TEM-8 practice (from a prep reference book) Assessment: Assessment: Assessment: Assessment: final exam Grading Grading Grading Grading: Attendance 10% Cooperative group presentation 15% Understanding of education paper 15% TEM 8 reading 10% Final examination 50% 47 Syllabus Syllabus Syllabus Syllabus of of of of(CBI CBI CBI CBI)Advanced Advanced Advanced Advanced English English English English (III) (III) (III) (III) Course Course Course Course code: code: code: code: JY30023 Course Course Course Course category: category: category: category: core course of education major Class Class Class Class hours: hours: hours: hours: 2 hours a week, 36 hours in total Course Course Course Course credits: credits: credits: credits: 2 credits Prerequisite Prerequisite Prerequisite Prerequisite: Advanced English II Objectives Objectives Objectives Objectives and and and and requirements: requirements: requirements: requirements: This multidisciplinary capstone Advanced English course is designed to be a culminating experience for senior students majoring English language education. The course is to help senior students put what they have learnt in a larger context by exploring interrelationships among their courses, between their own major and other majors; Students are supposed to work cooperatively within an interdisciplinary team and appreciate the contributions of different academic disciplines in addressing social and civic issues. They are to present, discuss, and defend the process and results of that study to groups in their classes. Textbooks: Textbooks: Textbooks: Textbooks: 1. Li Guanyi A New English Course Shanghai Foreign Language Education Press 2006 2. Supplementary handouts References: References: References: References: 1. Bloland, H. G. (1995). Postmodernism in higher education. Journal of Higher Education 66, 521-559. 2. George Orwell, (1946). "Politics and the English Language," 3. Karl Maton, (2003). Reflexivity, Relationism, & Research: Pierre Bourdieu and the Epistemic Conditions of Social Scientific Knowledge. Sage Publications Course Course Course Course contents: contents: contents: contents: Some of the focuses are listed as the following: Rhetoric, artistic criteria, changes in the connotation of pathos, Ethos in rhetoric, fallacies in logical reasoning, fallacies related to pathos, selecting words and phrases, sentence variety, features of paragraph, paragraph writing; proper use of specific and general words, generality and specificity, economy and clarity, causes of wordiness, central ideas, unity, coherence, accuracy in communication as well as vagueness as language attribute Assessment Assessment Assessment Assessment: final exam Grading: Grading: Grading: Grading: Attendance 10% Cooperative group presentation 15% Theme-based paper writing 15% TEM 8 reading 10% 48 Final examination 50% 49 Syllabus Syllabus Syllabus Syllabus for for for for Intermediate Intermediate Intermediate Intermediate Writing Writing Writing Writing Course Course Course Course 1 1 1 1 Course Course Course Course code code code code:JY30101 Course Course Course Course category category category category:core course of education major Class Class Class Class hours hours hours hours 2 hours a week,36 hours in total Course Course Course Course Credit Credit Credit Credit:2 credits Preliminary Preliminary Preliminary Preliminary Course Course Course Course:Elementary Writing Course 1 & 2 Objectives Objectives Objectives Objectives and and and and outcome outcome outcome outcome : This course introduces the basis of academic writing in the form of essays and continues to refine reading and writing skills, which emphasizes clear, correct writing based on the process of composing, revising, and editing. All written work in this course will respond to assigned readings. The student will recognize and use a variety of patterns of organization, analyze audience, purpose and tone, and develop critical reading and thinking skills while being able to write standard five- paragraph essays with appropriate language use. Textbook: Textbook: Textbook: Textbook: Handouts Reference Reference Reference Reference: 1. Ding Yanren College English Writing III Nanjing University Press (year?) 2. Diane Belcher & Alan Hirvela (2004) Linking Literacies Perspectives on L2 Reading-Writing connections, The University of Michigan Press 3. Dana R. Ferris & John S. Hedgecock (2005) Teaching ESL Composition, Lawrence Erlbaum Associates, Plublishes, London 4. Ken Hyland (2003) Second Language Writing Cambridge University Press Content Content Content Content: 1. Reading and writing essays of different organizational patterns:narration, description, cause- and-effect. 2. Writing process: brain storming, outlining, drafting, revising and editing .3. Writing skills: Ways of opening, ways of developing body paragraphs, and ways of closing. 4.Language development: correctness、variety, appropriateness. Assessment Assessment Assessment Assessment: No final examination. Term grade is the sum total of the course works. Grading Grading Grading Grading: Reading report 20% 2 Essays 50% Quiz 20% Class participation 10% 50 Syllabus Syllabus Syllabus Syllabus for for for for Intermediate Intermediate Intermediate Intermediate Writing Writing Writing Writing Course Course Course Course II II II II Course Course Course Course code code code code:JY30102 Course Course Course Course category category category category:core course of education major Class Class Class Class hours: hours: hours: hours: 2 hours a week,36 hours in total Course Course Course Course Credit Credit Credit Credit:2 credits Prerequisite Prerequisite Prerequisite Prerequisite:Elementary Writing Course 1, 2, 3 Objectives Objectives Objectives Objectives and and and and requirements requirements requirements requirements : As part of the writing courses, this course aims at sophomores of English education majors. It intends to improve students' writing through practices in analysis of the organizations of articles, writing techniques and the author's intention. Students are also expected to develop their critical and logical thinking in reading articles, which in turn can contribute to their writing. In addition, outlining, drafting, revising, and peer assessment as well make improvement. Course Course Course Course Book: Book: Book: Book: Handouts References: References: References: References: 1. Ding Yanren College English Course Nanjing University Press 2. Diane Belcher & Alan Hirvela (2004) Linking Literacies Perspectives on L2 Reading-Writing connections, The University of Michigan Press 3. Dana R. Ferris & John S. Hedgecock (2005) Teaching ESL Composition, Lawrence Erlbaum Associates, Plublishes, London 4. Ken Hyland (2003) Second Language Writing Cambridge University Press Course Course Course Course Content Content Content Content: 1. Reading and writing essays of different organizational patterns : argument, persuasion, classification. 