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Part One Introduction to the Art of Foreign Language Classroom Instruction1

1.1 The study orientation of the art of foreign language instruction1

1.1.1 The intension of the art of foreign language classroom instruction2

1.1.2 The extension of the art of foreign language classroom instruction2

1.2 The duality of foreign language classroom instruction3

1.2.1 Scientificity of foreign language classroom instruction3

1.2.2 Artistry of foreign language classroom instruction4

1.2.3 Relationship between scientificity and artistry of foreign language classroom instruction4

1.3 Definition of the art of foreign language classroom instruction5

1.4 Essential characteristics of the art of foreign language classroom instruction9

1.4.1 Practicality10

1.4.2 Visualization11

1.4.3 Reasonability12

1.4.4 Aestheticism12

1.4.5 Demonstrativeness13

1.4.6 Creativeness14

1.5 Common attributes of excellent teachers in foreign language instruction14

Part Two The Art of Preparation for Foreign Language Classroom Instruction17

2.1 The art of preparing lessons in foreign language classroom instruction18

2.1.1 Types and forms of preparing lessons in foreign language instruction18

2.1.2 Artistic lesson preparation in foreign language instruction24

2.1.3 Sample of teaching plans35

2.2 The art of lesson presentation in foreign language instruction45

2.2.1 Functions of lesson presentation in foreign language instruction46

2.2.2 The relationship between lesson presentation and the teaching plan47

2.2.3 Types of lesson presentation and its main contents in foreign language instruction48

2.2.4 Artistic lesson presentation in foreign language instruction49

2.2.5 Assessment of lesson presentation in foreign language instruction51

2.3 The art of exploitation of teaching resources in foreign language classroom instruction53

2.3.1 Definition of teaching resources in foreign language classroom instruction53

2.3.2 Significance of the exploitation of instructional resources in foreign language classroom instruction54

2.3.3 Artistic integration and utilization of instructional resources in foreign language classroom instruction56

Part Three The art of the implementation of foreign language classroom instruction60

3.1 The art of lead-in of foreign language classroom instruction60

3.1.1 Function of lead-in of foreign language classroom instruction61

3.1.2 Characteristics of lead-in of foreign language classroom instruction61

3.1.3 Artistic lead-in of foreign language classroom instruction63

3.2 The art of the teacher's state in foreign language classroom instruction66

3.2.1 Functions of the teacher's state in foreign language classroom instruction67

3.2.2 Features of the teacher's state in foreign language classroom instruction68

3.2.3 Artistic teacher's state in foreign language classroom instruction69

3.3 The art of teachers'verbal and non-verbal expression in foreign language classroom instruction74

3.3.1 Requirements for language artistic forms in foreign language classroom instruction74

3.3.2 Characteristics of the teaching language in foreign language classroom instruction76

3.3.3 Artistic verbal and non-verbal expression in foreign language classroom instruction78

3.4 The art of questioning in foreign language classroom instruction90

3.4.1 Basic principles of classroom questioning in foreign language instruction91

3.4.2 Peculiarities of classroom questioning in foreign language instruction92

3.4.3 Artistic questioning in foreign language classroom instruction94

3.5 The art of pedagogical tact in foreign language classroom instruction98

3.5.1 Connotation of pedagogical tact in foreign language classroom instruction98

3.5.2 Significance of pedagogical tact in foreign language classroom instruction99

3.5.3 Artistic pedagogical tact in foreign language classroom instruction100

3.6 The art of blackboard-writing in foreign language classroom instruction102

3.6.1 Functions of blackboard-writing in foreign language classroom instruction102

3.6.2 Traits of blackboard-writing in foreign language classroom instruction104

3.6.3 Artistic blackboard-writing in foreign language classroom instruction104

3.7 The art of stick pictures in foreign language classroom instruction109

3.7.1 Functions of stick pictures in foreign language classroom instruction109

3.7.2 Artistic stick pictures in foreign language classroom instruction110

3.7.3 Samples of stick pictures110

3.8 The art of class-ending in foreign language classroom instruction113

3.8.1 Functions of class-ending in foreign language classroom instruction113

3.8.2 Types of class-ending in foreign language classroom instruction115

3.8.3 Artistic class-ending in foreign language classroom instruction116

Part Four The Art of Innovation Development in Foreign Language Classroom Instruction119

4.1 The art of problem-based instruction in foreign language classroom120

4.1.1 Connotation of problem-based instruction in foreign language classroom121

4.1.2 Elements of student motivation for problem-based learning in foreign language classroom instruction122

4.1.3 Artistic problem-based instruction in foreign language classroom125

4.1.4 Instructional Models for problem-based courses in foreign language classroom131

4.2 The art of task-based instruction in foreign language classroom135

4.2.1 Definition of tasks in foreign language instruction137

4.2.2 Features of task-based instruction in foreign language classroom139

4.2.3 Principles of task-based instruction in foreign language classroom141

4.2.4 Artistic task-based instruction in foreign language classroom142

4.2.5 Sample of task-based instruction in foreign language classroom145

4.3 The art of role play in foreign language classroom instruction153

4.3.1 Definition of role plays in the language classroom instruction154

4.3.2 Principles of role plays in foreign language classroom instruction155

4.3.3 Artistic role playing in foreign language classroom instruction157

4.3.4 Sample of role plays in foreign language classroom instruction159

4.4 The art of proj ect-based approach in foreign language classroom instruction167

4.4.1 Connotation of project-based approach in foreign language classroom instruction168

4.4.2 Significance of project-based approach in foreign language classroom instruction170

4.4.3 Artistic project-based approach in foreign language classroom instruction172

4.4.4 Sample of project-based approach in foreign language classroom instruction174

4.5 The art of group discussion in foreign language classroom instruction178

4.5.1 Concepts of group discussion in foreign language classroom instruction178

4.5.2 Elements in effective group discussion in foreign language classroom instruction181

4.5.3 Artistic group discussing in foreign language classroom instruction183

4.5.4 Sample of group discussion in foreign language classroom instruction186

Part Five The art of Teachers'Scholarly Pursuits in Foreign Language Classroom Instruction192

5.1 The art of observation and comment on classes in foreign language instruction192

5.1.1 Artistic observation on classes in foreign language instruction193

5.1.2 Standards and principles of comment on classes in foreign language instruction197

5.1.3 Artistic comment on classes in foreign language instruction199

5.2 The art of open class in foreign language instruction205

5.2.1 Significance of open class in foreign language instruction206

5.2.2 Classification of open class in foreign language instruction206

5.2.3 Artistic organization and assessment of open class in foreign language instruction208

5.3 The art of teacher development in foreign language instruction209

5.3.1 Teacher beliefs in foreign language instruction210

5.3.2 Teacher identity in foreign language instruction214

5.3.3 Teachers'reflective teaching journals in foreign language instruction218

5.3.4 Teacher scholarly ability in foreign language instruction227

References231

Acknowledgements236