英语教学法课程考试大纲

第一篇：英语教学法课程考试大纲

英语教学法课程考试大纲

一、考试目的通过学习英语教学法课程,检测英语师范生是否树立新课标的交际语言教学观,是否掌握外语教学理论和外语学习理论,是否具备交际语言教学思想及其教学技能,是否具备扎实的语言基本功和熟练的教学技能,是否能够将所学的教学理论应用实际教学,帮助解决实际教学中出现的问题,在实际教学过程中是否体现交际语言教学思想,以交际教学为目的进行英语教学,为学生设置交际语言环境,让学生在使用英语的过程中掌握英语语言。

二、考试内容与范围

(1)教学理论:新课标的交际语言教学观,语言学,心理学,二语习得等外语教学和外语学习理论,交际语言课堂教学技能;英语教师的职业能力,外语教学法流派理论等。

(2)教学实践:教案设计,微格教学技能,实际教学过程中体现交际语言教学思想,以交际教学为目的进行英语教学,为学生设置交际语言环境,让学生在使用英语的过程中掌握英语语言,理论应用实践解决教学问题的能力,反思教学能力,语言基本功,教学基本技能等综合教学能力。

三、基本试题题型、题量及分数公布

(1)简答题：5小题，占20% ,每小题4分

(2)教学任务设计:3 小题, 占30%, 每小题10分

(3)问答题：4题，占20%，每小题5分

(4)论述题: 2题,占30%,每小题15分(试卷考试成绩占该课程成绩70%)

(5)微技能教学100分，为平时成绩,占该课程成绩30%

四、考试方法及手段

开卷、教案设计、教学任务设计,微技能教学

五、试题覆盖面、题型比例

试题覆盖教材所学章节内容,包括新课标理念,交际语言教学观,外语教与学理论,交际语言教学思想贯穿实际教学,理论应用实践,语言基本功,教学基本技能的综合运用等方面。

简答题：5小题，占20% ,每小题4分

问答题：4题，占20%，每小题5分

教学任务设计：3小题, 占30%, 每小题10分

论述题：2题，占30%，每小题15分

微技能教学满分100分，为平时成绩,占总成绩30%。

六、试题的信度、效度、区分度、难度

本课程的命题考试应根据教学大纲所规定的课程内容和考试目标来确定考试范围和考核要求。考试内容要覆盖到教材所学章节。试卷要合理安排题目的能力层次结构。每份考卷中各种能力层次题目所占的比例一般为：识记占10%，领会占10%，简单应用20%，综合应用占60%。

试卷要合理安排题目的难度结构。题目难易程度为易、较易、较难、难四个等级。每份考卷中各种难易程度题目的比例一般为：易占20%，较易30%，较难占30%，难占20%。

七、评分标准

客观题以标准答案为准;主观题评分标准要求参考学生的教学观，语言观，语言基本功,教学基本技能来判分,它包括新课标理念,交际语言教学观,任务型语言教学方法,创设语言交际环境,帮助学生构建认知结构,教学目的明确,围绕教学目的开展语言交际活动,语言表达流畅,教学方法灵活多样等。

具体情况如下：

简答题要求概念明晰,理解正确,领会较好,语言表达达意,否则扣1-2分;问答题,要求概念清晰,理解正确,领会深刻,语言表达流利,否则扣1-2分;教学任务设计,要求教学目的明确,活动设计紧扣教学目的,突出交 际教学思想,语言专业而简明达意,否则扣2-5分;论述题,要求具有新的教学理念,突出交际教学思想,具有运用所学教学理论阐述和分析问题的能力,否则扣2-6分,语言语法错误扣1-2分,用词不当扣0.5-1分。

第二篇：英语教学法考试

1． In the past century, language teaching and learning practice has been influenced

by three different views on language.What are they? What is their main idea of language?

