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众所周知,外语能力是保证学生顺利掌握外语的重要因素之一。如今不用说服教师相信每个学生都具有独一无二的个性特征和有自己的心理发展史。“教学个性化”和“教学差异”的概念在教育理论中似乎占有牢固的地位,但对于学生个性的个别对待的方法作为教学的一种策略並未列入教学大纲,也无教材内容作保证。然而教师只能分别处理教学过程,因为忽视学生的个体差异实际上是不可能的。是什么东西把“能力”和“教学个性化”两个概念联系了起来呢? 我们先讨论“能力”的概念。捷普洛夫—苏联心理学界能力理论的奠基人之一,对该概念包含的三个特点描述如下:
As we all know, foreign language ability is one of the important factors to ensure that students can master foreign languages smoothly. Nowadays, there is no need to persuade teachers to believe that each student has unique personality traits and has his own history of psychological development. The concepts of “teaching personalization” and “teaching differences” seem to hold a firm place in educational theory, but the individual treatment of student personality as a teaching strategy is not included in the syllabus nor is the content of the material guaranteed . However, teachers can only deal with the teaching process separately, because it is virtually impossible to ignore individual differences among students. What connects the concepts of “ability” and “teaching personalization”? Let’s first discuss the concept of “ability”. Jpulov - one of the founders of the theory of abilities in Soviet psychology, described the three characteristics of the concept as follows: