福州南公园二期规划图:英语文字的诞生和历史

The English-speaking country history at the beginning of bilingual
education searches

Along with the reform and open policy further deepening,
English took one international language appears importantly. Today
English not only holds the important status in the education system,
moreover is carrying on the seepage to other disciplines, therefore
the bilingual education and the multimedia teaching equally gradually
march into the classroom. The body for the historical teacher deeply
felt innovates and breaks through imminently, how the historical this
tradition discipline and the English ingenious union, fully manifests
the historical discipline characteristic, richly deepens the classroom
instruction to become our these 探索者 the topic which inquired
into for it.

English-speaking country history my first choice

At first decided the bilingual class, I in line with attempt
with the self- challenge goal. Since accepts this arduous duty,
naturally needs earnest and splendid completing. The choice course
content became steps to the successful first step, the
English-speaking country history has become my first choice. Reason as
follows:

The choice course content should manifest the bilingual education
goal. In front of the teaching sets up the correct education idea to
be essential. The bilingual education goal is take the discipline
teaching as the leadership, the deepening and the rich classroom
instruction. Thus it can be seen, English material choice should
revolve the teaching material, provides with more viewpoints and the
first material for the teaching material. Obviously, the
English-speaking country history has the weather advantage then. These
national Tibet have the complete reference material, and has done the
exhaustive country 别史 research, it can directly provide the first
material for us and the newest history research results. The
historical research heaviest firsthand information, the bilingual
education exactly erects the bridge. For example in the war of
independence, concerns Washington the material and the Declaration of
Independence text all comes from the American archives and the
memorial hall literature. The English-speaking country history holds
the important status in the historical teaching. In the near modern
history the capitalism history is a master line which passes through,
but in country and so on capitalist country China and Britain, America
occupies the important status, if the England bourgeois revolution
opens the world modern times history, the England Industrial
Revolution has brought the huge transformation to the world, US is
experiences the war of independence and the civil war economy leaps to
the first in the world and plays the vital role in the world business,
therefore knew this both countries the modern history may deepen to
the world overall history understanding, this also was I chooses the
American history to carry on one of teaching reasons. The
English-speaking country history correlation data more substantial and
is complete. Prepares a lesson the material approximately to divide
into three kinds: First, literature material, including each kind of
council book, treaty, letter and so on. With the aid of to the
Internet help, I retrieves from the American website to the massive
first editions material, like Washington communicates the
correspondence, in May nickname joint pledge and so on. Second, the
audio and video material, has two with this class correlation
narrative movie namely "Patriot" and "War of the Independence". Third,
the literary work, the English belle-lettre study work is we is most
familiar-sounding can detailed. In the classroom, suitably reads the
literary work to be able to enhance the student to study the interest
and the help understanding history phenomenon, like the Hawthorne
novel "Red Character" reflected European the religious persecution and
immigrates the Americas mainland.

From the shallow to the deep because sets suitably

At the beginning of the teaching design then sinks into is in a
dilemma the region. One is difficult, how uses the succinct English to
let the student understand. Two is difficult, how prominent teaching
difficulty, key. Former is easily solved in the Hong Kong version
history teaching material enlightenment and under English teacher
help. First as far as possible uses

英语国家历史双语教学初探

随着改革开放的进一步深化，英语作为一种国际性语言显得愈益重要。今日英语不仅在教育体系中占有重要地位，而且正向其他学科进行渗透，因此双语教学和多媒体教学一样逐渐步入课堂。身为历史教师深感创新与突破迫在眉睫，如何将历史这门传统学科与英语巧妙结合，充分体现历史学科特色，丰富深化课堂教学已成为我们这些探索者为之探究的课题。

英语国家历史 我的首选

起初决定上双语课，我本着尝试和自我挑战的目的。既然接受这项艰巨的任务，自然需要认真而出色的完成。选择教学内容成为迈向成功的第一步，英语国家历史成了我的第一选择。原因如下：

