多維教程.探索 教師用書

前言

　　在“科教興國(guó)”的基本方針指引下，我國(guó)的研究生教育有了蓬勃的發(fā)展。隨著各層次、各類型研究生教學(xué)的開(kāi)展，英語(yǔ)教學(xué)也面臨著越來(lái)越高的要求?！堆芯可⒄Z(yǔ)系列教程》就是為了適應(yīng)這一新的形勢(shì)而編寫的系統(tǒng)教材。　　《研究生英語(yǔ)系列教程》是以教育部（原國(guó)家教委）頒布的《非英語(yǔ)專業(yè)研究生英語(yǔ)教學(xué)大綱》為依據(jù)，根據(jù)我國(guó)研究生教學(xué)的實(shí)際情況和國(guó)家對(duì)2l世紀(jì)高級(jí)技術(shù)與管理人才的要求進(jìn)行編寫的。考慮到目前我國(guó)研究生層次多，其入學(xué)英語(yǔ)水平參差不齊，需要以不同水平為起點(diǎn)，因此本系列教程的編寫原則是：既從當(dāng)前研究生的實(shí)際水平出發(fā)，也力求滿足新世紀(jì)對(duì)高層次人才的期望；既重視培養(yǎng)學(xué)生扎實(shí)的語(yǔ)言技能，更注重提高其全面的應(yīng)用能力；既注意語(yǔ)言教育，更重視素質(zhì)教育?！　”鞠盗薪坛叹哂幸韵绿攸c(diǎn)：　　1．在編寫中注意吸收我國(guó)在長(zhǎng)期的研究生英語(yǔ)教學(xué)和教材編寫中積累的豐富經(jīng)驗(yàn)，同時(shí)充分采納國(guó)外的先進(jìn)教學(xué)理論和方法，力求有所繼承又有所創(chuàng)新，使本系列教程成為具有中國(guó)特色的新一代研究生英語(yǔ)教材?！　?．本系列教程統(tǒng)一設(shè)計(jì)，分工編寫，涵蓋了自研究生課程班學(xué)生、碩士生至博士生的全部教學(xué)過(guò)程。各個(gè)分冊(cè)目的明確，相互銜接，系統(tǒng)性強(qiáng)。由于我國(guó)研究生入學(xué)時(shí)的英語(yǔ)起點(diǎn)不一，對(duì)英語(yǔ)的教學(xué)目的和要求也不盡相同，因此各分冊(cè)又相對(duì)獨(dú)立，有利于在教學(xué)中根據(jù)學(xué)生的實(shí)際情況和水平靈活使用。既可以從第一冊(cè)開(kāi)始，也可以從后續(xù)教材開(kāi)始。可以使用全套教材，也可以針對(duì)本專業(yè)需要有所選擇地使用。　　3．研究生階段培養(yǎng)的是高層次的專業(yè)人才，其英語(yǔ)教材應(yīng)體現(xiàn)先進(jìn)性和學(xué)術(shù)性。本系列教程務(wù)求內(nèi)容新穎、知識(shí)性強(qiáng)，并且具有學(xué)術(shù)英語(yǔ)（Englishflor academicpurposes）的特點(diǎn)。同時(shí)，語(yǔ)言是交際工具，非英語(yǔ)專業(yè)研究生掌握英語(yǔ)的目的是為了進(jìn)行國(guó)際信息交流和從事各種涉外業(yè)務(wù)活動(dòng)，研究生英語(yǔ)教學(xué)也必須重視學(xué)以致用的原則。為此，本系列教程講求實(shí)用，選材廣泛，具有鮮明的時(shí)代特征。