2. Writing process: brain storming, outlining, drafting, revising and editing .3. Writing skills: organizing essay structure, coherence, and rhetorical devices. 4.Language development: correctness、variety, appropriateness and concreteness. Assessment Assessment Assessment Assessment:final exam plus class performance Grading Grading Grading Grading: Presentation 20% 2 Essays 40% Final Essay Exam 30% Class participation 10% 51 Syllabus forAdvanced Advanced Advanced Advanced writing writing writing writing I I I I Course Course Course Course code code code code:JY30111 Course Course Course Course category: category: category: category: core course of education major Class Class Class Class hours: hours: hours: hours: 2 hours a week, 36 hours in total Course Course Course Course credits: credits: credits: credits: 2 credits Prerequisites Prerequisites Prerequisites Prerequisites: Intermediate English Writing Objectives Objectives Objectives Objectives and and and and requirements: requirements: requirements: requirements: In this advanced writing course, students explore a variety of functional writings tasks with special focus on practical writing such as letters, memos, notices, minutes of meetings and so on, which enable them to master the basic requirements of practical writing and know better about stylistic characteristics in order to write properly. Students will also practice language use, write response essays, book reports, movie reviews and summary. As well, writing resume, cover letter and personal statement is a part of the course. This course continues to refine and develop college-level writing, reading, organizational and analytical skills. Students will continue to recognize and use a variety of patterns of organization, analyze audience, purpose and tone, and develop critical reading and thinking skills. Course Course Course Course contents: contents: contents: contents: ? distinguish between formal and informal writing; ? use vocabulary and organizational strategies appropriate to the intended audience; ? identify organization, purpose and tone, and evaluate an author's argument; ? comprehend information presented in a variety of written formats. ? compose, revise, and edit written assignments, maintaining control of syntax and grammar; ? write coherent essays in response to readings, develop and support a central idea/thesis, use various patterns of organization; ? write essays in response to readings or movies; ? summarize readings orally and in writing. Assessment: Assessment: Assessment: Assessment: final exam Grading: Grading: Grading: Grading: In-class freewriting required but no marks Summery writing 20% Book report 20% Additional assignments 20% Class participation 10% 52 Final exam 30% 53 Syllabus for Advanced Advanced Advanced AdvancedEnglish English English English W W W Writing riting riting riting II II II II Course Course Course Course code code code code: JY301112 Course Course Course Course category category category category: core course of education major Class Class Class Class hours hours hours hours: 2 hours a week, 36 hours in total Course Course Course Course credits credits credits credits: 2 credits Prerequisite Prerequisite Prerequisite Prerequisite: Elementary English Writing (I, II), Intermediate English Writing (I, II) , Advanced English Writing I Objectives Objectives Objectives Objectives and and and and requirements: requirements: requirements: requirements: Advanced English Writing course targets at senior students of English education majors. In this course, students are instructed to read an array of short stories and then make analysis and comments. In addition, they are also expected to learn how to write academic thesis and prepare themselves for TEM 8. Textbooks: Textbooks: Textbooks: Textbooks: Handouts References: References: References: References: 1. Stories About Us, by Geri Dasgupta & Jennifer Jiang-hai Mei, published by Nelson, 2005 2. Cheng Aimng A Guideline to English Academic Writing Shanghai Foreign Language Education Press 2005 Course Course Course Course contents: contents: contents: contents: 1. reading short stories and write comment 2. academic writing 3. argumentation Assessment Assessment Assessment Assessment: final exam Grading Grading Grading Grading: writing comments 20% thesis writing 20% class performance + quiz 20% attendance 10% final exam 30% 54 Syllabus Syllabus Syllabus Syllabus for for for for Sociology Sociology Sociology Sociology of of of of Education Education Education Education Course Course Course Course Code: Code: Code: Code: JY30120 Course Course Course Course Category: Category: Category: Category: elective of education major Class Class Class Class Hours: Hours: Hours: Hours: 2 hours per week, 36 hours in total Course Course Course Course Credits: Credits: Credits: Credits: 2 2 2 2 Prerequisites: Prerequisites: Prerequisites: Prerequisites: Principles of Pedagogics (Philosophy of Education or Introduction to Sociology) ) ) ) Objectives Objectives Objectives Objectives and and and and Requirements: Requirements: Requirements: Requirements: This course examines education from sociological perspective. In addition to a few controversial issues currently under debate, the course will focus upon important, enduring educational issues and problems within the framework of educational sociology. Through different theoretical perspectives, education is analyzed as a key social institution that influences and is influenced by the larger society. Education is the way that a society's social structure, ways of being in the world, and knowledge is transmitted, contested, and transformed. Schooling is a particular institutional form for educating young people, a form that has spread throughout the world, with different meanings and trajectories of socialization. In this course, we will examine the social aspects of education and schooling in both China and elsewhere: the interaction between home, society, and educational institutions; the ways that identities are formed through education; and the reproduction of social inequalities within schools as well as resistance to them esp. based on the systematic understanding of basic knowledge, principles and methodologies. We will pay particular attention to the way that small interactions within educational settings have much larger implications within society, which would not only