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英語(yǔ)美文非英語(yǔ)專(zhuān)業(yè)
在學(xué)習(xí)、工作、生活中，大家應(yīng)該都對(duì)美文很熟悉吧？什么是美文？就像一千個(gè)人心中就有一千個(gè)哈姆雷特一樣，每個(gè)人心目中都有自己衡量美文的標(biāo)準(zhǔn)。那么，你會(huì)寫(xiě)美文嗎？下面是小編收集整理的英語(yǔ)美文非英語(yǔ)專(zhuān)業(yè)，供大家參考借鑒，希望可以幫助到有需要的朋友。
英語(yǔ)美文非英語(yǔ)專(zhuān)業(yè)1
Love Your Life
However mean your life is, meet it and live it; do not shun it and call it hard names. It is not so bad as you are. It looks poorest when you are richest. The fault finder will find faults even in paradise. Love your life, poor as it is. You may perhaps have some pleasant, thrilling, glorious hours, even in a poor-house. The setting sun is reflected from the windows of the alms-houses as brightly as from the rich man's abode; the snow melts before its door as early in the spring. I do not see but a quiet mind may live as contentedly there, and have as cheering thoughts as in a palace. The town's poor seem to me often live the most independent lives of any. Maybe they are simply great enough to receive without misgiving. Most think that they are above being supported by the town; but it oftener happens that they are not above supporting themselves by dishonest means, which should be more disreputable. Cultivate poverty like a garden herb, like sage. Do not trouble yourself much to get new things, whether clothes or friends. Turn the old; return to them. Things do not change; we change. Sell your clothes and keep your thoughts.
英語(yǔ)美文非英語(yǔ)專(zhuān)業(yè)2
Abundance is a Life Style
Abundance is a life style, a way of living your life. It isn’t something you buy now and then or pull down from the cupboard, dust off and use once or twice, and then return to the cupboard.
Abundance is a philosophy; it appears in your physiology, your value system, and carries its own set of beliefs. You walk with it, sleep with it, bath with it, feel with it, and need to maintain and take care of it as well.
Abundance doesn’t always require money. Many people live with all that money can buy yet live empty inside. Abundance begins inside with some main self-ingredients, like love, care, kindness and gentleness, thoughtfulness and compassion. Abundance is a state of being. It radiates outward. It shines like the sun among the many moons in the world.
Being from the brightness of abundance doesn’t allow the darkness to appear or be in the path unless a choice to allow it to. The true state of abundance doesn’t have room for lies or games normally played. The space is too full of abundance. This may be a challenge because we still need to shine for other to see.
Abundance is seeing people for their gifts and not what they lack or could be. Seeing all things for their gifts and not what they lack.
英語(yǔ)美文非英語(yǔ)專(zhuān)業(yè)3
Clear Your Mental Space
Think about the last time you felt a negative emotion---like stress, anger, or frustration. What was going through your mind as you were going through that negativity? Was your mind cluttered with thoughts? Or was it paralyzed, unable to think?
The next time you find yourself in the middle of a very stressful time, or you feel angry or frustrated, stop. Yes, that’s right, stop. Whatever you’re doing, stop and sit for one minute. While you’re sitting there, completely immerse yourself in the negative emotion.
Allow that emotion to consume you. Allow yourself one minute to truly feel that emotion. Don’t cheat yourself here. Take the entire minute---but only one minute---to do nothing else but feel that emotion.
When the minute is over, ask yourself, “Am I willing to keep holding on to this negative emotion as I go through the rest of the day?”
Once you’ve allowed yourself to be totally immersed in the emotion and really fell it, you will be surprised to find that the emotion clears rather quickly.
If you feel you need to hold on to the emotion for a little longer, that is OK. Allow yourself another minute to feel the emotion.
英語(yǔ)美文非英語(yǔ)專(zhuān)業(yè)4
Work and Pleasure
To be really happy, one ought to have at least two or three hobbies, and they must all be real. It is no use starting late in life to say: “I will take an interest in this or that.” Such an attempt only aggravates the strain of mental effort. A man may acquire great knowledge of topics unconnected with his daily work, and yet hardly get any benefit or relief. It is no use doing what you like; you have got to like what you do. Broadly speaking, human being may be divided into three classes: those who are toiled to death, those who are worried to death, and those who are bored to death. It is no use offering the manual laborer, tired out with a hard week’s sweat and effort, the chance of playing a game of football or baseball on Saturday afternoon. It is no use inviting the politician or the professional or business man, who has been working or worrying about serious things for six days, to work or worry about trifling things at the weekend.
英語(yǔ)美文非英語(yǔ)專(zhuān)業(yè)5
How to Keep Vital?