1)Structural view: Language is a linguistic system made up of various subsystems: phonology, morphology, lexicology and syntacx.To learn a language is to learn its vocabulary and structural rules.2)Functional view: Language is a linguistic system as well as a means for doing things.Learners learn a language in order to be able to do things with it(use it).To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions

3)Interactional view: Language is a communicative tool to build up and maintain social relations between people.Learners need to know the rules of a language and where, when and how it is appropriate to use them.2． List different views on language learning.Behaviorist theoryCognitive theoryConstructivist theorySocio-constructivist theory 3． What are the qualities of a good language teacher?

ethic devotion, professional quality and personal styles.How can one become a good language teacher?

Wallace‟s Reflective model

Stage 1: language development Stage 2: learning, practice, reflectiongoal:development of professional

1).learn from others' experience

2).learn received knowledge

3).learn from one's own experience

pseudo practice and The real classroom teaching

4． What is communicative competence?

Communicative competence include both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.Five components of communicative competence:Linguistic competence, Pragmatic competence , Discourse competence, Strategic competence, Fluency

5． What is CLT? Comment on CLT.Communicative Language Teaching is an approach to teaching of foreign language that emphasize interaction as both the means and ultimate goal of learning a language.It is also referred to as “communicative approach to the teaching of foreign” or simply the “communicative approach”.6． What is TBLT? Comment on TBLT.Task-based Language Teaching，TBLT is a further development of CLT.It shares the same belief in the use of language in real life, but stresses the importance to combine form-focused teaching with communication-focused teaching。

Task is meant the hundred and one things people do in everyday life,at work.at play and in between.4 component:a purpose,a context,a process,a product.7． What are the limitations of CLT & TBLT under the Chinese foreign language setting? Problems with CLT :

1.The very first and forceful argument is whether it is culturally appropriate

2.The second problem of CLT relate to the design the syllabus for teaching purpose in the

classroom.3.The third problem is that whether such an approach is suitable for all age level of learners or all competence level of learners.Constraints of TBLT

The first is it may not be effective for presenting new language items

The second constraint is Time as teachers have to prepare task-based activities very carefully.The third is the culture of learning

The forth is Level of difficulty

8． Design a teaching plan by adopting CLT.9． Design a teaching Plan by adopting TBLT.10． The main components of the English teaching objectives in the National English Curriculum.The overall language ability required in the 2001 National English Curriculum includes the following aspects language knowledge, language skills, learning strategies, affects and cultural understanding.11． What is a lessen plan? Why is it important?

A lesson plan is a framework of a lesson in which teachers make advance decisions about what they hope to achieve and how they would like to achieve it

Proper lesson plan is essential for both novice and experienced teachers.Language teachers benefit from lesson planning in a number of ways.1.Makes teachers aware of the aims and language contents of the lesson, so as to plan the activities and choose the techniques accordingly;

2.Helps teachers distinguish the various stages of a lesson and see the relationship between them so that the activities of different difficulty levels can be arranged properly and the lesson can move smoothly from one stage to another;

3.Gives teachers the opportunity to anticipate potential problems so that they can be prepared;

4.4.Gives teachers, esp.novice ones, confidence in class;

5.Raises teachers‟ awareness of the teaching aids needed;

11.List the principles for good lesson planning.1.Aim: 2.Variety:3.Flexibility 4.Learnability 5.Linkage

12． What is bottom-up model and top-down model? How to apply them to language learning? Bottom-up model Reading follows a linear process from the recognition of letters to words, to phrases, to sentences, to paragraphs, and then to the meaning of the whole text.2.Top-down model One‟s background knowledge plays a more important role than new words and structures in reading comprehension.Reading is „a psycholinguistic guessing game‟13． List the principles for teaching speaking.1)Balancing accuracy-based with fluency-based practices 2)Contextualizing practice

3)Personalizing practice 4)Building up confidence 3)Maximizing meaningful interactions

5)Helping ss develop speaking strategies 6)Making the best use of classroom learning environment to provide sufficient language input and practice for students(159)

