第一篇：淺談財(cái)會(huì)教學(xué)的步驟及其教學(xué)成果實(shí)現(xiàn)

淺談財(cái)會(huì)教學(xué)的步驟及其教學(xué)成果實(shí)現(xiàn)

摘 要：隨著社會(huì)會(huì)計(jì)培訓(xùn)機(jī)構(gòu)的興起，會(huì)計(jì)類專業(yè)人才數(shù)量不斷激增，也給中職院校財(cái)會(huì)專業(yè)畢業(yè)生的就業(yè)和擇業(yè)帶來(lái)了巨大的壓力。怎樣在激烈的競(jìng)爭(zhēng)中凸顯中職院校財(cái)會(huì)專業(yè)學(xué)生的專業(yè)優(yōu)勢(shì)是至關(guān)重要的，在鼓勵(lì)學(xué)生勤學(xué)苦讀的同時(shí)，學(xué)校在教學(xué)知識(shí)的系統(tǒng)性和專業(yè)性，以及教學(xué)方法的理論結(jié)合實(shí)踐方面也做出適當(dāng)?shù)恼{(diào)整和改變，力求讓中職院校的學(xué)生掌握實(shí)際財(cái)會(huì)工作的具體內(nèi)容和應(yīng)用細(xì)節(jié)，從而提高學(xué)生的就業(yè)率及競(jìng)爭(zhēng)力。

關(guān)鍵詞：財(cái)會(huì)教學(xué) 步驟 教學(xué)成果 實(shí)現(xiàn)

目前中職院校的財(cái)會(huì)教學(xué)盡管努力在教學(xué)方法方面改革和創(chuàng)新，但是改革及創(chuàng)新力度仍然跟不上經(jīng)濟(jì)社會(huì)的演變進(jìn)程，財(cái)會(huì)教學(xué)也沒能真正走出傳統(tǒng)教學(xué)套路，每年畢業(yè)的學(xué)生數(shù)量在逐年增加，但是能夠立即從事本專業(yè)工作的卻十分有限。究其原因，主要是由于學(xué)生理論知識(shí)盡管學(xué)的很寬，但是專業(yè)和精準(zhǔn)程度都普遍不高，缺乏實(shí)際操作技能。因此，為適應(yīng)經(jīng)濟(jì)社會(huì)對(duì)財(cái)會(huì)專業(yè)的就業(yè)新形勢(shì)的要求，改進(jìn)傳統(tǒng)財(cái)會(huì)職業(yè)教育的教學(xué)方法及教學(xué)模式已經(jīng)勢(shì)在必行。

1、財(cái)會(huì)基礎(chǔ)理論教學(xué)與課堂實(shí)踐運(yùn)用相結(jié)合中職院校的教學(xué)與普通中等院校的教學(xué)存在著本質(zhì)的區(qū)別，這種本質(zhì)的區(qū)別是教學(xué)側(cè)重點(diǎn)不同的主要因素，普通院校注重的是基礎(chǔ)知識(shí)的全面化普及，而中職院校教學(xué)重點(diǎn)在于各專業(yè)實(shí)際動(dòng)手操作能力的培養(yǎng)，而財(cái)會(huì)人員的工作性質(zhì)決定了這個(gè)工作崗位本身對(duì)于實(shí)際操作能力的要求很高，因此中職院校財(cái)會(huì)教學(xué)的基本點(diǎn)就要側(cè)重理論與實(shí)際相結(jié)合，不但注重書本上概念和理論的教學(xué)，更要聯(lián)系實(shí)踐，二者結(jié)合起來(lái)進(jìn)行講解。例如，會(huì)計(jì)核算的程序，從會(huì)計(jì)原始憑證的取得到憑證整理分類，又是怎樣運(yùn)用會(huì)計(jì)基礎(chǔ)中所學(xué)到的基本概念和方法來(lái)進(jìn)行操作。教師可以選取若干個(gè)有代表性的原始憑證樣本，在課堂上先講解原始憑證的概念，再將原始憑證樣本進(jìn)行一一展示，使學(xué)生能夠通過親眼所見的真實(shí)憑證或是仿真憑證來(lái)進(jìn)行理解書本上的概念。下一步編制會(huì)計(jì)憑證，教師首先要讓學(xué)生理解并熟記會(huì)計(jì)科目的分類及其具體科目，這樣在課堂上講到會(huì)計(jì)憑證的編制時(shí)，向?qū)W生展示會(huì)計(jì)憑證的空白樣本和根據(jù)一個(gè)原始憑證上的信息填制好的會(huì)計(jì)憑證，再將兩者放在一起進(jìn)行比較，將會(huì)計(jì)憑證空白樣本發(fā)給每個(gè)學(xué)生一張，展示一張新的原始憑證，讓學(xué)生通過之前的比較學(xué)習(xí)，親自動(dòng)手操作并編制會(huì)計(jì)憑證，學(xué)生編制完成后，教師再將正確的編制憑證向?qū)W生進(jìn)行展示和講解，通過這種理論聯(lián)系實(shí)踐的方法，指導(dǎo)學(xué)生更正錯(cuò)誤的概念理解，并找到正確的方法，從而可以親手將一個(gè)原始憑證上的會(huì)計(jì)信息整理并編制成一個(gè)完整且正確的會(huì)計(jì)憑證。這種方法的運(yùn)用最好配合多媒體的教學(xué)模式，這樣在展示和教學(xué)過程中可以提高教學(xué)的效率，進(jìn)而形成了既能提高教學(xué)成果又不會(huì)耽誤教學(xué)課時(shí)安排的進(jìn)度。

