教学理论应用的模式分析-语言学及应用语言学专业论文.docxVIP

Abstract It is not only a basìc princip1e of Marxist that the theories contact the practice ，but a1so a widespread concem in many fields. 1t is no doubt a never exhausted topic that the ∞ncεm of the problem about applying to the teaching theories，and has its objective necessity.τne valid application of teaching theories is a demand of making teaching theories objective，realistic，and is a1so a profound call of the teaching practice. On the o白巳rh扭d，it is a valid pa也 that realizes 出e teachers professìonal developmen t. The application of teaching theories is 臼activity 出at the teacher applies the teaching theories which has been assimi1ated to explain ，guìde，reform the current teaching practice. It is a kind of artificial activity for t挝 people in which subjectiv巳 ideas based on objective ones. 1t has the characteristics of complicated variety ，creation，indirection ，condítionality etc. As a k国d of systematic project ，the application of teaching theorìes has a particular configuration and function，and it is ∞mposed of different factors and composition that are adapted to particul 缸 conditíons. Furthermore ，the application of teaching 出eories is the compositìon in the certain space appe缸ance and the logic procedure ìn certain time process. So it has the synchronic configuration of space dimensionality and the diachronic configuration of time dimensionality. The sy在chronic space factors mainly include the teaching theories，the teachers and the practice. The diachronic factors mainly include 出ε programming ，putting into practice and evaluation. They are neither parallel nor isolated but contacted and restricted mutually. The science research starts with problems. Finding and arising problem is the initial link of the whole research.. Scanning the applied actuality of teachíng theories ，we wilI easily find that theoretical application in teaching exists the inclination of simple pattern ， technique，dog四a and vulgar，brief ，etc. What causes us apply the t