promote students form the basic capacities of sociological analyses and researches towards educational issues and problems, but also make the students to discover, analyze and interpret various kinds of contemporary social and educational issues relevant to the practice or their lives in the holistic, associated, dialectic and developmental viewpoints eventually. Teaching Teaching Teaching Teaching Pattern: Pattern: Pattern: Pattern: Lectures-based pattern combined with case studies, organizing students to discuss the educational issues and problems esp. the controversial hot-topics under the debate and assisted by the fundamental sociological methods of educational practice and social investigation(quantity or quality research)etc. as well. Textbook(s): Textbook(s): Textbook(s): Textbook(s): Lu, Jie & Wu, Kangning(eds). Sociology of Education. Beijing: People's Education Press, 1990. References: References: References: References: 1. Qu Baokui & Chen Guisheng. Collections of Educational Studies: Education and the Social Development. Beijing: People's Education Press, 1989. 2. Zhang Renjie(ed.) The Analects of Sociology of Education in Foreign Studies. 55 Shanghai: East China Normal University Press, 1989. 3. Demaine, J. Sociology of Education Today. New York: Palgrave Publishers Ltd., 2001. 4. Ballantine, J.H. The Sociology of Education (5th edition). New Jersey: Prentice- Hall, 2001. Contents: Contents: Contents: Contents: 1. Introduction to sociology of education; 2. Researching methodologies of sociology of education; 3. Education and the sustainable development of society; 4. Educational institutions and social stratification; 5. Educational institutions and social reforms; 6. Education and social issues; 7. The social functions of educational institution; 8. The social organization of schooling; 9. The social system of Class; 10. The sociological analyses of teachers; 11. Education and the individual socialization; 12. The development of education and the modernization or globalization. Assessment: Assessment: Assessment: Assessment: final examination Grading: Grading: Grading: Grading: Closed-book examination 60% open book examination 40% 56 Syllabus of EducationalAdministration Course Course Course Course code: code: code: code: 30130 Course Course Course Course category category category category: elective of education major Class Class Class Class hours: hours: hours: hours: 2 hours a week, 36 hours in total Course Course Course Course credits: credits: credits: credits: 2 credits Prerequisite Prerequisite Prerequisite Prerequisite: Education Principles Management of Education General Psychology Objectives Objectives Objectives Objectives and and and and requirements: requirements: requirements: requirements: Integrating both education and administration, this cross-subject course of education administration offers students fundamental principles and methods in the field. Students can be acquainted with the latest trend in the discipline and learn to deal with practical problems through case studies and research, which will then develop their abilities to make analysis and solve problems. Textbooks: Textbooks: Textbooks: Textbooks: 1. Wayne K. Hoy& Cecil G. Miskel. Educational Administration: Theory, Research and Practice. (第七版). McGraw-Hill Company,Inc,2005 2. Fred C. Lunenburg, Allan C Ornstein. Educational Administration :Concepts and Practices. Foreign Language Teaching and Research Press, 2004 3. Fan Guorui Theories and Case Studies of EducationAdministration Shanghai East China Normal University 2005 References: References: References: References: 1. Xiao Zongliu School Management Beijing People Education Press 2001 2. Zhang Xinping The Organization of Education Nanjing Jiangsu Education Press 2001 3. Chen Zhangpin Issues Issues Issues Issues on on on on School School School School Management Management Management Management Beijing Beijing Normal University 2002 4. Zhang Jizheng An Introduction to School Management Shanghai East China Normal University Press 1990 Course Course Course Course content content content content 1. Introduction which illustrates fundamental principles in school education 2. Fundamental principles of school management, school organization and the technological core of school etc. 3. The organization of school 4. Leadership, decision-making, curriculum design and management etc. Assessment: Assessment: Assessment: Assessment: final exam Grading Grading Grading Grading: Attendance 20% Class performance 20% 57 Final exam 60% 58 Syllabus Syllabus Syllabus Syllabus for for for for The The The The principle principle principle principle of of of of Moral Moral Moral Moral Education Education Education Education Course Course Course Course Code: Code: Code: Code: JY30140 Course Course Course Course Category: Category: Category: Category: elective of education major Class Class Class Class Hours: Hours: Hours: Hours: 2 hours per week, 36 hours in total ( Course Course Course Course Credits: Credits: Credits: Credits: 2 credits Prerequisites: Prerequisites: Prerequisites: Prerequisites: none Objectives Objectives Objectives Objectives and and and and Requirements: Requirements: Requirements: Requirements: Through the combination of the theory and practice, this curriculum makes a careful and theoretical exploration for various practical problems appearing in school practice of moral education, and for the problems of the whole reform of the school moral education, so that the basic concepts and their arguments could be clarified theoretically. It makes a theoretical analysis with broad vision for the purpose/ necessity and possibility of moral education, systematically elaborates the contents/ means and methods of moral education, expounds the relationship between the direct moral instruction and indirect moral education. It also makes a simple assessment of the main theories in the Western moral education. The purpose of the curriculum is to facilitate the students to establish a scientific and modernized ideas of moral education, to enhance the theoretical levels of moral education and to do everything according to the rules of moral education with consciousness. Teaching Teaching Teaching Teaching Pattern: Pattern: Pattern: Pattern: Mainly classroom instruction, combined with the case analysis, organizing students to discuss with the real problems of moral education. Textbook(s): Textbook(s): Textbook(s): Textbook(s): The Principle of Moral Education, written by Huang Xiangyang, published by East China Normal University Press, 2000 References: References: References: References: 1. 1. 1. 1. Modern Theory of Moral Education, written by Ban Hua, Published by Anhui People's Press, 2001; 2. 