內(nèi)容概要

本書是教育部“高等教育面向21世紀(jì)教學(xué)內(nèi)容和課程體系改革計(jì)劃”的研究成果，是面向21世紀(jì)課程教材和教育部“九五”規(guī)劃教材。本書是《研究生英語(yǔ)系列教程》基礎(chǔ)階段《多維教程·探索·教師用書》。全書不僅提供了學(xué)生用書中課文的背景材料．練習(xí)參考答案和課文參考譯文，而且還對(duì)課文知識(shí)點(diǎn)進(jìn)行了詳細(xì)的講解，提供了充足的例句。此外，全書提供了大量與課文主題相關(guān)的材料和文章，以供教師授課時(shí)選擇。    本書可供從事高等學(xué)校非英語(yǔ)專業(yè)研究生英語(yǔ)教學(xué)工作的教師備課之用，書中材料亦可作為高等學(xué)校非英語(yǔ)專業(yè)研究生的英語(yǔ)課外閱讀材料，供教師靈活選擇。

書籍目錄

Unit One     Travel LanguageUnit TWO      Lies and TruthUnit Three   Generation XUnit FOUR    SuccessUnit FIVE    Women, Men & MoneyUnit SIX     The Soul of A BusinessUnit SEven   To Err Is HumanUnit EIGHT   Throwing Away the KeyUnit Nine    OnBeing Black and Middle ClassUnit Ten      Depression and How to Beat ItUnit ELEVEN  The Japanese ChallengeUnit TWELVE On Friendship

章節(jié)摘錄

　　This makes traditionalists emphasize the enduring value of printed books, vetted as most are by editing. In many schools, however, libraries are fairly limited. I now volunteer at a San Francisco high school where the library shelves are so bare that I can see how the Internets ever-growing number of research documents, with all their short-comings, can sometimes be a blessing.　　Even computer enthusiasts give the Net tepid reviews."Most of the content of the Net is total garbage," Esther Dyson acknowledges. "But if you find one good thing you can use it a million times Kerr believes that Dyson is being unrealistic."If you find a useful site one day, it may not be there the next day, orthe information is different.Teachers are being asked to jump in and figure out if what they find on the Net is worthwhile.They dont have the skill or time to do that" Especially when students rely on the Intemets much-vaunted search so,ware. Although these tools deliver hundreds or .thousands of sources within seconds, students may not realize that search engines, and the Net itself, miss important information all the time.　　"We need less surfing in the schools, not more; David Gelernter, a professor of computer science at Yale, wrote last year in The Weekly Standard."Couldnt we teach them to use what theyve got before favoring them with three orders of magnitude more?" In my conversations with Larry Cuban, of Stanford, he argued, "Schooling is not about information. Its getting kids to think about information. Its about understanding and knowledge and wisdom"　　It may be what youngsters growing fascination with the Internet and other ways to use computers will distract from yet another of Clintons education priorities:to build up the reading skills of American children. Sherry Dingman, an assistant professor of psychology at Marist College , in Pough-keepsie, New York who is optimistic about many computer applications, believes that　if children start using computers before they have a broad foundation in reading from books,　they will be cheated out of opportunities to develop imagination."lf we think were going to take　kids who havent been read to, and fix it by sitting them in front of computer, were fooling　ourselves; Dingman told me not long ago.This doesnt mean that teachers or parents should　resort to books on CD-ROM, which Dingman considers"a great waste of time stuffing childrens　minds with "canned" images instead of stimulating youngsters to create their own. "Computers　are lollipops （棒糖） that rot your teeth" is how Marilyn Darch, an English teacher at Poly High　School, in Long Beach, California, put it in Silicon Snake OiL. "The kids love them. But once they　get hooked ... It makes reading a book seem tedious. Books dont have sound effects, and their　brains have to do all the worK"

編輯推薦

　　《多維教程·探索》可供從事高等學(xué)校非英語(yǔ)專業(yè)研究生英語(yǔ)教學(xué)工作的教師備課之用，書中材料亦可作為高等學(xué)校非英語(yǔ)專業(yè)研究生的英語(yǔ)課外閱讀材料，供教師靈活選擇。

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