The critical element to physical vitality is ensuring that you have an abundant level of nerve energy. How do you do this? Realize that day-to-day you’re expending nerve energy through your actions, and as obvious as it sounds, you do need to make sure that you rest and recharge. By the way, how much sleep are you getting? If you’re regularly logging eight to ten hours of sack time, you’re probably getting too much sleep! Six to seven hours has been found to be optimum for most people. Contrary to popular belief, sitting still doesn’t preserve energy. The truth is, that’s usually when you feel most tired. The human nervous system needs to move to have energy.
To a certain extent, expending energy gives you a greater sense of energy. As you move, oxygen flows through your system, and that physical level of health creates the emotional sense of vitality that can help you to deal with virtually any negative challenge you could have in your life. So realize that a sense of vitality is a critical emotion to cultivate in order to handle virtual any emotions that come up in your life, not to mention the critical resource in experiencing consistent passion.
英語(yǔ)美文非英語(yǔ)專(zhuān)業(yè)6
The Love of Beauty
The love of beauty is an essential part of all healthy human nature. It is a moral quality. The absence of it is not an assured ground of condemnation, but the presence of it is an invariable sign of goodness of heart. In proportion to the degree in which it is felt will probably be the degree in which nobleness and beauty of character will be attained.
Natural beauty is an all-pervading presence. The universe is its temple. It
unfolds into the numberless flowers of spring. It waves in the branches of trees and the green blades of grass. It haunts the depths of the earth and the sea. It gleams from the hues of the shell and the precious stone. And not only these minute objects but the oceans, the mountains, the clouds, the stars, the rising and the setting sun---all overflow with beauty. This beauty is so precious, and so congenial to our tenderest and noblest feelings, that it is painful to think of the multitude of people living in the midst of it and yet remaining almost blind to it.
英語(yǔ)美文非英語(yǔ)專(zhuān)業(yè)7
摘要：
在當(dāng)前大學(xué)英語(yǔ)教學(xué)改革日益深化的形勢(shì)下，開(kāi)設(shè)面向高校非英語(yǔ)專(zhuān)業(yè)學(xué)生的英美文學(xué)課程已成為一個(gè)新的趨勢(shì)。新的形勢(shì)下面對(duì)新的授課對(duì)象，英美文學(xué)的傳統(tǒng)教學(xué)策略有待改進(jìn)和完善。本文探討如何將任務(wù)型教學(xué)法落實(shí)到面對(duì)非英語(yǔ)專(zhuān)業(yè)學(xué)生的英美文學(xué)課程的教學(xué)中去。
