Literaturnachweis - Detailanzeige
| Autor/in | Ediger, Marlow |
|---|---|
| Titel | Teaching College English. |
| Quelle | (1991), (10 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Leitfaden; Academic Achievement; Behaviorism; College English; Educational Psychology; English Instruction; Higher Education; Humanistic Education; Student Attitudes; Teaching Methods; Undergraduate Students |
| Abstract | College instructors of English need to use selected strands from the educational psychology arena in teaching so that students may achieve more optimally. Each student needs to experience a quality English curriculum. A quality English class emphasizes instructional procedures which are conducive to achieving, growing, and learning on the part of students. Students need to perceive purpose in learning, so that they will accept reasons for attaining curricular objectives. Students need to be interested in acquiring vital English content. The instructor should guide each student to attach meaning to facts, concepts, and generalizations in ongoing lessons and units, through clear explanations, use of examples, responsiveness to student questions, quality order of ideas, and so on. Students must be encouraged to develop quality attitudes toward the English curriculum. The psychological approaches of behaviorism (with its precise, measurably stated objectives) and humanism (with heavy emphasis placed upon student decision-making and choices) can promote instructional goals. Higher levels of cognition, such as critical and creative thinking, as well as problem solving need adequate emphasis in ongoing lessons and courses. (SG) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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