2、通過案例講解和分析提高學(xué)生綜合理解能力

案例教學(xué)的模式也是模擬教學(xué)模式中的一種，是指導(dǎo)學(xué)生將所學(xué)到的財(cái)會(huì)知識(shí)通過模擬演練的形式進(jìn)行綜合運(yùn)用，以測(cè)驗(yàn)學(xué)生對(duì)知識(shí)技能的實(shí)踐水平的重要方法，這種方法的側(cè)重點(diǎn)在于培養(yǎng)學(xué)生的實(shí)際分析及解決財(cái)會(huì)問題的能力。采用案例教學(xué)的具體方法，可以將學(xué)生分成幾個(gè)不同的小組，每個(gè)小組給予相同的題目進(jìn)行分析和討論，讓每個(gè)小組的學(xué)生針對(duì)同一個(gè)問題進(jìn)行研討，并作出總結(jié)報(bào)告，教師再對(duì)每個(gè)小組的研討結(jié)論進(jìn)行點(diǎn)評(píng)，找到學(xué)生結(jié)論中存在的漏洞，針對(duì)漏洞出現(xiàn)的原因進(jìn)行深入講解，讓學(xué)生通過實(shí)踐理解企業(yè)財(cái)會(huì)工作中的實(shí)際問題和解決方法，從而達(dá)到提升學(xué)生綜合理解問題及掌握有效方法和途徑解決問題的作用。另外，教師可以再教學(xué)中采用企業(yè)實(shí)際發(fā)生的經(jīng)濟(jì)業(yè)務(wù)作為基礎(chǔ)案例進(jìn)行仿真場(chǎng)景的營(yíng)造，并配備相關(guān)的帳、證、表等實(shí)物，讓學(xué)生分別從業(yè)務(wù)員的角度、單位負(fù)責(zé)人的角度以及出納、會(huì)計(jì)等角度來(lái)進(jìn)行實(shí)際業(yè)務(wù)流程的操作。通過對(duì)產(chǎn)品進(jìn)出庫(kù)憑證的處理、到出納涉及的進(jìn)出賬目結(jié)算、企業(yè)材料涉及的成本如何核算、以及產(chǎn)生的利潤(rùn)該怎樣分配等等，只要是企業(yè)會(huì)計(jì)工作相關(guān)的流程和實(shí)務(wù)工作都進(jìn)行一定的模擬訓(xùn)練，使學(xué)生在課堂上就對(duì)將來(lái)工作時(shí)的崗位責(zé)任和工作流程有個(gè)明確的認(rèn)識(shí)和了解，并通過會(huì)計(jì)職業(yè)道德的滲透和監(jiān)督職能的要求的貫徹，使學(xué)生認(rèn)識(shí)并掌握會(huì)計(jì)各相關(guān)崗位的職能和業(yè)務(wù)流程，從而起到消除理論和實(shí)踐之間的斷層的作用。

3、增強(qiáng)教學(xué)務(wù)實(shí)性并組織學(xué)生深入社會(huì)實(shí)踐

目前我國(guó)許多企業(yè)財(cái)會(huì)人員的分工并不是十分細(xì)致，有的企業(yè)將財(cái)會(huì)人員分為成本會(huì)計(jì)、總辦會(huì)計(jì)、稅務(wù)會(huì)計(jì)等，但有的企業(yè)的會(huì)計(jì)就要包攬所有的工作，這對(duì)學(xué)生綜合能力提出了更高層次的要求，那就是學(xué)生不但要掌握好會(huì)計(jì)職能的基本要求，同時(shí)還要學(xué)會(huì)如何報(bào)稅、如何與工商、銀行等與財(cái)會(huì)相關(guān)的機(jī)構(gòu)打交道。教師針對(duì)這些問題，可以通過模擬實(shí)務(wù)教學(xué)的形式，將會(huì)計(jì)理論教學(xué)與模擬實(shí)驗(yàn)結(jié)合起來(lái)用以提高學(xué)生的綜合職業(yè)素養(yǎng)，搜集一些現(xiàn)實(shí)工作當(dāng)中涉及的政府職能部門的工作流程、企業(yè)會(huì)計(jì)的要求等相關(guān)的案例材料，讓學(xué)生進(jìn)行分析和學(xué)習(xí)，使學(xué)生在腦海中形成一個(gè)系統(tǒng)的畫面，便于學(xué)生將理論知識(shí)與實(shí)際案例進(jìn)行融會(huì)貫通，從而提升學(xué)生工作應(yīng)用能力。這種教學(xué)模式不但有利于學(xué)生對(duì)理論知識(shí)的全面理解，還鍛煉了學(xué)生思考和解決問題的能力，同時(shí)還能培養(yǎng)學(xué)生的團(tuán)隊(duì)協(xié)作能力，使學(xué)生在將來(lái)的工作中占據(jù)主動(dòng)，在處理復(fù)雜多變的實(shí)務(wù)工作時(shí)更加得心應(yīng)手。這種教學(xué)模式既提升了教學(xué)成果，也為學(xué)生將來(lái)的職業(yè)發(fā)展奠定了基礎(chǔ)。對(duì)于即將進(jìn)入實(shí)習(xí)期的學(xué)生，教師應(yīng)給予學(xué)生更多的精神支持，鼓勵(lì)學(xué)生積極地參與社會(huì)實(shí)踐活動(dòng)，通過了解社會(huì)和參與實(shí)踐，培養(yǎng)實(shí)際工作應(yīng)用能力，為將來(lái)的就業(yè)打下堅(jiān)實(shí)的基礎(chǔ)。通過中職院校教師們的不懈努力，一定可以培養(yǎng)出一批又一批適應(yīng)職業(yè)發(fā)展需要，有技能有文化有素養(yǎng)的財(cái)會(huì)實(shí)用型人才。