關(guān)鍵詞：高校非英語(yǔ)專(zhuān)業(yè)學(xué)生；教學(xué)策略；任務(wù)型教學(xué)法；英美文學(xué)課程
英美文學(xué)是高校英語(yǔ)專(zhuān)業(yè)的必修課，教學(xué)大綱指出，英美文學(xué)課程“旨在通過(guò)引導(dǎo)學(xué)生閱讀和分析英美文學(xué)作品，促進(jìn)學(xué)生語(yǔ)言基本功和人文素質(zhì)的提高，增強(qiáng)學(xué)生對(duì)西方文學(xué)及文化的了解”[1]，由此可見(jiàn)這門(mén)課程的重要意義。在許多高校的大學(xué)英語(yǔ)教學(xué)改革的過(guò)程中，英美文學(xué)課程也已經(jīng)被視為教改課程的組成部分。
英美文學(xué)課程不僅僅適用于高等院校的英語(yǔ)專(zhuān)業(yè)學(xué)生，而且在大學(xué)英語(yǔ)教學(xué)改革的框架下，是能夠適用于并應(yīng)當(dāng)適用于高等院校非英語(yǔ)專(zhuān)業(yè)學(xué)生的，很多學(xué)者已經(jīng)就此達(dá)成共識(shí)。因此，如何在新形勢(shì)下開(kāi)設(shè)好這門(mén)課、專(zhuān)門(mén)研究面向高校非英語(yǔ)專(zhuān)業(yè)學(xué)生的英美文學(xué)課程的教學(xué)策略和方法就成了一個(gè)值得探討和深入研究的課題。近年來(lái)在大學(xué)英語(yǔ)教學(xué)中廣受提倡的任務(wù)型教學(xué)法為這個(gè)問(wèn)題的解決提供了一個(gè)有效的解決方案。
一、大學(xué)英語(yǔ)教學(xué)改革下英美文學(xué)課程所面臨的形勢(shì)。
程愛(ài)民教授的課題組在對(duì)全國(guó)50所高校英美文學(xué)課程的教學(xué)情況的調(diào)查中發(fā)現(xiàn)，英美文學(xué)課程單一、課時(shí)偏少，課程難度偏高，導(dǎo)致大多數(shù)學(xué)生選擇去閱讀一些簡(jiǎn)寫(xiě)或縮寫(xiě)本的文學(xué)作品，甚至用觀看原著改變的電影去代替閱讀名著[2]。目前看來(lái)，該調(diào)查所反映出來(lái)的英美文學(xué)課程教學(xué)相關(guān)問(wèn)題，在高等院校的英語(yǔ)專(zhuān)業(yè)和非英語(yǔ)專(zhuān)業(yè)還是存在的，而對(duì)于非英語(yǔ)專(zhuān)業(yè)的學(xué)生來(lái)說(shuō)，問(wèn)題則顯得尤為突出。課時(shí)少是不可避免的問(wèn)題，而讀簡(jiǎn)寫(xiě)本、甚至通過(guò)看電影的方式取代閱讀名著，也與他們薄弱的語(yǔ)言基礎(chǔ)有著密不可分的聯(lián)系，因?yàn)樵鴥?nèi)容畢竟難免艱深晦澀的。這些說(shuō)明，英美文學(xué)課程需要有特定的教學(xué)方法與策略。
現(xiàn)有的外語(yǔ)教學(xué)方法，是因語(yǔ)言習(xí)得課程而設(shè)，并不能自動(dòng)而有效地運(yùn)用到語(yǔ)言和文化并重的英美文學(xué)課程中去，即使已有的教學(xué)實(shí)踐已經(jīng)注意到適用于英美文學(xué)課程的教學(xué)法，那也主要是面向英語(yǔ)專(zhuān)業(yè)學(xué)生的，而非面向非英語(yǔ)專(zhuān)業(yè)的學(xué)生。隨著近年來(lái)大學(xué)英語(yǔ)教學(xué)改革的深入，英美文學(xué)課程也被納入了高等院校非英語(yǔ)專(zhuān)業(yè)學(xué)生選修課的范疇。但是因?yàn)榉N種原因開(kāi)設(shè)的并不成功，出現(xiàn)了諸如學(xué)生上課沒(méi)有興趣，選課人數(shù)較少，不能和其他選修課程和后續(xù)課程，如ESP（專(zhuān)門(mén)用途英語(yǔ)）課程競(jìng)爭(zhēng)的情況。于是人們對(duì)是否應(yīng)該開(kāi)設(shè)此類(lèi)英美文學(xué)課程或者是否應(yīng)該重視這門(mén)課程產(chǎn)生了疑問(wèn)。英美文學(xué)課程在高等院校的開(kāi)設(shè)是素質(zhì)教育的要求，是英語(yǔ)教學(xué)大綱的要求，也是廣大學(xué)生的要求。
在大學(xué)英語(yǔ)教學(xué)改革中，面對(duì)新的形勢(shì)，英美文學(xué)課程應(yīng)該努力尋找適合于自身及授課對(duì)象的新的教學(xué)法，積極探索任務(wù)型教學(xué)法在英美文學(xué)課程中的實(shí)現(xiàn)形式。
二、任務(wù)型教學(xué)法的理論基礎(chǔ)。
任務(wù)型教學(xué)法主要基于語(yǔ)言習(xí)得理論和哲學(xué)上的建構(gòu)主義理論。20世紀(jì)80年代，美國(guó)語(yǔ)言學(xué)家S。D。 Krash—en提出了語(yǔ)言輸入假說(shuō)。該假說(shuō)認(rèn)為語(yǔ)言習(xí)得的關(guān)鍵在于大量的可理解性的語(yǔ)言輸入。只要語(yǔ)言輸入達(dá)到一定程度，語(yǔ)言輸出就會(huì)自動(dòng)產(chǎn)生，換言之即一定量的語(yǔ)言輸入是語(yǔ)言輸出的關(guān)鍵條件。[3]針對(duì)Krashen提出的假說(shuō)，Swain提出了可理解輸出假說(shuō)，該假說(shuō)認(rèn)為語(yǔ)言輸出與語(yǔ)言輸入在語(yǔ)言習(xí)得過(guò)程中同樣關(guān)鍵。成功的語(yǔ)言習(xí)得有賴(lài)于兩者的共同作用，而不能僅僅注重語(yǔ)言輸入而忽視語(yǔ)言輸出。[4]任務(wù)型教學(xué)法則是一種強(qiáng)調(diào)語(yǔ)言輸出的重要性的教學(xué)方法。