2. 2. 2. Modern Theories of Moral Education Curriculum, written by She Shuanghao, China's Social Science Press, 2005 Contents: Contents: Contents: Contents: 1, Deyu is moral education; 2, Deyu is the moral purpose of education; 3, The necessity of moral education; 4, The possibility of moral education; 5, The contents of moral education; 6, The means of moral education; 7, The methods of moral education; 8, Direct moral instruction and indirect moral education; 9, Cognitive pattern of moral development; 10, The consideration model; 11, The social action model of moral education. Assessment: Assessment: Assessment: Assessment: Closed-book examination Grading: Grading: Grading: Grading: closed-book examination 70% 59 open book examination 30% 60 Syllabus Syllabus Syllabus Syllabus for for for for Critical Critical Critical Critical Thinking Thinking Thinking Thinking and and and and Creative Creative Creative Creative Learning Learning Learning Learning Course Course Course Course Code: Code: Code: Code: JY30150 Course Course Course Course Category: Category: Category: Category: elective of education major Class Class Class Class Hours: Hours: Hours: Hours: 2 hours per week, 36 hours in total Course Course Course Course Credits: Credits: Credits: Credits: 2 Prerequisites: Prerequisites: Prerequisites: Prerequisites: Introduction to Teaching, Education History Objectives Objectives Objectives Objectives and and and and Requirements: Requirements: Requirements: Requirements: This course is: To help students understand concepts and different types of thinking and their relevance to learning, communication and teaching; To study the role that language, teachers and students play in modern education by analyzing their relationship against a globalized world; To explore creative learning and teaching methods suitable for Chinese realities by analyzing the changes western and eastern educational ideologies go through along the history; To cultivate reflective learners and teamwork players through projects which exercise students' creative and critical thinking skills. Textbook(s): Textbook(s): Textbook(s): Textbook(s): Being Creative and Critical Learners and Teachers (edited by course team, unpublished) References: References: References: References: 1. Bono de Edward. Lateral Thinking A Textbook Of Creativity. Harmondsworth: Middesex Penguin Book, 1980. 2. Cropley, A. J.. Creativity In Education & Learning A Guide For Teachers and Educators. London: London Kogan Page Limited, 2001. 3. Dlabay R. Les, Hisker J. William and Bovee L. Courtland. Career, Communication, And Critical Thinking A Student Guide. New York: McGraw-Hill, Inc. 1996. 4. Hisker, William J.. Critical thinking Guide. New York: McGraw-Hill, Inc. c1993. 5. Larsen-Freeman Diane. Techniques and Principles In Language teaching. New York, N.Y.: Oxford University Press, 1986. Contents: Contents: Contents: Contents: This course combines theories/knowledge with practice. It contains: Basic concepts and ideas relating to thinking and logic; Models and theories contributing to effective learning; The western and eastern education thoughts and teaching methods; New teaching methods and approaches which emphasize innovative and student- 61 centered learning; Classroom activities and team projects designed for improving students' understandings of theories, enhancing their creative and critical thinking skills by cooperating with others and reflecting regularly on their performance. Assessment: Assessment: Assessment: Assessment: Practice assessment. The practice part of this course mainly consists of three projects: "To find truth by questioning", "School fair", and "Using music to teach". The actual class performance and a reflection reports decides the grading of each project. Grading: Grading: Grading: Grading: Attendance: 10%; In-class performance: 10%; Projects: 80%: Project 1 "To find truth by questioning" 20% Project 2 "School fair" 30% Project 3 "Using music to teach" 30% 62 Syllabus Syllabus Syllabus Syllabus of of of of Educational Educational Educational Educational Policy Policy Policy Policy and and and and Laws Laws Laws Laws Course Course Course Course Code: Code: Code: Code: JY30160 Course Course Course Course Category: Category: Category: Category: elective of education major Class Class Class Class Hours: Hours: Hours: Hours: 2 hours per week, 36 hours in total Course Course Course Course credits: credits: credits: credits: 2 credits Prerequisites: Prerequisites: Prerequisites: Prerequisites: Educational Principle Educational Management Education History Objectives Objectives Objectives Objectives and and and and Requirements: Requirements: Requirements: Requirements: The aim of Educational Policy and Laws is to help students better understand the status of the policy and laws in school development; to provide an overview of the policy and legal basis for education ,school administration and management at all levels; and contribute to the most advanced analyses available in this domain. After learning, students can apply the theories to analyze the educational cases on the policy and laws in English or Chinese. Teaching Teaching Teaching Teaching Pattern Pattern Pattern Pattern: Lecture and discussion Textbooks: Textbooks: Textbooks: Textbooks: 1.Trowler,Paul. Education Policy. New York:Routledge,2002. References: References: References: References: 1 . Zhang Letian . Educational Policy and Laws_ The Theory and Practice.Shanghai:East China Normal University Press,2002. 2.Yuan Zhenguo.Educational policy. Nanjing:Jiangsu Education Press,2001. 3.Dan E.Inbar.The Basis of Educational policy.Beijing:Educational Science Press,2003. 