14． List the principles and models for teaching reading.Principles for teaching reading(184)1.The selected texts and attached tasks should be accessible to the ss.2.Tasks should be clearly given in advance.3.Tasks should be designed

to encourage selective and intelligent reading for the main meaning rather than ss‟ understanding of trivial details.4.Tasks should help develop ss‟ reading skills rather than test their reading comprehension.5.The teacher should help ss develop reading strategies and reading ability in general.6.The teacher should provide enough guidance and assistance at the beginning but gradually withdraw guidance as ss progress.Models for teaching reading 1.Bottom-up model 2.Top-down model3.Interactive model

15． What is the communicative approach to writing? What is the process

approach to writing? Try to comment on them.Ss are motivated by authentic writing tasks that have some communicative elements.With different audiences and different purposes, the writing piece could vary greatly.Writing activities can be “writing for learning”, “writing for communication” and somewhere between.The „process approach‟（过程研究法is defined as 'an approach to the teaching of writing which stresses the creativity of the individual writer, and which pays attention to the development of good writing practices rather than the imitation of models'.16.What is the simple integration and what is the complex integration?

Simple integration: integration within the same medium(either oral or written), from receptive to productive skills

Complex integration: constructing a series of activities that use a variety of skills

Why integrate the four skills?

When we communicate, we often use more than a single language skill.What skills do we need in our daily communication? Integrating the skills means that we are working at the level of realistic communication, which is the aim of communicative approach and an integral part of essential conditions for language learning.16． What are the limitations of integrating the skills?

Benefit: help the development of ss‟ communicative competence;

Limitations: 1.no separate focus on individual aspects of vocabulary, grammar and skills

2.Integration can be demanding of the teacher.3.The problem of designing suitable materials that take into account ss‟ different skill levels.17． Design a 45-minute teaching plan for any type of lesson, such as listening, speaking, reading,and writing.题型

1.10个选择题，20分

2.10个填空题，20分

3.简答题，3个，15分

4.写教案。45分

第三篇：《英语教学法》课程教学大纲.

《英语教学法》课程教学大纲

发布日期:2010-04-13 浏览量:593 【字体:大 中 小】 课程编号:050246-050247 适用专业:英语 学时数:72学分数:4 执笔人:张爱春 编写时间:2009年 9月

一、课程的性质、任务

《英语教学法》是研究中、小学英语教学理论和实践的学科,是师范院校英语专业的一门基础课。要求学生通过 这门课程的学习和实践,掌握本课程的理论与基础知识和技能,从而适应中、小学英语教学的需要。

二、课程的教学目的和要求

1.教学法理论课:一般采用讲授、报告和分组讲座的形式。目地是让学生了解外语教学的普遍规律及其具体应用, 帮助学生熟悉国内外各种外语教学流派的基本教学指导思想和原则,以及教学过程。让学生学会分析课堂教学和根据 不同情况采用不同教学方法的能力。学生通过学习,应了解并掌握我国当前中小学英语教学的基本原则:A.交际性原 则;B.四会并举、阶段侧重原则;C.语音、语法、词汇综合教学原则;D.尽量使用目的语、适当利用母语的原则;E.精讲多练原则;F.以学生为中心的原则;G.趣味性原则。

通过本课程的学习,学生应掌握以下基本方法:(1 听、说、读、写四种语言技能的教学法;(2 备课(教材处理、教案编写、课件制作的方法;(3 授课(语音、语法、词汇、句型、对话、课文等各种课型的方法;