皮亞杰（J。Piaget）和科恩伯格（O。Kernberg）提出的建構(gòu)主義理論也為任務(wù)型教學(xué)法提供了理論基礎(chǔ)。建構(gòu)主義理論認(rèn)為知識(shí)體系的建構(gòu)有賴(lài)于人們彼此間的交往、溝通和互動(dòng)。知識(shí)的獲取不是單向的和封閉的，而是雙向的和互動(dòng)的。學(xué)習(xí)者不會(huì)單純地去吸收外界的信息和知識(shí)，而是趨向于從自身情況出發(fā)，考慮到自己的經(jīng)歷、背景、興趣、愛(ài)好等因素，從而構(gòu)建自己的知識(shí)體系，實(shí)現(xiàn)自我的提高和完善。在知識(shí)體系的構(gòu)建過(guò)程中發(fā)揮著主體作用的是學(xué)習(xí)者本人而不是教師，因?yàn)楹笳叩淖饔弥辉谟趲椭痛龠M(jìn)。建構(gòu)主義理論反對(duì)教師簡(jiǎn)單地傳講授知識(shí)，提倡教師為學(xué)生創(chuàng)造自主習(xí)得的環(huán)境和機(jī)會(huì)，激發(fā)學(xué)生的學(xué)習(xí)積極性和興趣，鼓勵(lì)學(xué)生之間及師生之間的互動(dòng)和協(xié)作，從而形成科學(xué)的知識(shí)構(gòu)建過(guò)程。
三、任務(wù)型教學(xué)法在英美文學(xué)課程中的落實(shí)。
�。ㄒ唬┤蝿�(wù)型教學(xué)法任務(wù)設(shè)計(jì)的一般原則和注意事項(xiàng)。
范玲玲認(rèn)為，依據(jù)實(shí)際教學(xué)環(huán)境，教師在編寫(xiě)任務(wù)時(shí)應(yīng)遵循以下幾個(gè)基本原則：以學(xué)生為中心，以大綱和教材為基礎(chǔ)，以學(xué)生需要和現(xiàn)實(shí)交際活動(dòng)為參照；強(qiáng)調(diào)意義交流的重要性，促進(jìn)學(xué)生之間和師生之間的交際愿望和活動(dòng)，使交流的愿望和需要產(chǎn)生學(xué)習(xí)語(yǔ)言形式的動(dòng)力；強(qiáng)化小組活動(dòng)，促進(jìn)小組成員間的協(xié)作學(xué)習(xí)；加強(qiáng)師生互動(dòng)，讓學(xué)生參與到任務(wù)編寫(xiě)、實(shí)施和評(píng)估的全過(guò)程中；利用多媒體優(yōu)勢(shì)，培養(yǎng)學(xué)生自主學(xué)習(xí)的習(xí)慣和能力。[5]
任務(wù)的設(shè)計(jì)還應(yīng)盡可能為學(xué)生營(yíng)造一個(gè)輕松的、無(wú)心理壓力的語(yǔ)言環(huán)境，讓他們大膽運(yùn)用英語(yǔ)進(jìn)行交流，并體會(huì)到學(xué)習(xí)英語(yǔ)的樂(lè)趣，從而形成強(qiáng)烈的學(xué)習(xí)動(dòng)機(jī)。[6]這些任務(wù)設(shè)計(jì)的原則和注意事項(xiàng)是任務(wù)型教學(xué)活動(dòng)應(yīng)予遵循的共通原則。所以在將其落實(shí)到面向非英語(yǔ)專(zhuān)業(yè)學(xué)生的英美文學(xué)教學(xué)過(guò)程中去的時(shí)候，也需要嚴(yán)格遵循。本文認(rèn)為，可以從教材的編選、教學(xué)過(guò)程的設(shè)計(jì)以及科學(xué)評(píng)價(jià)體系的建立這三個(gè)方面去落實(shí)這些原則和注意事項(xiàng)。
�。ǘ┤蝿�(wù)型教學(xué)法在英美文學(xué)教材編選中的落實(shí)教材是任何教學(xué)活動(dòng)的基礎(chǔ)。
從目前的教材來(lái)看，任務(wù)型教學(xué)法在口語(yǔ)、綜合英語(yǔ)等教材中體現(xiàn)的比較明確，方便教師使用它去教學(xué)，但是在英美文學(xué)教材中這一方面并沒(méi)有得到很充分的體現(xiàn)，或者說(shuō)，編者們?cè)诰帉?xiě)教材的時(shí)候并沒(méi)有過(guò)多考慮將來(lái)授課的實(shí)際情況。目前通行的英美文學(xué)教材基本上是專(zhuān)門(mén)為英語(yǔ)專(zhuān)業(yè)編寫(xiě)的，不可能充分而切實(shí)地考慮非英語(yǔ)專(zhuān)業(yè)教學(xué)的實(shí)際需要。從編寫(xiě)的結(jié)構(gòu)上講，這些教材多數(shù)采用年代順序，完全涵蓋文學(xué)背景、作家作品、作品選讀和難點(diǎn)注釋四個(gè)方面。這種固定而單一的教材編寫(xiě)模式與以教師為主導(dǎo)的課堂教學(xué)活動(dòng)有著直接的聯(lián)系，強(qiáng)調(diào)文學(xué)史實(shí)和文學(xué)知識(shí)的灌輸，而忽略了興趣的開(kāi)發(fā)。