4.Hough,J.R.Educational___an international survey.J.R.Hough.New York: Saint Martin's Press,Inc.c,1984. Contents: Contents: Contents: Contents: To illustrate the meaning of the educational policy and laws; to probe into the value of the educational policy and laws; to study the decision making and implementation of educational policy. to research the legal basis for education and school law; to discuss the law right and responsibility of school, teachers, students and parents; to introduce the major concepts and current trends in educational policy; to study and analyze the important educational policy and laws that influence both China and world, etc. Assessment: Assessment: Assessment: Assessment: exam Grading: Grading: Grading: Grading: cases analysis 50% final examination 50% 63 Syllabus Syllabus Syllabus Syllabus for for for for English English English English Translation Translation Translation Translation Course Course Course Course code: code: code: code: JY30171 Course Course Course Course category category category category: elective of education major Class Class Class Class hours hours hours hours: 2 hours a week, 36 hours in total Prerequisites Prerequisites Prerequisites Prerequisites: English Reading, English Writing, English Viewing, Listening, and Speaking Objectives Objectives Objectives Objectives and and and and requirements: requirements: requirements: requirements: This course introduces to students basic theories and skills of translation between Chinese and English. Both class room lectures and after class practices.will reveal similarities and differences between the two languages and serve to enhance students' expression.A translation speed of 350-word-per-hour is specified in the course. Textbooks: Textbooks: Textbooks: Textbooks: 1. Li Ming Chinese and English Translation in Interaction Wuhan University 2006 2. Supplementary handouts References: References: References: References: 1. Li Yunxing A Guideline to Discourse Translation China Translation & Publishing Corporation 2006 2. Bao Huinan The Cultural Context of Language and Translation China Translation & Publishing Corporation 2001 3. Lu Hongmei A College Course of Translation between Chinese and English Science Press 2006 Course Course Course Course contents: contents: contents: contents: Major contents are included as the following: introduction of some general principles, criteria of translation, literal translation and 意译、归化domestication and foreignization 与异化, word choice, addition, omission, and the translation of English 64 complex clauses etc. Assessment Assessment Assessment Assessment: exam Grading: Grading: Grading: Grading: Attendance 10% Class performance 30% Final exam 60% 65 Syllabus Syllabus Syllabus Syllabus for for for for Interpreting Interpreting Interpreting Interpreting Course Course Course Course I I I I Course Course Course Course code code code code: JY30181 Course Course Course Course category category category category:elective of education major Class Class Class Class hours: hours: hours: hours: 2 hours a week,36 hours in total Course Course Course Course Credit Credit Credit Credit:2 credits Prerequisites Prerequisites Prerequisites Prerequisites: none Objectives Objectives Objectives Objectives and and and and requirements requirements requirements requirements: This course develops basic knowledge, skills and techniques required for interpreting as well as continued growth of linguistic resources such as vocabulary, structures and style within a Chinese/English bilingual cultural and social context. The major course objectives are: to develop and enhance competence in the main modes of interpreting, to be able to define, identify and differentiate the modes of interpreting, to reinforce and enlarge students' functional vocabulary, to promote a better understanding of the English Speaking culture within the bilingual context and its relationship and importance within the field of interpretation. Textbooks: Textbooks: Textbooks: Textbooks: Wang Guizhen Chinese-English / English – Chinese – Advanced Oral Interpretation Course I South China University of Technology Press 2002 Reference Reference Reference Reference: 1. Feng Jianzhong Practical Course of English Interpretation Yilin Press,2002 2. Mei Deming Advanced Interpretation Course Shanghai Foreign Language Education Press 2002 3. Lin Chaolun Field Interpreting Foreign Language Teaching and Research Press 2005 Course Course Course Course Content Content Content Content: Unit 1 introduction to interpreting Unit 2 Public Speaking I Unit 3 Public Speaking II Unit 4 Tourist spots (memory training) Unit 5 Tourism I (memory training) Unit 6 Tourism II Environment (memory training) Unit 7 Environment Unit 8 Note taking Unit 9 Watching video Unit 10 Chinese Culture: festival I (note taking) Unit 11 Chinese Culture: festival II (note taking) Unit 12 Chinese Culture: folklore I (note taking) Unit 13 Chinese Culture: folklore II (note taking) Unit 14 Food (Reconstruction skills) Unit 15 Sports I (paraphrasing) 66 Unit 16 Sports II (paraphrasing) Unit 17 Watching Video Assessment Assessment Assessment Assessment:course works plus final examination. Grading Grading Grading Grading: Attendance 10% Classroom participation 15% Presentation 15% Final examination 60% 67 Syllabus Syllabus Syllabus Syllabus for for for for Education Education Education Education Measurement Measurement Measurement Measurement and and and and Evaluation Evaluation Evaluation Evaluation Course Course Course Course code: code: code: code: JY 30190 Course Course Course Course category: category: category: category: elective of education major Class Class Class Class hours: hours: hours: hours: 2 hours a week , Total hours 36 internship 6 hours Course Course Course Course credit: credit: credit: credit: 2 credits Prerequisites: Prerequisites: Prerequisites: Prerequisites: Educational Principle, Educational Statistics Objectives Objectives Objectives Objectives and and and and Requirements: Requirements: Requirements: Requirements: Educational Measurement and Evaluation is a foundation course. After learning this course, students will develop new ideas about teaching evaluation, get familiar with the basic method of the modern teaching evaluation system, and master the basic skills about student evaluation, teacher evaluation and teaching evaluation, so that they will be able to do the job about educational evaluation. Textbook: Textbook: Textbook: Textbook: Zhang Jinfu The Educational Measurement and Evaluation, Southwest China Normal University Press Reference: Reference: Reference: Reference: ⑴ Zhu Quande Modern Educational Statistic and Evaluation Techniques, Southwest China Normal University Press ⑵ Huang Wei Introduction of the Modern Educational Supervisory Guangdong High Education Press ⑶ Zhang Houcan Modern Psychology and Educational Statistics Beijing Normal University Press ⑷ Wang Xiaoling Educational Statistics East China Normal University ⑸ Mario F. Triola, Translated by Liu Lixin Elementary Statistics ( America) Tsinghua University Press ⑹ Zhang Wentong Advanced Course of SPSS Statistic Analysis High Education press Content: Content: Content: Content: This course is divided into three parts: educational statistics, educational measurement and education evaluation. Besides statistics theory and methods, the presentation of SPSS and case study are included in the Educational Statistics. The set of the course is combined with students' major. Educational Measurement chapter includes the introduction, the quality traits, compilation and implementation, as well as all kinds of educational demonstration; education evaluation chapter includes the following parts: the historical reflection about the educational evaluation, the primary theory , major method and strategy about the modern education evaluation, school educational evaluation, university educational evaluation, and the construction of the educational evaluation and so on. This course is the term course, educational statistics will be introduced from week 1 to week 7; educational measurement will be instructed during week 8 and week 12; in week 13, the course is about case study and group discussion; next three weeks is about education evaluation; from week 17 to week 18, group research will be presented. 