(4 教学效果检查(口试、笔试、提问的方法;(5 电化教学和教具使用的方法;(6 开展课外活动的方法。

为了适应中小学的教学实际,学生还必须了解中小学教学大纲、中小学教材的内容和组织、安排。课堂教学的程 序、教学效果评估以及测试的方法。

2.见习课的目的是加深学生对教学法理论课的认识, 初步了解教学理论在中学教学的应用情况, 培养学生分析和评 估课堂教学的能力。

3.微格教学主要通过录像等现代教学手段对学生的教学过程进行讲评,运用小班教学模真实教学情况。

4.教学实习给学生提供一个具体实践的机会, 让学生得以应用所获得的理论知识, 培养初步的独立上课能力, 并通 过教学实践加深对教学法理论知识的理解。

三、课程的教学内容

Unit One Language and Learning(4 hours 1.Basic Demand: To discuss some general matters about language learning and teaching, such as common views on language and language learning,;qualities of a good language teacher;the structural view of language;the communicative view of language;the interactional view of language.2.Teaching Content: 1.How do we learn Language 2.View s on Language

3.Views on Language Learning and Learning in General 4.What makes a Good Language Teacher 5.How One become A Good Language Teacher 6.An overview of the book 3.Focal point and difficulty: The qualities of a good teacher 4.Main Points for examining: how to become a qualified English teacher Unit2 Communicative Principles and Task-based Language Teaching(6 hours 1.Basic demand: To discuss one of the most important trends in second/ foreign language teaching in the past three decades, that is the practice of communicative language teaching and task-based language teaching 2.Teaching Content:: Language Use in real life vs.traditional pedagogy What is communicative competence? Implications for teaching and learning Principles of communicative language teaching CLT and the teaching of language skills

Main features of communicative activities Task-based language teaching How to design tasks Appropriateness of CLT and TBLT in the Chinese context 3.Focal point and difficulty: The practice of communicative language teaching and task-based language teaching 4.Main Points for examining: how to design tasks Unit3 The National English Curriculum(4 hours 1.Basic demand: to understand the goals and objectives of English language teaching;performance standards for different levels of competence and challenges facing English languages 2.Teaching Content: 1.A brief history of foreign language teaching in China 2.Designing principles for the National English Curriculum 3.Goals and objectives of English language teaching 4.Design of he National English Curriculum 5.performance standards for different levels of competence 6.Challenges facing English languages

3.Focal point and difficulty: performance standards for different levels of competence and challenges facing English languages 4.Main Points for examining: Goals and objectives of English language teaching Unit 4 Lesson Planning(4 hours 1.Basic demand: To understand one of the most important components of language teachers’ work, lesson planning and the principles for good lesson planning 2.Teaching Content: 1Why is lesson planning necessary? 2Principles for good lesson planning 3Macro planning vs.micro planning 4Components of a lesson plan 5Sample lesson plans 6Conclusion 3.Focal point and difficulty: Components of a lesson plan 4.Main Points for examining:

writing lesson plan Unit 5 Classroom Management(4 hours 1.Basic demand: To discuss how language teachers can manage the classroom more effectively and efficiently and how to deal with errors.2.Teaching Content: The role of the teacher Classroom instructions Student grouping Questioning in the classroom Discipline in the language classroom Dealing with errors 3.Focal point and difficulty: how to manage the classroom more effectively and deal with errors.4.Main Points for examining: deal with errors according differently.Unit 6 Teaching Pronunciation(4 hours 1.Basic demand: To discuss how to teach pronunciation.2.Teaching Content: The role of pronunciation The goal of teaching pronunciation Aspects of pronunciation Practicing sounds Practicing stress and intonation Conclusion 3.Focal point and difficulty: The goal and some aspects of teaching pronunciation 4.Main Points for examining: some aspects of teaching pronunciation Unit 7 Teaching Grammar(4 hours 1.Basic demand: To discuss how to teach grammar.Although grammar is usually integrated with the teaching of other language components, it is still necessary to introduce ways to “focus on form”.2.Teaching Content: The role of grammar in Language learning Grammar presentation

Grammar practice Conclusion 3.Focal point and difficulty: Grammar presentation methods 4.Main Points for examining: Grammar presentation methods and grammar practice Unit 8 Teaching Vocabulary(4 hours 1.Basic demand: To discuss how to teach vocabulary.Although vocabulary is usually integrated with the teaching of reading, it is necessary to introduce ways to learn and consolidate vocabulary.2.Teaching Content: Understanding vocabulary and vocabulary learning What does knowing a new word involve Ways of presenting vocabulary Ways of consolidating vocabulary Developing vocabulary learning strategies Conclusion 3.Focal point and difficulty:

Ways of presenting vocabulary and consolidating vocabulary 4.Main Points for examining: how to present vocabulary and help student develop vocabulary learning strategies Unit 9 Teaching Listening(4 hours 1.Basic demand: To discuss how to teach listening, to introduce types of listening ac tivities and the ways to improve students’ listening ability

2.Teaching Content: Why does listening seem so difficult? What do we listening to in everyday life Characteristics of the listening process Principles for teaching listening Pre-listening activities While-listening activities Post-listening activities Conclusion Principles for teaching listening and how to design listening activities 4.Main Points for examining: how to design listening activities

Unit 10 Teaching speaking(4 hours 1.Basic demand: To discuss how to teach speaking.From the characteristics of spoken language, to introduce types of speaking tasks and the ways to improve students’ speaking ability

2.Teaching Content: What are the characteristics of spoken language? Designing speaking tasks Using group work in speaking tasks Types of speaking tasks Conclusion 3.Focal point and difficulty: Designing and using group work in speaking tasks 4.Main Points for examining: How to design speaking tasks and ho9w to organize group work in speaking tasks Unit 11 Teaching Reading(4 hours 1.Basic demand: To discuss how to teach reading.Analyze some skills involved in reading comprehension and principles and models for teaching reading.Introduce some reading activities 2.Teaching Content:

Reflecting on your reading experience How do we read? What do we read? Strategies involved in reading comprehension The role of vocabulary in reading Pre-reading activities While-reading activities Post-reading activities Conclusion 3.Focal point and difficulty: Strategies involved in reading comprehension and designing of reading activities 4.Main Points for examining: how to design reading activities and how to help student develop reading strategies Unit 12 Teaching Writing(4 hours 1.Basic demand: To discuss the nature of writing in reality.Analyze problems in writing tasks and to introduce a communicative approach to writing.Why ,what and how do we writing The nature of writing in reality A communicative approach to writing Problems in writing tasks A process approach to writing Motivating students to write Designing writing tasks Using the internet to promote process writing

Conclusion 3.Focal point and difficulty： A process approach to writing and motivating students to write 4.Main Points for examining: how to motivate students to write and how to design writing tasks Unit 13 Integrated Skills(4 hours 1.Basic demand： To discuss how to integrated four language skills such as listening, speaking, reading and writing and the implications for teaching the four skill 2.Teaching Content: Why should we integrate the four skills? How can we integrate the four skills? What are the implications for teaching? What are the limitations of integrating the four skills Conclusion 3.Focal point and difficulty： how to integrate the four skills.4.Main Points for examining: how to integrate the four skills.Unit 14 Assessment in Language Teaching(4 hours 1.Basic demand： To discuss assessment purposes, methods, criteria, principles and testing in teaching English 2.Teaching Content: 1Understanding assessment Assessment purposes Methods for assessment Criteria Criteria Assessment Principles Tests in assessment Conclusion 3.Focal point and difficulty： Methods and criteria for assessment 4.Main Points for examining: Methods and criteria for assessment Unit 15 Learner Differences and Learner Training（4 hours）1.Basic demand： To discuss learner differences and learner training in language teaching 2.Teaching Content: 1.Understanding learner differences 2.Learner training in language teaching 3 Conclusion 3.Focal point and difficulty： understanding learner differences and learner training in language teaching 4.Main Points for examining: How to train learners in language teaching Unit 16 Using and Creating Resources(4 hours 1.Basic demand： to discuss the resources available and the resources hidden 2.Teaching Content: 1 What resources are available for teaching? 2 Exploring hidden resources 3 Conclusion 3.Focal point and difficulty： the resources available and the resources hidden 4.Main Points for examining: the resources available and the resources hidden Unit 17 Evaluating and Adapting Textbooks(4 hours 1.Basic demand： To discuss something about valuating textbooks, selecting textbooks and adapting textbooks 2.Teaching Content: Why and what? Evaluating textbooks Selecting textbooks Adapting textbook Conclusion 3.Focal point and difficulty: Adapting , evaluating textbooks and selecting textbooks 4.Main