這種教材也許適合英語(yǔ)專(zhuān)業(yè)的課堂教學(xué)模式，但是無(wú)疑給老師向非英語(yǔ)專(zhuān)業(yè)的學(xué)生講授英美文學(xué)帶來(lái)了很多難題。教師會(huì)在教材的影響下用大量時(shí)間來(lái)介紹學(xué)生并無(wú)興趣的背景知識(shí)，而無(wú)暇深入探討作品的主題。學(xué)生也會(huì)受教材影響習(xí)得專(zhuān)業(yè)的學(xué)習(xí)模式，興趣無(wú)從提高。對(duì)于艱深晦澀的英美文學(xué)經(jīng)典作品，課后零星的注釋只能起到個(gè)別解釋的作用，并不能幫助他們把握文學(xué)作品的深刻內(nèi)涵。王守仁教授明確指出這種形式“不能夠抓住學(xué)生的興趣和培養(yǎng)學(xué)生對(duì)文本整體的分析和感悟能力”[7] 實(shí)際上教材的針對(duì)性不強(qiáng)這一缺陷可以被教師用教學(xué)方法規(guī)避，但是那實(shí)際上是教師自主開(kāi)發(fā)出來(lái)了一套教材，那么原有教材的重要作用則沒(méi)有被充分發(fā)揮出來(lái)。教材畢竟是任何教學(xué)活動(dòng)的基礎(chǔ)，為了更好的服務(wù)于任務(wù)型教學(xué)，一本系統(tǒng)而編排科學(xué)的教材是必須的。
沒(méi)有現(xiàn)成的教材可以運(yùn)用，所以必須教師自主或者團(tuán)隊(duì)編寫(xiě)教材，從而最大程度符合高校非英語(yǔ)專(zhuān)業(yè)學(xué)生的實(shí)際需求和實(shí)際水平。從教材的形成和編寫(xiě)方面就為將來(lái)的任務(wù)型教學(xué)打下基礎(chǔ)。從難度上講，選材應(yīng)該這樣的原則：即篇章應(yīng)當(dāng)短小精悍，內(nèi)涵深刻，盡量貼近生活而非過(guò)于抽象，詞匯量要適中，避免選擇難度過(guò)大、句子結(jié)構(gòu)過(guò)于復(fù)雜的文章。另外材料應(yīng)具有文體的多樣性，比如說(shuō)肖伯納的話(huà)劇、海明威的短篇小說(shuō)，林肯的就職演說(shuō)以及一些現(xiàn)代通俗英文小說(shuō)，比如華裔女性作家的作品，比如說(shuō)與科技發(fā)展與環(huán)境問(wèn)題相關(guān)的新時(shí)代的小說(shuō)。按照英美文學(xué)作品的主題來(lái)編寫(xiě)教材是一個(gè)很好的途徑。英美文學(xué)作品主題豐富，可以精心選擇一些意義深刻的、能夠抓住大學(xué)生興趣的、對(duì)非英語(yǔ)專(zhuān)業(yè)學(xué)生的思維開(kāi)拓有助益的，或者與大學(xué)生生活和將來(lái)工作有關(guān)的主題，比如說(shuō)人與自然的主題、環(huán)境保護(hù)、科技與人文的關(guān)系等等主題。對(duì)于這些主題，工科的非英語(yǔ)專(zhuān)業(yè)學(xué)生很容易產(chǎn)生興趣，對(duì)作品的閱讀有一種期待感。這樣教師在編寫(xiě)任務(wù)的時(shí)候，就有很強(qiáng)的針對(duì)性和可行性，能夠起到很好的效果。
�。ㄈ┤蝿�(wù)型教學(xué)法在英美文學(xué)教學(xué)過(guò)程中的落實(shí)。
為了在教學(xué)過(guò)程中發(fā)揮任務(wù)型教學(xué)的優(yōu)勢(shì)，許多學(xué)者提出了相應(yīng)的教學(xué)模式，其中最著名的就是Willis提出的模式，它由前任務(wù)、任務(wù)環(huán)、后任務(wù)組成。三個(gè)階段中有不同的內(nèi)容。任務(wù)按照從易到難的順序，可分為六種類(lèi)型（Willis， 1996）：列舉型任務(wù)、整理型任務(wù)、比較型任務(wù)、解決問(wèn)題型任務(wù)、分享個(gè)人經(jīng)歷型任務(wù)和創(chuàng)新型任務(wù)。[8]對(duì)此，教師要精心設(shè)置三個(gè)教學(xué)階段的任務(wù)，充分考慮任務(wù)的難度選擇有效的任務(wù)類(lèi)型進(jìn)行使用，從而將任務(wù)型教學(xué)法的效果最大化。任務(wù)型教學(xué)模式并非簡(jiǎn)單將任務(wù)交給學(xué)生去做，較傳統(tǒng)的以教師為中心的教學(xué)模式來(lái)說(shuō)，任務(wù)型教學(xué)法不僅沒(méi)有減輕老師的任務(wù)，反而有可能是任務(wù)的加大。老師不再是照本宣科，而是一種開(kāi)放式探討式的課程，這對(duì)老師的授課能力提出了更高的要求，在面對(duì)非英語(yǔ)專(zhuān)業(yè)學(xué)生這一新的授課對(duì)象時(shí)，教師要有充分的準(zhǔn)備。
按照任務(wù)型教學(xué)法的要求，英美文學(xué)課程應(yīng)當(dāng)采用主題式教學(xué)模式。主題式教學(xué)模式以現(xiàn)代語(yǔ)言教學(xué)理論及建構(gòu)主義學(xué)習(xí)理論為基礎(chǔ)，以反映社會(huì)生活各方面內(nèi)容的主題為學(xué)習(xí)內(nèi)容，以主題到話(huà)題再到細(xì)節(jié)為主要教學(xué)步驟，逐步學(xué)習(xí)并建立較完整的反映主觀與客觀世界及社會(huì)交際需求的知識(shí)系統(tǒng)[9]48。建構(gòu)主義學(xué)習(xí)理論認(rèn)為知識(shí)不是經(jīng)由老師傳授而得到的，而是學(xué)習(xí)者在一定的情境即社會(huì)文化背景下，借助學(xué)習(xí)和他人的幫助，利用必要的學(xué)習(xí)資料，通過(guò)意義建構(gòu)的方式而獲得的。學(xué)習(xí)的目的就是自主建構(gòu)認(rèn)知結(jié)構(gòu)，學(xué)習(xí)者對(duì)事物的性質(zhì)、規(guī)律以及事物之間的關(guān)系達(dá)到深刻的認(rèn)識(shí)，知識(shí)不是雜亂無(wú)章地存儲(chǔ)在大腦中而是圍繞某一主題相互聯(lián)系起來(lái)并形成的一定知識(shí)單元。[9]建構(gòu)主義學(xué)習(xí)理論下的任務(wù)型教學(xué)就是要將任務(wù)以主題的形式呈現(xiàn)給學(xué)生，讓學(xué)生在老師的引導(dǎo)下自己去學(xué)習(xí)。
