תוכנה לניהול מכללות העתק טקסט בלבד מכללת סמינר הקיבוצים
2/17/2020 שעות שבועיות שנתי 2 שנת לימוד 2011

הוראת הספרות

11106242078ש'01
  טובה סיניאנסקי
 אופי הקורס
 שעור
חובת נוכחות
 חובת נוכחות


אין חובת מבחן
תקציר

מטרות הקורס

Course Objectives

This course examines the teaching of literature and its effect on developing thinking skills. It is meant to provide future teachers of English language and literature with tools for developing and using literature in ways appropriate to their own situation in order to enhance the students’ understanding of literature, improving their English language and focusing on literature’s connection to their intellectual abilities. It is also meant to familiarize future teachers with current theories to teaching literature and relevant literary terminology. The course will develop future teachers’confidence in dealing with literary texts.

 


הנושאים

Course Content

Its perspective is both practical and theoretical, examining topics that include the kinds of readings and readers English teachers are trying to create and effective pedagogical practices for the teaching of literature. The course is designed around two core themes: the purposes for teaching literature and the thinking skills that can be developed through literature. Through these core themes terms such as assessing appreciation of literature, reflection and evaluating literature teaching materials will be discussed. The course will also present the new literature program of the Israeli Ministry of Education and its terminology.

 

Text Color


דרכי הוראה

Course Teaching Approach

The course looks at ways in which a variety of literary texts, including poetry, plays, short stories and novels, can be used in the High School classroom in order to develop the students’ English language, thinking skills, intellectual abilities and understanding of the world, create context and broaden their horizons. The tasks and other activities organized around them offer generalized procedures and techniques which can be applied or adapted to participants' own teaching contexts.
The course includes a variety of session types ranging from lecture to workshop. In general, however, there is an emphasis on interactive discussion. The course is very down-to-earth, concerned with what works in the classroom


קהל יעד

חובות התלמיד

Course Requirements:

 

Active participation

Regular attendance

Presentations

Final paper


הערכת התלמיד

Evaluation:

 

Individual assignments: 20%

Presentations and attendance: 50%

Final paper: 30%

 


ביבליוגרפיה

Bibliography:

 

Bamford Julian & Day R. Richard.(ed). 2004.  Extensive Reading Activities for Teaching Language. . Cambridge University Press.

 

Celce-Murcia, Marianne & Olshtain, Elite. 2000.  Discourse and Context in Language Teaching.  Cambridge University Press.

 

Collie, Joanne. 1987. Literature in the Language Classroom; a Resource Book of Ideas and Activities. Cambridge University Press.

 

 

Ellis, Rod. 1997. Second Language Acquisition. Oxford University Press.

 

French, Joyce N. 1992. Teaching Thinking Skills: Theory and Practice. Garland.

 

 

Lazar, Gillian.1993. Literature and Language Teaching.  Cambridge University Press.

 

 

Raimes, Ann. Out of the Woods: Emerging Traditions in the Teaching of Writing. TESOL 25 (3) 407-430.Rosenblat, Louise M. 1995. Literature as Exploration. Modern Language Association of America.

 

 

Ur, Penny.1996. A Course in Language Teaching.  (Teaching Literature) Cambridge University Press.

 

 

Internet Sites/Links

 http://www.etni.org.il/bagrut/  

 English Inspectorate http://cms.education.gov.il/educationcms/units/mazkirut_pedagogit/english/whatsnew/

     

What is Higher Order thinking? http://www.ves.wpsb.org/focus/higherorderthinking.html

 Cotton, K. 1991. Teaching Thinking Skills. http://www.nwrel.org/scpd/sirs/6/cu11.html 

http://education.qld.gov.au/corporate/newbasics/html/pedagogies/intellect/int1a.html    

                                                                       

 

 

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