68 Assessment: Assessment: Assessment: Assessment: final exam Grading: Grading: Grading: Grading: Class performance (assignment, discussion, attendance and participation) 40%, Final exam 60% 69 Syllabus Syllabus Syllabus Syllabus for for for for English English English English Translation Translation Translation Translation II II II II Course Course Course Course code: code: code: code: JY30172 Course Course Course Course category: category: category: category: elective of education major Class Class Class Class hours: hours: hours: hours: 2 hours a week, 36 hours in total Course Course Course Course credits: credits: credits: credits: 2 credits Prerequisite: Prerequisite: Prerequisite: Prerequisite: English Reading English Writing English Viewing, Listening and Speaking English Translation I Objectives Objectives Objectives Objectives and and and and requirements: requirements: requirements: requirements: This course introduces to students basic theories and skills of translation between Chinese and English. Both class room lectures and after class practices.will reveal similarities and differences between the two languages and serve to enhance students' expression.A translation speed of 350-word-per-hour is specified in the course. Textbooks: Textbooks: Textbooks: Textbooks: 1. Chen Hongwei Chinese-English Translation Course Shanghai Foreign Language Education Press 2002 2. Supplementary Handouts References: References: References: References: 1. Li Yunxing A Guideline to Discourse Translation China Translation & Publishing Corporation 2006 2. Bao Huinan The Cultural Context of Language and Translation China Translation & Publishing Corporation 2001 3. Lu Hongmei A College Course of Translation between Chinese and English Science Press 2006 Course Course Course Course content: content: content: content: The main content included in the course are: the contrast of English - Chinese cultures, the contrast of English and Chinese systems, translation techniques translation of words, sentences and discourse. 70 Assessment Assessment Assessment Assessment: final exam Grading: Grading: Grading: Grading: Attendance 10% Class performance 30% Final exam 60% 71 Syllabus Syllabus Syllabus Syllabus for for for for Interpreting Interpreting Interpreting Interpreting Course Course Course Course II II II II Course Course Course Course code code code code: JY30182 Course Course Course Course category category category category:elective of education major Class Class Class Class hours: hours: hours: hours: 2 hours a week,36 hours in total Course Course Course Course Credit Credit Credit Credit:2 credits prerequisite prerequisite prerequisite prerequisite:Interpreting Course 1 Objectives Objectives Objectives Objectives and and and and requirements requirements requirements requirements: This course develops basic knowledge, skills and techniques required for interpreting as well as continued growth of linguistic resources such as vocabulary, structures and style within a Chinese/English bilingual cultural and social context. The major course objectives are: to develop and enhance competence in the main modes of interpreting, to be able to define, identify and differentiate the modes of interpreting, to reinforce and expand students' functional vocabulary, to promote a better understanding of the English Speaking culture within the bilingual context and its relationship and importance within the field of interpretation. Textbooks: Textbooks: Textbooks: Textbooks: Wang Guizhen Chinese-English / English – Chinese – Advanced Oral Interpretation Course II South China University of Technology Press 2002 References References References References: 1. Feng Jianzhong Practical Course of English Interpretation Yilin Press,2002 2. Mei Deming Advanced Interpretation Course Shanghai Foreign Language Education Press 2002 3. Lin Chaolun Field Interpreting Foreign Language Teaching and Research Press 2005 Content Content Content Content: Unit 1 review and video Unit 2 Speeches and toast Unit 3 Foreign Trade (liaison interpreting) Unit 4 Foreign Trade (figure) Unit 5 Economy (figure) Unit 6 Economy (figure) Unit 7 finance Unit 8 Population (figure) Unit 9 video Unit 10 Education Unit 11 Education Unit 12 International Organization Unit 13 Foreign Policy Unit 14 video Unit 15 Sight interpreting (drafts, slides) 72 Unit 16 comprehensive exercises Unit 17 comprehensive exercises Assessment Assessment Assessment Assessment:Final examination and the course works. Grading Grading Grading Grading: Attendance 10% Information exchange 10% Class participation 30% Final exam 50% 73 Syllabus Syllabus Syllabus Syllabus for for for for English English English English Literature Literature Literature Literature Course Course Course Course code: code: code: code: JY30220 Course Course Course Course category: category: category: category: elective of education major Class Class Class Class hours: hours: hours: hours: 2 hours a week, 36 hours in total Course Course Course Course credits: credits: credits: credits: 2 credits Prerequisites: Prerequisites: Prerequisites: Prerequisites: none Objectives Objectives Objectives Objectives and and and and requirements: requirements: requirements: requirements: The course aims to provide the students with a brief outline of British literary history up to the first half of the 20th century, focusing on major historical trends and canonical authors and their works; to introduce to the students basic critical theories and practices; and to familiarize the students with the imaginative use of English language in literature, and thus enhance their language ability on a higher level. The course requires the students to read extensively classical literary texts in preparation for their in-class presentations or after-class essays, thus assisting them in cultivating the habit of regular literary reading. Textbooks: Textbooks: Textbooks: Textbooks: 1.Wang Hong, English Literature: Reading and Appreciation. South China Science and Engineering University Press: 2000. 