在課堂講授過(guò)程中，教師應(yīng)先引導(dǎo)學(xué)生談?wù)勛约簩?duì)相關(guān)主題的感想和經(jīng)歷，進(jìn)而引導(dǎo)學(xué)生去把握作品中的主題，體會(huì)作品是如何呈現(xiàn)這一主題的。通過(guò)分組的方式讓學(xué)生之間互相交流閱讀心得、比較彼此的`認(rèn)識(shí)，在過(guò)程中相互學(xué)習(xí)，而不是尋求一個(gè)終極而正確的解讀答案。這種教學(xué)模式不是以老師為中心，而是以學(xué)生為中心，不是以背景知識(shí)為引入，而是鼓勵(lì)學(xué)生去發(fā)現(xiàn)主動(dòng)發(fā)現(xiàn)，不是先去閱讀作品，而是通過(guò)主題的發(fā)現(xiàn)開(kāi)拓閱讀的需求和興趣，讓學(xué)生從自身實(shí)際出發(fā)，主動(dòng)地去尋找作品信息和自己需要的知識(shí)，而不是被動(dòng)地去等待教師的傳授。
在具體的任務(wù)設(shè)計(jì)上，作為前任務(wù)，教師可以事先引導(dǎo)學(xué)生對(duì)即將學(xué)習(xí)的作品的主題進(jìn)行了解，可以搜集一些主題相近的中文作品進(jìn)行閱讀，這樣在閱讀英文作品時(shí)有一比和參照，從而產(chǎn)生深刻的理解和共鳴。這個(gè)階段教師可以布置一些類(lèi)型簡(jiǎn)單的任務(wù)，比如說(shuō)，列舉型和整理型任務(wù)�！叭蝿�(wù)環(huán)”階段教師可以讓學(xué)生在課堂上發(fā)表自己的觀點(diǎn)和意見(jiàn)，任務(wù)難度可以適當(dāng)提升，比如比較型任務(wù)和解決問(wèn)題的任務(wù)。“后任務(wù)”階段，教師可以采用分享個(gè)人經(jīng)歷型和創(chuàng)新型任務(wù)，可以鼓勵(lì)學(xué)生寫(xiě)出一些意境豐富的短詩(shī)、小作品、寫(xiě)讀書(shū)筆記，讀后感，并給他們創(chuàng)造在課堂上當(dāng)眾朗誦的機(jī)會(huì)，還可以鼓勵(lì)學(xué)生通過(guò)網(wǎng)絡(luò)檢索對(duì)于作品的評(píng)論，在此基礎(chǔ)上寫(xiě)出自己的補(bǔ)充性評(píng)論，總之，教師要通過(guò)“任務(wù)”加強(qiáng)“輸入”，也要通過(guò)“任務(wù)”給學(xué)生的“輸出”創(chuàng)造條件，在這個(gè)過(guò)程中，充分幫助學(xué)生發(fā)揮學(xué)生學(xué)習(xí)的積極性和自主性，同時(shí)充分發(fā)揮自己的指導(dǎo)作用。
（四）任務(wù)型教學(xué)法在英美文學(xué)課程評(píng)價(jià)體系中的落實(shí)。
按照任務(wù)型教學(xué)的要求設(shè)置科學(xué)的評(píng)價(jià)體系。評(píng)價(jià)體系與教學(xué)模式是一一對(duì)應(yīng)的，單一的評(píng)價(jià)體系必然導(dǎo)致單一的教學(xué)模式，而多元的評(píng)價(jià)體系必然帶來(lái)多元的教學(xué)模式。與任務(wù)型教學(xué)相對(duì)應(yīng)的比較科學(xué)的評(píng)價(jià)形式是形成性評(píng)價(jià)。形成性評(píng)價(jià)是對(duì)學(xué)習(xí)者的動(dòng)態(tài)的、綜合的、過(guò)程式的評(píng)價(jià)，重視評(píng)價(jià)本身會(huì)帶來(lái)的教育功能和發(fā)展功能，在西方發(fā)達(dá)國(guó)家早已成為評(píng)價(jià)學(xué)習(xí)者學(xué)習(xí)情況的主要方式。目前我國(guó)也已經(jīng)認(rèn)識(shí)到原有教育評(píng)價(jià)方式的單一性和片面性，正在提倡形成性評(píng)價(jià)。英美文學(xué)課程旨在提高學(xué)生的人文素質(zhì)和對(duì)于語(yǔ)言的感悟能力，而不是考察學(xué)生的識(shí)記能力，也沒(méi)有一個(gè)量的指標(biāo)，因此，原有的單一的終結(jié)性評(píng)價(jià)模式并不適合這一課程，反而會(huì)對(duì)該課程的開(kāi)展起到消極作用，扼殺學(xué)生的學(xué)習(xí)興趣。所以應(yīng)該重視形成性評(píng)價(jià)在該課程評(píng)價(jià)體系中的積極作用。
