课程教案 课程名称:大学英语读写(第四册) 学时数:64 本章名称: Education 学时数:4 授课对象:全院非英语专业学生 授课学期:第三学期 授课教研室:外语系第一教研室 授课教师:外语系第一教研室全体教呃
课程教案 课程名称：大学英语读写（第四册） 学时数：64 本章名称： Education 学时数：4 授课对象：全院非英语专业学生 授课学期：第三学期 授课教研室：外语系第一教研室 授课教师：外语系第一教研室全体教师
Unit three Education 本章主要内容: Education 教学目的及要求: Learn some important new words and phrases Appreciate the passage in section A 教学重点: Comprehension the material in section A 教学方法及手段:1. Communicative method 2. Audio-lingual method 3. Grammar-translation method 教学时间:4学时 时间分配:1、开始部分:10-20分钟 2、教授课程:200分钟 3、内容小结:20分钟
Unit three Education 本章主要内容： Education 教学目的及要求：Learn some important new words and phrases. Appreciate the passage in section A 教学重点： Comprehension the material in section A 教学方法及手段：1. Communicative method 2. Audio-lingual method 3. Grammar-translation method 教学时间：4 学时 时间分配：1、开始部分：10-- 20 分钟 2、教授课程：200 分钟 3、内容小结：20分钟
EDUCATION your hope their potential Bie Jinqiu English Department Whict. 2004 武汉化学院 WWH.WHICTEDU,CN 2004-12
Bie Jinqiu English Department Whict,2004 2004-12 EDUCATION
your hope their potential Where Principles Come First ③武化玉学院 WWH, WHICT.EDU.CN 2004-12
Where Principles Come First 2004-12
Background information their potential The hyde school In 1966, Joseph W. Gauld founded the first hyde school in bath, Maine in response to a system of education which hebelieved was failing its children because of conflicting priorities. His search for a new approach in education led to a program that valued attitude over aptitude, effort over ability, and s character over talent. This emphasis creates a learning environment where students experience success with integrity, the kind of success that lasts a lifetime. The school helps students answer three questions: 1. Who am I? 2. Where am I going? 3. What do i need to do to get there?t Utica Location of Hyde school Hyde School . Utica e Hartford ● Manchester Eng Dept ● oston WHICT New York N Hartfo morristown New York s
Background information Eng Dept WHICT 2004 The Hyde School In 1966, Joseph W. Gauld founded the first Hyde School in Bath, Maine in response to a system of education which hebelieved was failing its children because of conflicting priorities. His search for a new approach in education led to a program that valued attitude over aptitude, effort over ability, and character over talent. This emphasis creates a learning environment where students experience success with integrity, the kind of success that lasts a lifetime. The school helps students answer three questions: 1.Who am I ? 2.Where am I going? 3.What do I need to do to get there? Location of Hyde school
Background information hyde is the national leader in family-based character education For more than 37 years the hyde schools in bath Maine, and Woodstock, Connecticut, have been helping students and families realize their potential .In recent years, there has been a heightened awareness of the importance of character development. Today, many parents, teachers, and leaders profess s that character development is important, that qualities like honesty, persistence, and compassion are prerequisites to lives of purpose and meaning. But, in today's results-driven culture, the element of character is seldom prioritized and often overlooked. However, at Hyde, it is woven through every aspect of a student' s educational experience, so that when she is learning math, playing _2 soccer, and performing in a play, there is an education taking place that extends well beyond a traditional education, one providing the kind of skills necessaryto face lifelong challenges with success . At Hyde, students often receive more than a glimpse of what they are capable of accomplishing, because a Hyde education is a whole education. It's not just? eng Dept about getting A's, high SAToscores, and athletic awards; it,'s about all of those WHICT things, plus becoming a person with character and confidence who is capable of reaching her fullest potential morristown e New York s
•Hyde is the national leader in family-based character education. For more than 37 years, the Hyde Schools in Bath, Maine, and Woodstock, Connecticut, have been helping students and families realize their potential. •In recent years, there has been a heightened awareness of the importance of character development. Today, many parents, teachers, and leaders profess that character development is important, that qualities like honesty, persistence, and compassion are prerequisites to lives of purpose and meaning. But, in today’s results-driven culture, the element of character is seldom prioritized and often overlooked. However, at Hyde, it is woven through every aspect of a student’s educational experience, so that when she is learning math, playing soccer, and performing in a play, there is an education taking place that extends well beyond a traditional education, one providing the kind of skills necessary to face lifelong challenges with success. •At Hyde, students often receive more than a glimpse of what they are capable of accomplishing, because a Hyde education is a whole education. It’s not just about getting A’s, high SAT scores, and athletic awards; it’s about all of those things, plus becoming a person with character and confidence who is capable of reaching her fullest potential. Background information Eng Dept WHICT 2004