2. Selected world classics: Hamlet, Wuthering Height, etc. 3. Supplementary videos References: References: References: References: 1. Wilfred L. Guerin, et al. A Handbook of Critical Approaches to Literature. Oxford University Press: 1992 2. Raman Selden, et al. A Reader's Guide to Contemporary Literature Theory. Pearson Education: 1997 3. M.H.Abrams, Glossary of Literary Terms. Thomson Learning: 1999 Course Course Course Course contents: contents: contents: contents: 1. Brief history of English literature from mediaeval age up to 20th century, including the renowned writers and their major works 2. Literature criticism and analysis of classic literature works 3. videos of movies and plays adapted from literature works Assessment: Assessment: Assessment: Assessment: exam Grading: Grading: Grading: Grading: Attendance 10% Class performance 40% Final exam 50% 74 Syllabus Syllabus Syllabus Syllabus for for for for English English English English Linguistics Linguistics Linguistics Linguistics Course Course Course Course code: code: code: code: 30250 Course Course Course Course category: category: category: category: elective of education major Class Class Class Class hours: hours: hours: hours: 2 hours a week, 36 hours in total Course Course Course Course credits: credits: credits: credits: 2 credits Prerequisite Prerequisite Prerequisite Prerequisite: none Objectives Objectives Objectives Objectives and and and and requirements: requirements: requirements: requirements: Introducing to students the fundamental theories and their application, this course also reveals the research methods, philosophical origin and the future trend in linguistics. Other resources provided for students include a wide range of reference books along with a website for students to communicate with each other. With access to these resources, students can better their understanding of the linguistic relationship among different language systems and improve their ability to research. Textbooks: Textbooks: Textbooks: Textbooks: Zheng Chao Introduction to Contemporary Linguistics Chongqing University Press 2006 References: References: References: References: 1. V. Fromkin, et al. An Introduction to Language. [M].CBS College Publishing, 1983. 2. H. G.Widdowson. Linguistics. [M].Oxford University Press,1996. 3. Rod Ellis. Second Language Acquisition. [M]. Oxford University Press, 1997. 4. Herbert Schendl. Historical Linguistics. [M]. Oxford University Press,2001. 5. GeorgeYule. Pragmatics. [M]. Oxford University Press, 1996. 6. Hu Zhuanglin Linguistics: An Advanced Course Book [M]. Beijing University Press 2002 Course Course Course Course contents: contents: contents: contents: Linguistics in this course is explored from various perspectives such as science and culture, linguistic forms and language functions, as well as meanings and language use. Assessment Assessment Assessment Assessment: exam Grading Grading Grading Grading: Attendance 10% Class performance 30% Final exam 60% 75 Syllabus Syllabus Syllabus Syllabus for for for forAmerican American American American Literature Literature Literature Literature Course Course Course Course code code code code:JY30260 Course Course Course Course category category category category:elective of education major Class Class Class Class hours hours hours hours:2 hours a week;36 hours in total Course Course Course Course credit credit credit credit:2 credits Prerequisites: Prerequisites: Prerequisites: Prerequisites: none Objectives Objectives Objectives Objectives and and and and requirements requirements requirements requirements The course aims first of all to introduce the development of American literature to the students, which includes the historical and social background of American literature in different times, different literary movements, the representative writers and the representative works of each period. Besides, the course takes it as its aim to develop the students' awareness of the underlying principles of the development of literature, to sharpen the students'insights so they are able to recognize more subtle things such as the specific features of literature of America, the relationship of American literature and the literature of other nations. Textbooks: Textbooks: Textbooks: Textbooks: 1. Chang Yaoxin A Brief History of American Literature Renmin University of China Publishing Company,2004 2. Supplementary handouts References: References: References: References: (1) Nina Baym, The Norton Anthology of American Literature. W. W. Norton & Company. 2005. (2 2 2 2) Bliss Perry. Ross & Perry. The American Spirit in Literature 2003. (3 3 3 3) The Norton Anthology of Western Literature. W. W. Norton & Company. 2005. Course Course Course Course Content: Content: Content: Content: The course will follow the chronological development of American literature and it is arranged according to movements in different periods. It includes: Literature of the Puritanical time, Romantic Literature, Transcendentalism, the Forerunners of Modernism, Realistic Novels, Regional Literature, Naturalism, Imagist Movement, Modernist Poetry, American Literature and the World. Assessment: Assessment: Assessment: Assessment: exam Grading: Grading: Grading: Grading: Attendance 10% Class performance of writing 30% course project 20% final examination 40% 76 Syllabus Syllabus Syllabus Syllabus for for for for Second Second Second Second Language Language Language LanguageAcquisition Acquisition Acquisition Acquisition Course Course Course Course code: code: code: code: 30240 Course Course Course Course category: category: category: category: elective of education major Class Class Class Class hours: hours: hours: hours: 2 hours a week; 36 hours in total Course Course Course Course credits: credits: credits: credits: 2 credits Prerequisites: Prerequisites: Prerequisites: Prerequisites: Integrated English (III, IV) English Viewing, Listening, Speaking ( I, II) Objectives Objectives Objectives Objectives and and and and requirements: requirements: requirements: requirements: In addition to the fundamental theories and methods in second language acquisition, this course also introduces to students the new perspectives and latest theories in the field. Students are encouraged to combine theories with practices and analyze the problems in critical and independent ways. Teaching Teaching Teaching Teaching pattern: pattern: pattern: pattern: lecture Textbooks: Textbooks: Textbooks: Textbooks: 1. Lin Li Theories and Practices --- Second Language Acquisition Higher Education Press 2007 2. Muriel Saville- Trolke, Introducing Second Language Acquisition, Cambridge