參考文獻(xiàn)：

[1]石愛華.財(cái)會(huì)教學(xué)中如何實(shí)施創(chuàng)新教學(xué)[J].中國(guó)體衛(wèi)藝教育，2011（2）.[2]陳瓊.中職財(cái)會(huì)實(shí)踐教學(xué)的問題及其對(duì)策[J].職業(yè)，2011（6）.[3]付鮮艷.中職財(cái)會(huì)專業(yè)教學(xué)改革初探[J].科學(xué)咨詢，2011（7）.

第二篇：成語(yǔ)故事教學(xué)步驟

成語(yǔ)故事

一、千字文

女慕貞潔 男效才良 知過必改 得能莫忘 罔談彼短 靡恃己長(zhǎng)信使可復(fù) 器欲難量 墨悲絲染 詩(shī)贊羔羊

二、巧記成語(yǔ)

最瘦的人——瘦骨嶙峋最大的嘴——?dú)馔躺胶?/p>

最高的人——頂天立地最大的聲響——驚天動(dòng)地

最有學(xué)問的人——學(xué)富五年最好的年份——風(fēng)調(diào)雨順

最年輕的老人——鶴發(fā)童顏?zhàn)罱Y(jié)實(shí)的墻——銅墻鐵壁

諺語(yǔ)

三、怎樣對(duì)成語(yǔ)故事進(jìn)行分類呢？

內(nèi)容上分類：

1、寓言故事成語(yǔ)：畫蛇添足、濫竽充數(shù)等。

2、歷史故事成語(yǔ)：望梅止渴、紙上談兵等。

3、神話故事成語(yǔ)：精衛(wèi)填海、夸父追日等。

字?jǐn)?shù)上分類：

四字成語(yǔ)故事居多。如：三顧茅廬、驚弓之鳥等。

三字成語(yǔ)故事。如：下馬威、東道主等。

五字成語(yǔ)故事。如：廬山真面目、十八般武藝等。

六字成語(yǔ)故事：如：上氣不接下氣等。

四、例文

八仙過海

1、這個(gè)成語(yǔ)故事是個(gè)（神話）故事。

2、八仙過海比喻各自有一套辦法或本領(lǐng)去完成任務(wù)。

望梅止渴

1、這個(gè)成語(yǔ)故事是個(gè)（歷史）故事。

2、望梅止渴這個(gè)成語(yǔ)說(shuō)明（用空想安慰自己或他人。）

買櫝還珠

1、這個(gè)成語(yǔ)故事是個(gè)（寓言）故事。

2、這個(gè)故事告訴我們：不要做目光短淺,取舍不當(dāng)?shù)娜?/p>

五、讀寫鏈接

1.選擇兩個(gè)或者三個(gè)成語(yǔ)，讓學(xué)生了解掌握其意義。

2.創(chuàng)編一個(gè)成語(yǔ)故事，可以是現(xiàn)代社會(huì)發(fā)生的或者身邊發(fā)生的事。

3.要求不改變成語(yǔ)原意，大膽想象，故事完整。注意有細(xì)節(jié)描寫。

第三篇：教學(xué)實(shí)施步驟

教學(xué)實(shí)施步驟：

一、確定項(xiàng)目目標(biāo)，提出工作任務(wù)

（1）任務(wù)提出：教師展示任務(wù)及加工后任務(wù)成品，提出總體目標(biāo)。（2）總體目標(biāo)分解成若干子任務(wù)：

1.熟悉和掌握數(shù)控車床切削加工工藝及編制加工工藝過程卡 2.掌握數(shù)控車床切削加工零件的程序編制

3.掌握數(shù)控車床操作及加工調(diào)試及數(shù)控車床操作

4.復(fù)習(xí)數(shù)控車床的幾個(gè)復(fù)合指令格式，畫出復(fù)合切削路徑并注解

（3）人員分組。根據(jù)學(xué)生性別、掌握專業(yè)知識(shí)的程度、個(gè)人特質(zhì)，將不同層次的學(xué)生搭配分組，首先將本班學(xué)生分成六個(gè)小組，小組成員基數(shù)擬定為3-5人，由各小組成員討論決定各小組負(fù)責(zé)人。