Points for examining: Adapting, evaluating textbooks and selecting textbooks

四、课程教学形式与安排 课堂教学以学生为主体，教师为主导，采用讨论式，启发式，研究式教学方法。充分发挥学生的能动性和创造性。采用深入中学课堂学习、调查。请优秀教师传授经验，观看优质课教学录相带、分备课组讨论、试讲等多种形式。

五、建议使用的教材与教学参考书目 教 材： 王蔷 《英语教学法教程》高等教育出版，2005 年，第二版

第四篇：英语教学法大纲(2学期)

《外语教学技能》教学大纲（试用）

（本课程在英语教育本科专业的第六学期开设）

一、教学目标：

《外语教学技能》是一门介绍英语教学基本理论和教学技能，并使之与教学实践紧密结合的课程。通过对本课程的学习，使学生认识基础教育阶段（小学、初中和高中）英语课程的性质和任务、课程目标和特点，了解《全日制义务教育普通高级中学英语课程标准》，弄懂基本教学理念，掌握英语教学的基本原则，掌握英语教学的基本技能和方法，熟悉教学过程，使学生在毕业后能尽快地适应中小学英语教学工作，并独立地承担教学任务。

二、教学内容：

以王蔷主编、高等教育出版社出版的《英语教学法教程》为主，并结合高中英语教材和《全日制义务教育普通高级中学英语课程标准（实验稿）》进行教学。

1、学习理解《英语课程标准》和基础教育课程改革的精神（4学时）。

2、学习并实践说课、备课、教案的写作与教学课件的制作（4学时）。

3、学习组织教学和课堂管理的基本方法（2学时）。

4、学习并实践英语基础知识语音、词汇和语法的教学（6学时）。

5、学习并实践英语基本技能听、说、读、写及综合语言技能的教学（10学时）。

6、以外研社高中英语教材为例进行教材结构分析和讨论模块中各课型的上法（4学时）。注：（课时安排教师可根据授课情况作微调）

三、教学原则和要求：

《外语教学技能》是一门实践性课程，必须坚持理论联系实际的原则，在理论学习的同时必须进行实际操作，这样才能把学生学到的有关教学的基本知识转化为基本教学技能。因此，要求学生在课堂上积极参与课堂活动设计，教学技能训练，并结合学生相互评价和自我反思，使学生能主动的深刻理解教学原则，建构教学技能库，为实习中和毕业后独立承担教学任务作好充分的准备。