University Press, 2006 References: References: References: References: 1Vivian Cook Linguistics and Second Language Acquisition Foreign Language Teaching and Research Press 2000 2. H. D. Brown Principles of Language Learning and Language Teaching Foreign Language Teaching and Research Press 2002 Course Course Course Course content: content: content: content: Major contents include: second language acquisition and foreign language teaching, the linguistic perspectives of SLA, the psychological perspectives of SLA, the sociological perspectives of SLA, the interlanguage theory, factor analysis of learners, language transfer, error analysis and the research methods of SLA. Assessment: Assessment: Assessment: Assessment: exam Grading: Grading: Grading: Grading: Attendance and class performance 20% Research paper 30% Final exam 50% 77 78 Syllabus Syllabus Syllabus Syllabus for for for for Technologies Technologies Technologies Technologies and and and and Practices Practices Practices Practices of of of of Education Education Education Education Course Course Course Course code code code code: JY30270 Course Course Course Course category category category category: elective of education major Class Class Class Class hours: hours: hours: hours: 2 hours a week, 36 hours in total Course Course Course Course credits: credits: credits: credits: 2 credits Prerequisites: Prerequisites: Prerequisites: Prerequisites: Pedagogies Objectives Objectives Objectives Objectives and and and and requirements: requirements: requirements: requirements: By introducing to students how to achieve effective teaching in English class, this course aims at assisting students to understand better the process of language teaching in class and thus preparing students for their future career. Textbooks: Textbooks: Textbooks: Textbooks: 1. Supplementary handouts 2. Supplementary videos References: References: References: References: 1. Cruickshank, D. R., Bainer, D. L., Metcalf, K. K. (1999), The Act of Teaching, America: McGraw-Hill College 2. Borich, G. D. (1990) Observation Skills for Effective Teaching, Columbus: Merrill Publishing Company. Course Course Course Course contents: contents: contents: contents: Major contents include: How to research in the syllabuses and textbooks in use at high schools and primary schools over the country; how to observe and evaluate classroom teaching; how to evaluate the effects of classroom teaching, etc. Assessment Assessment Assessment Assessment: no exam Grading: Grading: Grading: Grading: Attendance 10% Research paper 15% Evaluation report 20% Assessment report 15% Intern 40% 79 Syllabus Syllabus Syllabus Syllabus for for for for Professional Professional Professional Professional Internship Internship Internship Internship of of of of English English English English Education Education Education Education Majors Majors Majors Majors Course Course Course Course code: code: code: code: 4070011 Class Class Class Class hours: hours: hours: hours: 4 weeks Course Course Course Course credits: credits: credits: credits: 4 credits Objectives Objectives Objectives Objectives and and and and requirements requirements requirements requirements: : : : After completing all the required courses, education majors have to conduct certain period of internship. The intern of education majors serves the following purposes: 1. To improve their understanding of fundamental theories, professional knowledge and basic skills 2. To provide opportunities for students to learn in practice from experienced teachers at high schools and familiarize them with this profession. 3. Practices by the intern students can reveal and expose any imperfection and weakness of the whole teaching program of education majors. 4. More frequent and closer communication with high schools makes it possible to locate problems and join efforts to seek solutions. Intern at high schools also helps experiment and develop the latest technology and means of modern education. Intern students of education majors are expected to: 1. practice as much as possible by conducting more classroom teaching 2. familiarize themselves with the textbooks by studying the syllabus 3. familiarize themselves with the students so as to tailor contents, methods and requirements of teaching to their actual conditions and particular needs 4. learn from other experienced teachers by joining their classes. Mutual discussion and evaluation as well as constructive advice and comments will be helpful for both. Course Course Course Course contents: contents: contents: contents: A complete internship lasts four weeks in total, which in divided into three periods. 1. Preparation period – upon arriving at the intern high school, intern students should collect as many details as possible about the working conditions at the school such as its rules and regulations, how the high school students are like, which experienced teacher's class to attend and audit. 2. Intern period – while giving lessons, intern students should attend their peers' classes, keep journals and regular reports as well as make comments and evaluation. 3. Conclusion period – each intern student is required to summarize their work in written report and make self assessment. Their work will also be evaluated by the co- teachers at the schools. Other Other Other Other instructions instructions instructions instructions 1. Generally speaking, intern students will be instructed and led by their instructor but students will have to contact schools that will accept them for the intern by themselves. The instructor may help unless they fail to find one. 2. Preparation will be done at the end of the sixth semester when the intern schools should be chosen. Before the internship starts, requirements and regulations will be 80 specified. 3. Intern journals students keep regularly must record all the preparation work, the results of observation and analysis, the collected references, and difficulties encountered during teaching. These journals must be handed in to the instructor as a criterion for evaluation. 4. Intern reports should list the general conditions of the intern schools along with the contents and process of intern teaching. 5. Evaluation of intern should be made by the person in charge at the intern schools and should be signed by him/her. Instructor: Instructor: Instructor: Instructor: Only lecturers or teachers with higher professional ranks are qualified for instructor. Assessment: Assessment: Assessment: Assessment: Teaching plans and journals of the interns 40% Comments by the co-teacher on interns' work 40% interns' summary report 10% observation of the regulations at intern schools 10%