二、計(jì)劃

學(xué)生針對(duì)該項(xiàng)目任務(wù)制訂一個(gè)工作計(jì)劃。教師根據(jù)需要給學(xué)生提供咨詢。工作計(jì)劃的內(nèi)容包括各個(gè)工作步驟介紹、小組安排、權(quán)責(zé)分配、時(shí)間安排等。制訂工作計(jì)劃有助于培養(yǎng)學(xué)生獨(dú)立設(shè)計(jì)項(xiàng)目實(shí)施的具體內(nèi)容和方法以及自主分配項(xiàng)目任務(wù)的能力。

三、決策

六個(gè)小組分別開展技術(shù)信息搜集，如刀具參數(shù)、加工手冊(cè)、使用說(shuō)明書等技術(shù)資料和工作任務(wù)調(diào)研。在此基礎(chǔ)上，各小組分別獨(dú)立地開展工作，首先各小組復(fù)熟悉和掌握數(shù)控車床切削加工工藝及編制加工工藝過程卡。然后制訂加工工藝過程卡和數(shù)控加工刀具卡片，形成各自的決策后，在大組內(nèi)進(jìn)行信息匯總，分析各小組的決策內(nèi)容，探討并調(diào)整，從而形成本大組的優(yōu)化方案。

四、執(zhí)行

以小組的形式，根據(jù)步驟3中確定的加工方案，編制數(shù)控加工程序，并將程序輸人斯 沃?jǐn)?shù)控仿真軟件，在仿真軟件下模擬機(jī)床的起動(dòng)與關(guān)閉、程序的輸入、工件的裝夾、刀具的選擇與安裝、對(duì)刀、空運(yùn)行、程序的調(diào)試、零件加工等操作過程，以提高實(shí)際操作數(shù)控車床的熟練程度，并提前預(yù)見在實(shí)際操作過程中可能出現(xiàn)的問題。最后由小組討論，并經(jīng)教師審核后，將調(diào)試好的程序拿到數(shù)控加工車間，實(shí)際操作加工。在實(shí)際加工過程中隨時(shí)將當(dāng)前結(jié)果與項(xiàng)目目標(biāo)進(jìn)行比較，并適時(shí)修改決策方案。

五、評(píng)價(jià)

評(píng)價(jià)分為兩個(gè)步驟。(1)成果匯報(bào)

匯報(bào)內(nèi)容包括任務(wù)分工，計(jì)劃與決策過程，重點(diǎn)匯報(bào)實(shí)施過程中加工質(zhì)量的控制與測(cè) 量方法，產(chǎn)品是否合格。(2)評(píng)價(jià)

評(píng)價(jià)形式包括小組自評(píng)、組間互評(píng)、組間交流、教師總結(jié)，內(nèi)容包括加工的檢驗(yàn)、項(xiàng)目過程中出現(xiàn)的錯(cuò)誤及解決的方法、成功之處等。

成績(jī)?cè)u(píng)定：成績(jī)?cè)u(píng)定分為三部分，第一部分是現(xiàn)場(chǎng)操作規(guī)范評(píng)分，由教師根據(jù)現(xiàn)場(chǎng)操 作給定，這部分占20%;第二部分是成果匯報(bào)得分，由其他各組及教師根據(jù)匯報(bào)情況給 定，這部分占20%;第三部分為項(xiàng)目結(jié)果得分，根據(jù)對(duì)項(xiàng)目執(zhí)行結(jié)果的檢驗(yàn)評(píng)定，這部分 占60%。

六、遷移

第四篇：高爾夫教學(xué)步驟

高爾夫教學(xué)步驟

1、擊球準(zhǔn)備

重心從腋下穿過膝蓋落到前腳掌上，最是最佳的檢查重心的方法。

可以看到埃爾斯的左肩比右肩高，但最重要的是脊柱與雙肩仍然是垂直的。

2、起桿位置

注意手的位置和與身體的距離。如果手太靠近身體則更可能出現(xiàn)由內(nèi)到外的揮桿軌跡，如果手與身體的距離太遠(yuǎn)則更可能出現(xiàn)由外向內(nèi)的揮桿軌跡。

注意手的位置，不要離身體太遠(yuǎn)，注意手臂與身體的關(guān)系。

3、上桿位置

注意此時(shí)雙手的位置在身體的正面，高度大概在胸口的位置。這個(gè)位置可以讓雙臂與身體保持好的連接，使身體力量更好的傳導(dǎo)到桿頭。

此時(shí)球桿在方框內(nèi)非常重要，保持手腕靈活，這是獲得桿頭速度的重要因素。如果手腕很難做出這樣動(dòng)作，需要重新檢查握桿。

4、頂點(diǎn)位置

紅圈是頭的位置，大家關(guān)注最多的一個(gè)點(diǎn)。紅線是臀部的位置，這條線在揮桿中尤為重要，從后側(cè)觀察臀部應(yīng)該一直沒有離開這條線，當(dāng)臀部離開這條線時(shí)，說(shuō)明身體比擊球準(zhǔn)備是更靠近球了，容易出現(xiàn)“相克”的失誤，為了彌補(bǔ)這個(gè)錯(cuò)誤經(jīng)常會(huì)做出向上蹬地并抬高左肩的動(dòng)作，同時(shí)伴隨著手臂的左拉動(dòng)作，因?yàn)樯眢w被卡住無(wú)法轉(zhuǎn)動(dòng)。

藍(lán)圈是手在頂點(diǎn)時(shí)的位置，請(qǐng)注意看手與雙臂的關(guān)系兩條藍(lán)線，藍(lán)圈應(yīng)該在兩條藍(lán)線中間，這時(shí)手臂仍保持與身體的關(guān)系。