具體運(yùn)用中采用師生共評(píng)、學(xué)生間互評(píng)的多元評(píng)價(jià)模式，將評(píng)價(jià)延伸到包括課堂外活動(dòng)的學(xué)習(xí)者的整個(gè)學(xué)習(xí)過(guò)程。任務(wù)型的英美文學(xué)課堂中需要學(xué)生積極的參與和表現(xiàn)，而教師因?yàn)橐浞职l(fā)揮引導(dǎo)和組織的作用所以很難顧及到所有學(xué)生的表現(xiàn)，這種情況下學(xué)生的自評(píng)和互評(píng)是一個(gè)很好的選擇。教師還可以組織學(xué)生進(jìn)行小組討論，對(duì)小組的整體表現(xiàn)做出評(píng)價(jià)，小組內(nèi)部成員的表現(xiàn)則可以交由學(xué)生自己評(píng)價(jià)。這種方式將任務(wù)落實(shí)到了每一個(gè)學(xué)生，兼顧了整體和個(gè)體的表現(xiàn)，而且有利于學(xué)生之間相互督促，從而有效提高學(xué)習(xí)的積極性和興趣。對(duì)于課外學(xué)習(xí)的評(píng)價(jià)，學(xué)生日常對(duì)文學(xué)作品閱讀的讀后感也可以采用學(xué)生間互評(píng)合的方式，這既增加了評(píng)價(jià)的客觀性，又有利于促進(jìn)學(xué)生之間的互相學(xué)習(xí)和帶動(dòng)。另外情況允許還可以組織一些相關(guān)的學(xué)生團(tuán)體活動(dòng)，比如說(shuō)莎士比亞戲劇團(tuán)、詩(shī)歌朗誦協(xié)會(huì)等，通過(guò)學(xué)生參與這些社團(tuán)的積極性和獲得的獎(jiǎng)項(xiàng)對(duì)學(xué)生做出綜合性的評(píng)價(jià)。
三、結(jié)束語(yǔ)。
在高校開(kāi)設(shè)針對(duì)非英語(yǔ)專(zhuān)業(yè)的英美文學(xué)課程不僅有助于提高廣大非英語(yǔ)專(zhuān)業(yè)學(xué)生對(duì)英語(yǔ)的感悟和運(yùn)用能力，而且有助于提高他們的跨文化交際能力、文學(xué)鑒賞能力等綜合語(yǔ)言能力。該課程的成功開(kāi)設(shè)有賴(lài)于傳統(tǒng)教學(xué)方法的改進(jìn)與完善。任務(wù)型教學(xué)法是一種先進(jìn)的教學(xué)方法，其在英美文學(xué)課程中的落實(shí)可以從三方面展開(kāi)，即教材的選定和完善，教師教學(xué)意識(shí)、方法和策略的改進(jìn)以及與之相適應(yīng)的科學(xué)的評(píng)價(jià)體系的建立。實(shí)踐證明，任務(wù)型教學(xué)法是非常有效的語(yǔ)言教學(xué)策略，將它充分拓展從而運(yùn)用到英美文學(xué)課程教學(xué)中去，必定會(huì)對(duì)當(dāng)前的大學(xué)英語(yǔ)教學(xué)改革和大學(xué)生的語(yǔ)言及文化素質(zhì)的提高起到積極的促進(jìn)作用。
英語(yǔ)美文非英語(yǔ)專(zhuān)業(yè)8
Your Sense of Taste
Taste is one of our five senses. The others are hearing, sight, touch, and smell. You hear with your ears, you see with your eyes, and you taste things with your tongue.
On your tongue, you have groups of tiny taste buds. Taste buds send information about food to your brain. You have a lot of taste buds, maybe even 10 000! People don't have the same number of them. Women often have more taste buds than men.
Because of your taste buds, foods like ice cream and bananas taste sweet. French fries, cheese, and ocean water taste salty. Lemons have a sour taste, and coffee is bitter. We all know about these four main tastes: sweet, salty, sour and bitter.
Why does a sense of taste matter? For one thing, it helps people decide on safe things to eat. And of course, thanks to your sense of taste, you can enjoy all your favourite foods.
英語(yǔ)美文非英語(yǔ)專(zhuān)業(yè)9
Folklore -- Stories of Cultures
Folklore is the study of culture and history that is passed on through oral literature. The word "oral" means relating to the mouth, especially the spoken word. Oral literature includes stories, poems, and songs that are passed on by word of mouth. They are passed between family members and residents of villages, and from one generation to the next. Before written language and books, and long before computers, people passed information orally -- by telling stories and singing songs. In some parts of the world, the oral tradition is still the primary way of communication.
