美国学生文学读本：英文原版（全套共8册）pdf/doc/txt格式电子书下载

书名：美国学生文学读本：英文原版（全套共8册）pdf/doc/txt格式电子书下载

推荐语：

作者：贾德森编

出版社：天津人民出版社

出版时间：2012-07-01

书籍编号：30137566

ISBN：9787201075273

正文语种：英文

字数：1200000

版次：

所属分类：外语学习-英语读物

版权信息

书名：美国学生文学读本

作者：（美）贾德森

出版社：天津人民出版社

出版日期：2012-06-01

ISBN：9787201075273

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第1册目录
CONTENTS

PREFACE

INTRODUCTION

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WORDS IN FIRST READER

返回总目录

Harry Pratt Judson (1849 - 1927) was an American educator and historian, born at Jamestown, New York, and educated at Williams College. He taught in the Troy High School in Troy, New York in 1870-1885 and was professor of history and lecturer on pedagogic at the University of Minnesota in 1885-1892. At the University of Chicago he became professor of political science and head dean of the colleges in 1892 and head of the political science department and dean of the faculties of arts, literature, and science in 1894. He served as the acting president of the University of Chicago between 1906 and 1907 and as the president of the University of Chicago from 1907 until 1923.

Judson became a member of the General Education Board in 1906 and of the Rockefeller Foundation in 1913. He edited a series of readers for school students, and wrote some great books.

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GRADED
LITERATURE
READERS

芝加哥大学校长哈里·P·贾德森主编的经典文学读本

美国学生
文学读本

HARRY PRATT JUDSON

〔美〕哈里·P·贾德森／编

天津人民出版社

PREFACE

It is believed that the Graded Literature Readers will commend themselves to thoughtful teachers by their careful grading, their sound methods, and the variety and literary character of their subject matter.

They have been made not only in recognition of the growing discontent with the selections in the older readers, but also with an appreciation of the value of the educational features which many of those readers contained. Their chief points of divergence from other new books, therefore, are their choice of subject matter and their conservatism in method.

A great consideration governing the choice of all the selections has been that they shall interest children. The difficulty of learning to read is minimized when the interest is aroused.

School readers, which supply almost the only reading of many children, should stimulate a taste for good literature and awaken interest in a wide range of subjects.

In the Graded Literature Readers good literature has been presented as early as possible, and the classic tales and fables, to which constant allusion is made in literature and daily life, are largely used.

Nature study has received due attention. The lessons about scientific subjects, though necessarily simple at first, preserve always a strict accuracy.

The careful drawings of plants and animals, and the illustrations in color——many of them photographs from nature——will be attractive to the pupil and helpful in connection with nature study.

No expense has been spared to maintain a high standard in the illustrations, and excellent engravings of masterpieces are given throughout the series with a view to quickening appreciation of the best in art.

These books have been prepared with the hearty sympathy and very practical assistance of many distinguished educators in different parts of the country, including some of the most successful teachers of reading in primary, intermediate, and advanced grades. While it is impossible to give in every case credit where credit is due, mention must be made of the valuable suggestions of Miss M. Adella Pinney, Roger Sherman School, New Haven, Conn., and Miss Florence M. Holbrook, Principal of Forestville School, Chicago, Ill.

INTRODUCTION

Method. The editors are convinced by their own experience and by that of many eminently successful teachers that the best way to teach beginners to read is by the Word and Sentence Method in the first lessons, combined later with the Phonic Method. This method, which is employed by the majority of successful primary teachers, has governed the selection and arrangement of matter in this reader.

New Words. The vocabulary, small enough to be mastered in the time assigned to the use of the book, is made up of words habitually used by children. The few new words introduced in each lesson are placed at the head of the lesson for drill in pronunciation and spelling.

Repetition. It will be noticed that no new words are brought in only to be dropped after a page or two. The fresh interest of each lesson is obtained by the skillful combination of a few new words with those with which the pupil is already familiar. This repetition is secured without any sacrifice of interest and variety, and frequent reviews keep the newly acquired vocabulary constantly in use. Experience has shown that in no other way can it be so readily made a permanent possession of the pupil\'s mind.

Script. Blackboard work takes a prominent place in the preparation for the reading lesson to-day; consequently, script is used freely throughout the book.

Suggestions to Teachers

These suggestions are not intended as hard and fast rules, bu

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