他的脊柱角度與擊球準(zhǔn)備時(shí)相同，這時(shí)如果脊柱與地面垂直了則說(shuō)明脊柱發(fā)生了逆轉(zhuǎn)，改變了脊柱角度。右髖的位置也沒有發(fā)生改變，初學(xué)者常見的錯(cuò)誤是右髖向右側(cè)側(cè)移超出黃線，這會(huì)讓揮桿變得極其不穩(wěn)定并且損失距離。

5、下桿位置

此時(shí)可以明顯的看到埃爾斯的髖部轉(zhuǎn)動(dòng)非常主動(dòng)，并且保持著髖與肩膀的扭力。

身體帶動(dòng)下桿，球桿與手臂的角度仍然保持。

6、釋放位置

注意黃圈手的位置，請(qǐng)與起桿位置聯(lián)想在一起。雙手回到起桿位置保證了方正的桿頭軌跡。大多數(shù)由外向內(nèi)的揮桿此時(shí)手與身體的距離都更遠(yuǎn)。球桿的位置在兩只小臂之間，幾乎與平行線平行。

開始釋放手腕角度以獲得更多的桿頭速度。

7、擊球位置

此時(shí)我們可以看到埃爾斯兩塊臀部，髖部與肩膀的扭力仍然存在。注意看手臂與球桿的角度，很多業(yè)余球友都認(rèn)為此時(shí)手臂和球桿是一條直線，其實(shí)這個(gè)角度可以讓我們獲得更多的桿頭速度。

這一刻是真理產(chǎn)生的瞬間，可以看到埃爾斯的左肩、左髖、手、桿頭在一條直線上。

8、送桿位置

注意埃爾斯的頭部保持的很好。

注意手的位置和身體的關(guān)系，與起桿位置聯(lián)想在一起。注意左髖以及左腿和黃線的關(guān)系，好的送桿來(lái)自于身體的充分轉(zhuǎn)動(dòng)而非手臂向目標(biāo)方向的揮動(dòng)。

9、前揮位置

注意球桿前揮的平面，與上桿時(shí)的平面聯(lián)想在一起。

注意埃爾斯的頭部仍然保持的很好，身體充分轉(zhuǎn)動(dòng)，手臂自然揮起。

10、收桿位置

注意綠圈重心的位置更靠近左腳的后腳跟。收桿的角度或者有沒有收桿已經(jīng)與球的飛行結(jié)果沒有關(guān)系，不需要過于刻意的追求。

釋放身體角度，頭部在這時(shí)隨身體自然抬高。很多業(yè)余球友對(duì)“死不抬頭”的理解是此時(shí)仍不抬頭。“死不抬頭”止于前揮位置。如果您熱愛打高爾夫，正計(jì)劃學(xué)打高爾夫，希望找到專業(yè)靠譜的高球生活指南 及志同道合的高球伙伴，誠(chéng)意邀請(qǐng)您關(guān)注——

全國(guó)領(lǐng)先+專業(yè)權(quán)威的高爾夫微信平臺(tái)： 「高爾夫教學(xué)」

第五篇：語(yǔ)言學(xué)教學(xué)步驟

來(lái)源：《英語(yǔ)語(yǔ)言學(xué)概論》課程組

發(fā)布時(shí)間：2007-5-6 21:42:00 已經(jīng)閱讀293次

Lecture one Chapter 1 Introduction

I.Objectives: Ss are to know the following from this lecture

1.What linguistics is

2.The scope of linguistics

3.Some important distinctions in linguistics

II.Procedures

A.Get to know each other(5’)

B.Introduce the book as well as the authors(10’)C.Requirements and evaluation of the course(5’)D.New Contents:

1.What linguistics is(20’)

2.The scope of linguistics(25’)

(1)The core of linguistics:

a.Phonetics

b.Phonology

c.Morphology

d.Syntax

e.Semantics

f.Pragmatics

(2)Interdisciplinary branches of linguistic study

a.Scociolinguistics

b.Psycholinguistics

c.Applied Linguistics

3.Some important distinctions in linguistics(23’)

(1)prescriptive vs.descriptive

(2)synchronic vs.diachronic

(3)speech vs.writing

E.Home work(2’)

(1)Qs 1-5(Pp.7-9)(oral)

(2)Gather information about Saussure and Chomsky

(3)Prepare the rest of 1.1.3

Lecture 2

Chapter 1 Introduction

I.Objectives: Ss are to know the following from this lecture

1.other important distinctions in linguistics

2.The definition of language

3.Some functions of language II.Procedures

A.Review questions(15’):

1.How do you understand that “l(fā)inguistics is the scientific study of language”?

2.What's the difference between phonetics and phonology?

3.What's the difference between semantics and pragmatics?

4.Why is speech considered as the primary medium of human language?