There are many different purposes of these songs and stories. Some stories and songs taught religious beliefs; others celebrated romance and the triumph of good over evil. Still others gave important moral lessons, especially to children. Many of these stories contained supernatural elements like fairies, witches and magic spells.
英語(yǔ)美文非英語(yǔ)專(zhuān)業(yè)10
Be Happy!
“The days that make us happy make us wise.”----John Masefield
When I first read this line by England’s Poet Laureate, it startled me. What did Masefield mean? Without thinking about it much, I had always assumed that the opposite was true. But his sober assurance was arresting. I could not forget it.
Finally, I seemed to grasp his meaning and realized that here was a profound observation. The wisdom that makes happiness possible lies in clear perception, not fogged by anxiety nor dimmed by despair and boredom, and without the blind spots caused by fear.
Active happiness---not mere satisfaction or contentment ---often comes suddenly, like an April shower or the unfolding of a bud. Then you discover what kind of wisdom has accompanied it. The grass is greener; bird songs are sweeter; the shortcomings of your friends are more understandable and more forgivable. Happiness is like a pair of eyeglasses correcting your spiritual vision.
Nor are the insights of happiness limited to what is near around you. Unhappy, with your thoughts turned in upon your emotional woes, your vision is cut short as though by a wall.
英語(yǔ)美文非英語(yǔ)專(zhuān)業(yè)11
Slow Food
Italians know and love good food. It's at the heart of their culture. They don't like to rush through their meals, either.
In 1986, something happened in Italy. A McDonald's opened in Rome. Many Italians were surprised and angry. They thought, "This is an attack on Italian culture!" one man, Carl Petrini, decided to fight back. "Fast food is the enemy," he said. He started a group called Slow Food. Today about 80 000 people from over 100 countries belong to the group. It began as a humorous but determined attempt to preserve Italian foods and support small restaurants from the pressures of international fast food companies. It has grown into an international movement to preserve local foods and culinary traditions and to conserve agricultural biodiversity.
Fast food is reaching more and more parts of the world. But Slow Food is getting its message to more and more people, too.
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