Background information Family-Based Character education Family Education at the Hyde Schools focuses on understanding ourselves, our family and the philosophy of the school. Parents and students are taught about the Hyde philosophy, including the Five Words and the Five Principles upon which our community is based. We teach parenting excellence through the 10 Priorities, and parents and students learn tools for self-discovery Profound personal and family growth is contingent upon the commitment of all family members to focus on themselves-their attitudes and the role they play in holding the family back and pushing the family forward Every school year, parents along with their children, participate in two Family Weekends and one three-day Family Learning Center. Parents also participate in monthly regional meetings, and one regional retreat The regional meetings are for the purpose of teaching and helping parents understand the importance of their own growth in creating a character culture in the home. Parents will inspire their children when they model Eng De character on a daily basis take responsible risks, and share their truggles Hyde regional groups are the core of where this is taught and WHICT practiced by parents of Hyde students New York morristown New York s
Background information Eng Dept WHICT 2004 Family-Based Character Education Family Education at the Hyde Schools focuses on understanding ourselves, our family and the philosophy of the school. Parents and students are taught about the Hyde philosophy, including the Five Words and the Five Principles upon which our community is based. We teach parenting excellence through the 10 Priorities, and parents and students learn tools for self-discovery. Profound personal and family growth is contingent upon the commitment of all family members to focus on themselves–their attitudes and the role they play in holding the family back and pushing the family forward. Every school year, parents along with their children, participate in two Family Weekends and one three-day Family Learning Center. Parents also participate in monthly regional meetings, and one regional retreat. The regional meetings are for the purpose of teaching and helping parents understand the importance of their own growth in creating a character culture in the home. Parents will inspire their children when they model character on a daily basis, take responsible risks, and share their struggles. Hyde regional groups are the core of where this is taught and practiced by parents of Hyde students
Background information Why educate families and not just students? le believe that parents are the primary teachers and the home is the primary classroom. There are two things we have observed about character. 1. Character is inspired, not imparted We cannot pour it into our students or families. Rather, we can help them S draw it out of themselves and each other. Furthermore, we cannot expect to inspire our students with a do as I say not as I do"approach. As adults, we must develop and maintain our own character if we expect children to develop theirs. 2. Site Vs Context: influence the influencers We believe that it is necessary to make a difference in parents'lives if we are going to have any lasting influence on our students. Our Family Education Program offers up opportunities to influence the context of our students'lives. by context, we refer to those influences that exist beyond the walls of a classroom We have learned that good teaching can lose out over poor parenting, regardless of how either is defined eng Dept Thus, we include parents m their children's interviews, and ask them to WHICt make a commitment to fully participate in the character development for the entire family while their child is enrolled at Hyde
Eng Dept WHICT 2004 Background information We believe that parents are the primary teachers and the home is the primary classroom. There are two things we have observed about character: 1. Character is inspired, not imparted. We cannot pour it into our students or families. Rather, we can help them draw it out of themselves and each other. Furthermore, we cannot expect to inspire our students with a "do as I say not as I do" approach. As adults, we must develop and maintain our own character if we expect children to develop theirs. 2. Site Vs. Context: influence the influencers. We believe that it is necessary to make a difference in parents’ lives if we are going to have any lasting influence on our students. Our Family Education Program offers up opportunities to influence the context of our students’ lives. By context, we refer to those influences that exist beyond the walls of a classroom. We have learned that good teaching can lose out over poor parenting, regardless of how either is defined. Thus, we include parents in their children’s interviews, and ask them to make a commitment to fully participate in the character development for the entire family while their child is enrolled at Hyde. Why educate families and not just students?
Pre-Reading 1. What does the Hyde school see its main job as when educating children? 2. How does the Hyde School achieve this goal? Hyde School Utica 3. How important are the parents in Hyde's goal Bost in respect of children Eng Dept e Hartford WHICT New York N morristown New York s
Pre-Reading Eng Dept WHICT 2004 1.What does the Hyde School see its main job as when educating children? 2. How does the Hyde School achieve this goal? 3. How important are the parents in Hyde’s goal in respect of children?
your hope their potential Reading comprehension ③武化玉学院 2004-12
Reading comprehension 2004-12