B.New Contents:

1.other important distinctions in linguistics(25’):

(4)Langue Vs.Parole

(5)Competence Vs.performance

(6)Traditional grammar Vs.modern linguistics

2.The definition of language(15'):

a.The definition

b.How to understand the definition

3.Some of the functions of language(33'):

a.Informative

b.Interrogative

c.Interpersonal

d.Performative

e.Directive

f.Emotive

g.Expressive

h.Phatic

i.Recreational

j.Metalingual

C.Home work(2’)

1.Pp.12 6(written)

2.Prepare the rest of the chapter.Lecture 3

Chapter 1 Introduction

I.Objectives: Ss are to know the following from this lecture

1.Some design features of language

2.Some theories as to the origin of language II.Procedures

A.Review questions(15’):

1.What’s the difference between langue and parole?

2.What’s the difference between competence and performance?

3.What’s the difference between the distinction of langue Vs.parole and that of competence Vs.performance?

4.Please name and explain with examples some functions of language.B.New Contents:

1.Five design features of language(25’):

a.Arbitrariness

b.Productivity

c.Displacement

d.Duality

e.Cultural transmission

2.Some theories as to the origin of language(15):

a.The Divine-Origin Theory

b.The Invention Theory:

1.The Bow-wow theory

2.The Pooh-pooh theory

3.The “Yo-he-ho” theory

4.The Ding-dong theory

c.the evolutionary theory

1.Children are born with both thought and language.2.The development of the physical apparatus for speech.3.It is labor that created the necessity for language.C.Home work(2’)

1.P.12, Q8(oral)

2.Prepare 2.1&2.2.Lecture 4 Chapter 2 Phonology

I.Objectives: Ss are to know the following from this lecture

1.The phonic medium of language

2.The branches of phonetics

3.Organs of speech

4.Orthographic representation of speech sounds

5.Classification of English speech sounds II.Procedures

A.Review questions(10’):

Give examples to show the following features that make human language different from animal communication system:

1.Arbitrariness

2.Productivity

3.Duality

4.Displacement

5.Cultural transmission

B.New Contents:

1.The concept of phonic medium of language and speech sounds(10’)

a.The phonic medium of language

b.Speech sounds

2.Three branches of phonetics(10’):

a.articulatory phonetics

b.acoustic phonetics

c.auditory phonetics

3.Organs of speech(15’)

a.the pharyngeal cavity

b.the oral cavity

c.the nasal cavity

4.Classification of English speech sounds(43)

a.consonants Vs.vowels

b.Consonants

c.vowels

C.Home work(2’)

1.P.31: 2-5(oral)

2.P.31: 6(written)

3.Prepare 2.3: Phonology

Lecture 5 Chapter 2 2.3 Phonology

I.Objectives: Ss are to know the following from this lecture

1.The differences between phonology and phonetics

2.The concepts of phone, phoneme, allophone, phonemic contrast, complementary distribution, and minimal pair

3.Some rules in phonology

4.Some suprasegmental features II.Procedures

A.Review questions(10’):

1.In what ways can English consonants be classified?

2.In what ways can English vowels be classified?

B.New Contents:

1.Phonology and Phonetics(10’)

a.Phonology

b.Differences between Phonology and Phonetics

2.Phone, Phoneme, and Allophone(15’):

a.Phone

b.Phoneme

c.Allophone

3.Phonemic contrast, complementary distribution, and minimal pair(20’)

a.Phonemic contrast

b.complementary distribution

c.minimal pair

d.Minimal set

4.Some rules in phonology(15’)

a.Sequential rules

b.Assimilation rule

c.Deletion rule

5.Suprasegmental features(18’)

a.Stress

b.Tone

c.Intonation

C.Home work(2’)

1.Review

2.P.31: 7-10(oral)

3.Prepare Chapter 3

Lecture 6

Chapter 3 Morphology

I.Objectives

Ss are to know the following through this lecture:

1.Types of Morphemes a.Prefix/suffix

b.Free/bound c.Derivational morpheme/inflectional morpheme 2.English word formation a.derivation b.compound II.Procedures

A.Review question s(10’)

1.How are English consonants classified? 2.How are English Vowels classified?

B.New Contents(77’)

1.definition 2.types of Morphemes a.Prefix/suffix b.Free/bound c.Derivational morpheme/inflectional morpheme 3.English word formation a.derivation b.compound a)grammatical category b).stress c).meaning 4.contrast between English and Chinese word formation

C.Summary(1’)

III.Home work(2’)

1.Review 2.Pp.40 Ex.1-4(oral)3.Prepare Chapter 5

Lecture 7

Chapter 5 Semantics(5.1-2)

I.Objectives: Ss are to know the following from this lecture

1.The scope of phonetics

2.A brief history of semantics

3.4 views concerning the study of meaning

4.Classification of meaning II.Procedures

A.Review questions(10’):

Q1.What’s the difference between phonetics and phonology?

Q2.Define the following terms:

a.phoneme

b.allophone

c.minimal pair

B.New Contents:

1.The scope of semantics(10’)

a.Definition

b.Scope

2.A brief history of semantics(10’): preparatory

a.etymological

b.structuralist

c.pluralist

3.4 views concerning the study of meaning(43’)

a.the naming theory

b.the conceptualist view

c.contextualism

d.behaviorism

4.Classification of meaning(15)

a.Grice's

b.Kitty's

c.Leech's

C.Home work(2’)

1.Review

2.Q1, Pp82.(oral)

3.Prepare 5.3: Lexical meaning

Lecture 8

Chapter 5 Semantics(5.3)

I.Objectives: Ss are to know the following from this lecture

1.The distinction between sense and reference

2.Major sense relations on the lexical level

a.synonymy

b.polysemy

c.homonymy

d.hyponymy

e.antonymy II.Procedures

A.Review question(10’):

What are the major views concerning the study of meaning?

