国培计划——中小学骨干教师研修项目： 杭师大初中英语班《中美初中英语课堂比较分析》 .ppt

国培计划（2010）中小学骨干教师研修项目：杭师大初中英语班,中美初中英语课堂比较分析,从中美两节课对比讨论两国教学文化分析我国新課改中教學遇到的挑戰（评价体系、教师职专业素质提升等等）对我国教師在教改中需要扮演的角色启示,杭州余杭的某位初中英语老师的教学片断,课堂教学设计与实施(p.4-p.10)亮点和存在的问题?,Im going to be a basketball player.,话题：职业梦想(Dream job)功能：谈论职业梦想并多方面设计实现梦想 的计划结构：What are you going to be when you grow up?Im going to be a basketball player.How are you going to do that?活动：猜的游戏，对话表演，笔头练习,Im going to be a basketball player.,This is _.Michael JordanYang LiweiHe was born in _.1983 B.1963He was a _.basketball playergymnast,?,What are you going to be when you grow up?,Are you going to be an actor?,How are you going to do that?,1b,Group work,Jim is going to be an engineer.He is going to study Mary is going to be,Lisa,Jim,What are you going to be when you grow up?,Im going to,writer,speaker,Monitors(监督员),English only,How are you going to do that?,Key words:interesting,important,unusual,difficult,different,study,practice,take lessons,Why?,Task:My dream job,你可能会用到以下单词或词组:be going to,great,interesting,important,dangerous,take lessons,practice,study,请试写一篇短文，规划你梦想的职业，要求说明理由并提出几种实现梦想的打算。（40词左右）,复习听写以下单词：grow up,computer programmer,computer science,engineer,pilot,professional,act,move作业本（1）许愿树：2007年即将过去，写下我们每个人的职业梦想，并确定实现梦想的打算，交给班长保存。10年后的2017年，当我们大学毕业再聚首，回顾当年的梦想，将会是一件多么有意义的事啊！,HOMEWORK,Everybody has his dream.Try your best and your,dream will come true one day!,美国Gwen老师的阅读课堂,Little Red RidinghoodCharacters:Little red,wolf,grandma,woodsmanLinking words:somebody；wants;but;so学生总结、归纳的语言思维能力培养,对学生语言学习的评价比较,美洲国家对学生语言学习的评价朗读并回答问题理解力立体型朗读流利度评价表口语评价量规表口语评价量表English.doc我国的语言学习评价（以口语为例）青岛四方区小学英语学科发展性评价体系的构建与实践北京市房山区为高年级段制定的小学生英语口语教学过程评价方案2007初中英语口语形成性评价设计.doc,学习评价问题的解决？,形成性评价举例（Jack Han,an example）,评价目标(literacy),形成性评价举例（Jack Han,an example）Jack Hans Writing,SpellingLiteracyCompositionLanguage_Arts_Pre_K-4_Posters.doc,Jack Hans Writing,Composition,Jack Hans Reading,School libraryHome/school link readingHe read over 300 books a year.,Classroom-based Performance Assessment初中教英语写作过程评价,初中Julie.doc,对教师的教学评价,初中英语课例分析对中国英语教师教学评价原则.doc美国教师培养和专业素质发展评价框架,The Domains,Domain A Organizing content knowledge for student learningDomain B Creating an environment for student learningDomain C Teaching for student learningDomain D Teacher professionalism,Professional Practice,Planning&Preparation,Classroom Environment,Professionalism,Teaching,Domain A,A1 Becoming familiar with relevant aspects of students background knowledge and experiences.A2 Articulating clear learning goals for the lesson that are appropriate to the students.A3 Demonstrating an understanding of the connections between content that was learned previously,the current content,and the content that remains to be learned in the future.A4 Creating or selecting teaching methods,learning activities,and instructional materials or other resources that are appropriate to the students and aligned with the goals of the lesson.A5 Creating or selecting evaluation strategies that are appropriate for the students and aligned with the lesson.,Planning&Preparation,Domain A：Planning&Preparation,Domain B-Environment,B1 Creating a climate that promotes fairnessB2 Establishing and maintaining rapport with students.B3 Communicating challenging learning expectations to each student.B4 Establishing and maintaining consistent standards of behavior.B5 Making the physical environment as safe and conducive to learning as possible.middle schoolpicturesclassroom rulesDSC02928.JPG,middle schoolpicturesclassroom rulesDSC02933.JPG,The Rating Scale,Level of performance of the EYT who:1 Clearly has not mastered the basic requirements of the