选择教学内容应体现双语教学目的。教学前树立正确的教育观念必不可少。双语教学目的是以学科教学为主导，深化和丰富课堂教学。由此可见，英文材料的选择应围绕教材，为教材提供跟更多的观点和第一手资料。显然，英语国家历史具天时地利之便。这些国家藏有完备的档案资料，并做过详尽的国别史研究，它能直接为我们提供第一手资料和最新的史学研究成果。历史研究最重原始资料，双语教学恰架设桥梁。例如独立战争中，有关华盛顿的资料和独立宣言文本都来自美国档案馆和纪念馆文献。
英语国家历史在历史教学中占有重要地位。近现代历史中资本主义发展史是贯穿的主线，而在资本主义国家中英、美等国占重要地位，如英国资产阶级革命开辟了世界近代历史，英国工业革命给世界带来巨大变革，美国更是经历独立战争和内战经济跃居世界第一位并在世界事务中发挥重要作用，所以认识这两国的近代发展史可深化对世界整体历史的认识，这也是我选择美国历史进行教学的原因之一。
英语国家历史相关资料较为充实和完备。备课资料大致分为三类：一、文献资料，包括各种会议记录、条约、家信等。借助于互联网的帮助，我从美国网站检索到大量原版资料，如华盛顿的来往信函、五月花号公约等。二、音像资料，与本课相关的故事片有两部即《爱国者》和《独立之战》。三、文学作品，英美文学作品是我们最耳熟能详的。课堂中，适当阅读文学作品能提高学生学习兴趣和帮助理解历史现象，如霍桑小说《红字》反映欧洲的宗教迫害和移民美洲大陆。

由浅入深 因地置宜

教学设计之初便陷于两难境地。一难，如何使用简洁英语让学生听懂。二难，如何突出教学难点、重点。前者在香港版历史教材的启示及英语教师帮助下迎刃而解。首先尽量使用学生学习过的词汇表达意思，其次语言口语化，随后设计上采用“层层推进，由浅入深”的方法。如分析独立战争原因，它是本节的重点。学生用中文表达就相当难，何况用英语分析。基于此，这段设计定为教师指导下层层演绎，如原因分解为美利坚民族形成、英国加紧对殖民地的控制及殖民地人民的反抗，进而将民族形成分解为三个方面即居民、经济、文化，以此引导学生逐级展开思维。

针对学生阅读能力强于听说能力，教学重点中以大量书面资料和生动小品相配合加以说明。如原因中的小难点枣英国殖民者与美国殖民地居民的矛盾如何展开？我事先搜集了一些法案供学生阅读，并通过中文小品来反映法案的内容与实质。小品原先准备以英文表达，但学生英文水平有限实在编排不出。与此同时，加强中外联系能深化教学内容，如不可容忍法令与我国南京条约的比较。

俗话“罗马不是一天建成的”。双语教学也非一堂课能体现。目前学生和教师的英语能力都有一定的局限性，故准备课的过程宜循序渐进。本堂双语课我遵循了步步为营的原则。第一步给学生与本课相关的历史单词，含人物、地名、事件名称。第二步，提供相宜的文献资料阅读，帮助课内讨论。第三步，对历史事件、历史人物作简单英文评价。第四步，中英文课堂教学。

双语教学系统化、规模化

经历这堂公开课，我对双语教学的发展与前景充满信心，希望就此成为一个新起点，推动历史双语教学的系统化、规模化。

鉴于英语国家历史在双语教学中的优势与可行性，我将沿着英语国家历史继续探索双语课，并努力弥补初次尝试中的不足。

English is classified as an Indo-European language. It is part of the Germanic subfamily and is grouped with its most closely related language, Frisian, as part of the Anglo-Frisian group. Other related languages include Dutch, Flemish, and the Low German dialects, and, more distantly, Modern High German

Three main stages are usually recognized in the history of the development of the English language. Linguists disagree on when English began. They base their arguments largely on what texts are available that differentiate English from its Germanic cousins on the European continent and on how long it must have taken for spoken English to become a distinctive language. Traditionally, Old English, known formerly as Anglo-Saxon, is dated from ad 449 to 1066 or 1100. Middle English dates from 1066 or 1100 to 1450 or 1500. Modern English dates from about 1450 or 1500 and can be subdivided into Early Modern English, from about 1500 to 1660, and Late Modern English, from about 1660 to the present.