同时，本课程的教学应当紧密地联系基础教育阶段的英语课程的教学实际（建议利用鲜活的教学案例进行教学），这样才能使学生在走上工作岗位后能尽快适应中小学的英语教学。

四、教学方法与手段：

1、教学以学生为主体，教师为主导。教师的引导之后，学生参与讨论并进行教学实践。

2、邀请中、小学英语教师到学校进行中、小学英语示范课教学(3-4次)。

3、充分利用多媒体教学设备，通过光盘进行课堂观摩。

4、在课外分小组进行试讲（每小组不多于7人，教学法教师到场指导）。

五、测试与评估：

测试方式：书面考试（50分）与小组试讲（50分）相结合。

考试目的是希望学生能理解和掌握必要的基本教学原则和《课程标准》，并运用去进行课堂教学的设计，题型有简答题，任务设计和用所给材料编写教案。

小组试讲包含一个完整单元的教案，一个课型的说课稿和课件以及试讲验收。成绩评定各部分分值构成：

期末考试成绩（50分）

出勤情况（10分）

小组试讲：教案（10分）、说课稿（5分）、课件（5分）和讲课（20分）。

第五篇：《大学语文》课程考试大纲2017

《大学语文》课程考试大纲

适用专业：全校各本科专业 学时：32 学分：2

一、考试对象

修完本课程所规定的教学内容的所有专业本科学生

二、考试目的

《大学语文》课程考试旨在考核

三、考试的内容要求 第一章 先秦文学 1.先秦诗歌

（1）掌握诗经分类与表现手法并进行赏析。

（2）了解楚辞及屈原在创作上的成就及在文学史上的地位并赏析。2.先秦散文

（1）掌握论语、庄子等的作品思想并进行赏分析。（2）了解论语、庄子等的作品对当世的影响。第二章 汉魏六朝文学 1.两汉文学

（1）掌握汉乐府、《古诗十九首》的思想内容及艺术特点。

（2）了解司马迁的功绩及《史记》在中国文学长河中的地位与影响。2.建安文学、晋代文学

（1）掌握曹操、曹丕、曹植的诗歌创作并分析了其代表作品，赏析陶渊明的代表作，掌握其思想对后世影响

（2）了解建安文学的特点和古典小说的萌芽。第三章 隋唐五代文学 1.隋唐五代文学概述（1）掌握唐诗繁盛的表现。（2）了解唐诗繁荣的原因及分段。2.初唐与盛唐

（1）掌握初唐四杰、诗歌流派及重点作家作品。（2）了解诗歌的浪漫主义与现实主义风格的特点。3.中唐与晚唐

（1）掌握诗文革新运动的内容与意义。（2）了解唐传奇与词的兴起。第四章 宋辽金文学 1.北宋

（1）掌握柳永、苏轼对宋词的贡献。

（2）了解宋诗发展的阶段和特点，并进行作品赏析。2.南宋

（1）掌握李清照、辛弃疾等词人的作品及风格。（2）了解婉约词、豪放词的特点。第五章 元明清文学 1.元曲

（1）掌握元曲的内涵及产生的条件。（2）了解关汉卿及其元杂剧。2.明清小说

（1）掌握《红楼梦》的思想内容及艺术特点，及其对后世的影响。（2）了解《宝玉挨打》，对重要人物性格进行分析，第七章 党政机关公文

1.掌握党政机关公文的内涵、种类、格式及写作。2.了解党政机关公文的作用、特点。第八章 企事业单位事务文书 1.计划和总结

（1）掌握计划和总结的写作要求与格式。（2）了解计划和总结作用、特点和区别。2.专用书信

（1）掌握专用书信的一般写作格式。（2）了解专用书信的分类及写作要点。第九章 经济管理文书 1.市场调查报告

（1）掌握市场调查报告的写作要求及格式。（2）了解市场调查报告的作用及市场调查的方法。2.经济合同

（1）掌握经济合同的写作要求与格式（2）了解经济合同作用和种类。第十章 科技应用文 1.科技学术论文

（1）掌握科技学术论文格式和写作要求。（2）了解科技学术论文的特点。2.毕业论文

（1）掌握毕业论文的写作过程、格式及写作。（2）了解选题的方法及开题报告的写作格式。第十六章 演讲的技巧

1.掌握演讲稿的写作与演讲的实用技巧。2.了解演讲的作用、特点及语言艺术。第九章 论辩的才能

1.掌握论辩稿的写作与论辩的技巧。2.了解论辩的类型与语言技巧。

四、考试方法与考试时间 1.考试方法：开卷考试

2.考核方式：百分制。考核包括平时成绩和期末考试。总评成绩中，期末考试占70 %，平时成绩占30 %。3.考试时间：100分钟

4.题目类型：选择题、判断题、简答题、论述题、材料分析题、写作题等。

五、教材及主要参考书。1.教材：《大学语文》

2.主要参考书：《中国文学史》，袁行霈主编；《唐宋名篇》，董乃斌主编。

制 订：大学语文教研室

执笔人：杨妍

审定人：

日 期：2017年 5 月