B.New Contents:

1.Sense and reference(20’)

a.sense

b.reference

c.sense Vs.reference

2.Major sense relations on the lexical level(58’):

a.Synonymy

i.dialectal

ii.stylistic

iii.differing in their emotive or evaluative meaning

iv.collocational

v.semantically different

b.polysemy

c.homonymy

d.hyponymy

e.antonymy

i.gradable antonyms

ii.complementary antonyms

iii.relational opposites

C.Home work(2’)

1.Review

2.Qs 2-4, Pp82.(oral)

3.Prepare 5.4: Sense relations between sentences

Lecture 9

Chapter 5 Semantics(5.4/5.5)

I.Objectives: Ss are to know the following from this lecture

1.Major sense relations between sentences:

a.X is synonymous with Y

b.X is inconsistent with Y

c.X entails Y

d.X presupposes Y

e.X is a contradiction

f.X is semantically anomalous

2.Major presupposition triggers

II.Procedures

A.Review questions(10’):

1.What’s the difference between sense and reference?

2.What are the major sense relations on the lexical level? Explain.B.New Contents:

1.Major sense relations on the syntactic level(35’):

a.X is synonymous with Y

b.X is inconsistent with Y

c.X entails Y

d.X presupposes Y

A brief introduction of presupposition triggers

1)definite descriptions

2)factive verbs

3)implicative verbs

4)change of state verbs

5)iteratives

6)verbs of judging

7)adverbial clauses of time

8)cleft sentences

9)structures and expressions indicating comparison

10)counterfactual conditionals

11)non-restrictive attributive clauses

12)questions

e.X is a contradiction

f.X is semantically anomalous

2.Componential analysis(23’):

1.Definition

2.Examples

3.Classification of semantic features

4.Abstraction of semantic features

5.Strong Points

6.Weak Points

3.Predication analysis(20’)

1.Sentence Meaning

2.Grammatical meaning

3.Selection Restriction

4.Predication Analysis

5.Examples

6.More Examples

7.CA+PN

8.Strong points of formalization of meaning

9.Weak points of formalization of meaning

C.Home work(2’)

1.Review

2.P82: 2-5(written)

3.Prepare 6: Pragmatics

Lecture 10 Chapter 6 Pragmatics 6.1 Some Basic Notions

I.Objectives: Ss are to know the following from this lecture

1.definition of pragmatics

2.difference between pragmatics and semantics

3.context

4.difference between sentence meaning and utterance meaning

II.Procedures

A.Review question(10’):

1.Define the following 2 terms:

(1)Componential analysis

(2)Predication analysis

2.What does a predication consist of?

B.New Contents:

1.Definition(25’):

1.different definitons

2.common place

3.topics in pragmatics

4.origin and development of pragmatics

2.pragmatics vs.semantics(15’)

1.research methods

2.scope

3.key in the distinction

3.Context(15’)

1.definiton

2.cognitive context

3.importance of context

4.examples

4.Sentence meaning vs.utterance meaning(23’)

1.Sentence vs.utterance

2.sentence meaning vs.utterance meaning

3.examples

4.more examples

C.Home work(2’)

1.Review

2.Pp.94: Ex.1-3(oral)

3.Prepare 6.2

Lecture 11 Chapter 6 Pragmatics 6.2 Speech Act Theory

I.Objectives: Ss are to know the following from this lecture

1.Austin’s model of speech acts

2.Searle’s classification of speech acts

3.Speech act theory and indirectness of speech

II.Procedures

A.Review question(15’):

1.What’s the difference between pragmatics and semantics?

2.What’s the difference between sentence meaning and utterance meaning?

? 3.Try to think of contexts in which the following sentence can be used for other purposes than just stating a fact: ?

“The final examination is drawing near.”

B.New Contents:

1.Austin’s model of speech acts

(35’)

1.Origin of the theory

2.Examples of performatives

3.Main idea

4.Felicity/Happiness conditions

5.Grammatical and lexical criteria

6.Counter examples

7.More counter examples

8.Cancellation of the distinction

9.Development of the theory

10.“Three act” model

11.Example

12.Austin’s classification of IA

13.Austin’s Place

2.Searle’s classification of speech acts(25’)

1.Criteria for the classification

2.5/6 types of IA

3.Speech act theory and indirect speech(13’)

1.Indirectness of speech

2.Examples

3.Speech act theory and indirect speech

C.Home work(2’)?

1.Review ? 2.Pp.94: Ex.4-6(oral)? 3.Prepare 6.3

Lecture 12 Chapter 6 Pragmatics 6.3 Principle of Conversation

I.Objectives

Ss are to know the following through this lecture:

1.The main ideas of CP 2.The flouting of the maxims and conversational implicature 3.The flouting of the maxims and rhetoric 4.Development of CP II.Procedures

A.Review questions(10’)

1.According to Austin, what are the three acts a person is possibly performing while making an utterance.Explain with the following example: “Oh!What nice apples!”

2.Explain with examples the five types of illocutionary act classified by Searle:(1)representatives

(2)directives

(3)commissives(4)expressives(5)declarations

B.New Contents:

1.CP Proper(25’)

1.Origin of the theory 2.Main idea 3.CP explained 4.The maxims

2.The flouting of the maxims and conversational implicature(35’)

1.Main idea 2.Examples 3.Exercises 4.More exercises 5.Features of conversational implicature

3.Flouting of the maxims and rhetoric(10’)

1.Main idea 2.Examples 3.More Example

4.Post-Gricean Developments(8’)1.Some weak points of CP 2.Post-Gricean developments

C.Summary(1’)

III.Home work(1’)

1.Review 2.Pp.94: Ex.7(written)

3.Prepare Chapter 7

Lecture 13

Chapter 7 Language Change

I.Objectives

Ss are to know the following through this lecture: 1.Changes at different levels of language a.sound b.grammar c.vocabulary 2.Recent change in normal English usage 3.Causes of language change

II.Procedures

A.Review question(10’)

What are the four maxims of the CP? Try to give your own examples to show how flouting of these maims gives rise to conversational implicature.B.New Contents(77’)

1.Sound change 2.morphological and syntactic change a.change in “agreement” rule

b.change in negation rule c.process of simplification d.loss of inflections 3.Vocabulary change a.addition of new words b.loss of words c.changes in the meaning of words 4.Some recent trends

1).Moving towards greater informality 2).The influence of American English 3).The influence of science and technology

a.space travel b.computer and internet language

c.ecology 5.Causes of language change 1).The rapid development of science and technology 2).Social and political changes and political needs 3).The way children acquire the language 4).Economy of memory 5).The desire to be intelligible

C.Summary(1’)

III.Home work(2’)

1.Review 2.Pp.109: 1-8(oral)3.Prepare Chapter 8(1-2)

Lecture 14

Chapter 8 Language and Society(8.1-8.2)

I.Objectives

Ss are to know the following through this lecture: 1.The scope of sociolinguistics a.The relatedness between language and society b.Speech community and speech variety c.Two approaches to sociolinguistic studies 2.Varieties of language a.dialectal varieties

b.register c.degree of formality II.Procedures

A.Review question(20’)

1.Define the following 4 terms: 1)bound morpheme 2)free morpheme 3)derivational morpheme 4)inflectional morpheme

2.List as many as possible methods for the addition of new words.3.What are the 3 processes for semantic change of words?

B.New Contents(67’)

1.The scope of sociolinguistics a.The relatedness between language and society b.Speech community and speech variety c.Two approaches to sociolinguistic studies 2.Varieties of language a.dialectal varieties 1).regional dialect 2).sociolect 3).language and gender 4).language and age 5).idiolect 6).ethnic dialect b.register c.degree of formality

C.Summary(1’)

III.Home work(2’)

1.Review 2.Pp.126 Ex.1-6(oral)3.Prepare Chapter 8(3-5)

Lecture 15

Chapter 8 Language and Society(8.3-8.5)

I.Objectives

Ss are to know the following through this lecture: 1.standard dialect 2.pidgin and Creole 3.bilingualism and diglossia

II.Procedures

A.Review question(15’)

1.What are the ways that language is related with society? 2.List as many dialectal varieties as possible.3.What are the three social variables that determine the register? What is each concerned with?

B.New Contents(72’)

1.standard dialect a.definition b.features 2.pidgin and Creole a.pidgin 1).definition 2).features b.Creole 1).definition 2).features 3.bilingualism and diglossia a.bilingualism b.diglossia

C.Summary(1’)

III.Home work(2’)

1.Review 2.Pp.126 Ex.7-8(oral)3.Prepare Chapter 9(1-4)

Lecture 16

Chapter 9 Language and Culture(9.1-4)

I.Objectives

Ss are to know the following through this lecture: 1.the scope of the study 2.what culture is 3.the relationship between language and culture 4.Sapir-Whorf hypothesis

II.Procedures

A.Review question(15’)Define the following 4 terms: 1.Pidgin 2.Creole 3.Bilingualism 4.diglossia

B.New Contents(72’)

1.the scope of the study a.language and culture b.language and thought 2.what culture is a.definition b.culture Vs.nature 3.the relationship between language and culture a.example b.specific relationships c.summary 4.Sapir-Whorf hypothesis a.definition b.weak version c.strong version d.comment

C.Summary(1’)

III.Home work(2’)

1.Review 2.Pp.141 Ex.1-2(oral)3.Prepare Chapter 9(5-8)

Lecture 17

Chapter 9 Language and Culture(9.5-9.8)

I.Objectives

Ss are to know the following through this lecture:

1.linguistic evident of cultural differences 2.significance of cultural teaching and learning 3.cultural overlap and diffusion 4.intercultural communication

II.Procedures

A.Review question(15’)

Define the term: Sapir-Whorf hypothesis

B.New Contents(72’)

1.linguistic evident of cultural differences a.greetings and terms of address b.thanks and compliments c.color word d.privacy and taboos e.rounding off numbers f.words and cultural-specific connotations g.cultural-related idioms, proverbs and metaphors 2.significance of cultural teaching and learning 3.cultural overlap and diffusion a.cultural imperialism b.linguistic imperialism c.linguistic nationalism 4.intercultural communication

C.Summary(1’)

III.Home work(2’)

1.Review 2.Pp.141: 3-6(oral)3.Get prepared for the exam