criterion.2 Has mastered the rudiments of this criterion.The EYT could be expected to improve substantially with experience.3 Has mastered the skills of this criterion and has become a highly effective EYT with respect to this criterion.If observer is uncertain about the above scores,may also use a midpoint-.5,Domain C-Teaching,C1 Making learning goals and instructional procedures clear to studentsC2 Making content comprehensible to studentsC3 Encouraging students to extend their thinkingC4 Monitoring students understanding of content through a variety of means,providing feedback to students to assist learning,and adjusting learning activities as the situation demands.C5 Using instructional time effectively,Tips on Domain C,Clear communication of goals and proceduresGoals what teacher wants;Activities what students do to accomplish goalsProcedures are clearTeacher builds on students backgroundsTeacher uses open-ended questions;time to think;multi-method tasksMonitoring,feedback,adjustment during lessonPacing;using time effectivelyStudents engaged,content meaningful,Domain D-Professionalism,D1 Reflecting on the extent to which the learning goals were met.D2 Demonstrating a sense of efficacy.D3 Building professional relationships with colleagues to share teaching insights and to coordinate learning activities.D4 Communicating with parents about student learning.,Providing Supportive Feedback,Establish rapportListen activelyParaphrase or summarizeAsk for clarification or elaborationAsk open-ended questionsBE NON-JUDGEMENTAL,对于英语学科教学的核心内容是什么？,1、通过比较两者皆重视的评价方面是什么？2、我们重视的是什么？3、美国教师教学评估师重视的是什么？,中美课堂文化差异,教学策略师生关系教学重点课堂设计,阅读课中的阅读技巧渗透,中国教师看美国課堂American lessons from a mainland Chinese teachers perspective,太少学科知识Little content knowledge太多时间放在学生活动Too much time for student activities教学设计及其施教不够严谨、系统性及逻辑性不明显The flow of the lesson is not logical,structured,systematic较少对学生专注学习的控制Less control over students“on-task”behaviour很少是完整的一課Usually the lesson is not a complete one,为什么？教学水平低？Why?Poor teaching?,不同側重点(Different focus)重点所在(Emphasis)较少在学科知识less on knowledge较多在学习過程及技能如批判性思維及创造能力more on learning process and generic skills such as critical thinking,creativity较多生生互动(More student-student interaction)能針对学生的特质及需要所相应的(Responsive to students needs and characteristics),中美（港）課堂教學文化差异举例,教學理念,背后的信念,归纳与演绎,师生关系,课堂教学比较,從學生表現看,我国教師的反思,我們對學生的期望是否太高或太低?理論太深和知識太多，學生會吃不消沒有活動學生會悶、會作反學生懂答案已很不錯，要他們完整及邏輯地作答是太高要求了要學生記太多東西是不成的是否過份强調學科知識而忽略學會學習?是否過份强调記憶、背誦而疏忽对学生探索、理解和分析的要求?,表現及結果,課程淺化學生對學科本身的美的欣賞及趣味減低降低對知識及理論的要求活動帶動教學設計(activity-driven),是否可以合并兩者，集合兩者之長，舍弃兩者之短?,挑戰,建立良好學習常規,但又不会影响學生創意,批判性思考,學生課堂互動,良好的師生关系；要增加學生對知识及理論的掌握,同時又能培養分析能力要由學習活動本身得到的乐趣,提升至對學科本身的趣味和美的欣賞要平衡創意,推理,批判及記忆能力的发展,是否真的可能？,得與失Gains and loss,重知識 輕技能More solid knowledge base less skill development有序學習-少創意及互動Orderly student learning less creative,interactive較有效率 效能成疑問More efficient effectiveness in question較易完成課程及進度-學生吃不消Easier to complete curriculum and follow schedule student indigestion,教育部對大陸教師的期望？How does the MoE expect of their teachers in mainland?,教師為中心、傳統教學方法A didactic,teacher-centred approach或Or學生為中心、建構主義教學方法A constructivist,student-centred approach?,传统教学设计的内容与步骤http:/,确定教学目标(我们期望学生通过学习应达到什么样的结果)；分析学习者的特征(是否具有学习当前内容所需的预备知识，以及具有哪些认知特点和个性特征等)；根据教学目标确定教学内容(为达到教学目标所需掌握的知识单元)和教学顺序(对各知识单元进行教学的顺序)；根据教学内容和学习者特征的分析确定教学的起点；制定教学策略(包括教学活动进程的设计和教学方法的选择)；根据教学目标和教学内容的要求选择与设计教学媒体；进行教学评价(以确定学生达到教学目标的程度)，并根据评价所得到的反馈信息对上述教学设计中的某一个或某几个环节作出修改或调整。,傳統優秀課準則,教案設計嚴謹容量大、密度高環環緊扣看能否深刻地理解、正确地把握教材。按計劃有效完成教學設計有效達成教學目標教學有序地進行,教改中關注的問題,关键都是在于：能否打破长期以来统治各级各类学校课堂的传统教学模式。这种教学模式的特点是：以教师为中心，教师讲、学生听，主要靠教师向学生灌输，作为认知主体的学生在教学过程中自始至终处于被动状态，其主动性、积极性难以发挥。既不能保证教学的质量与效率，又不利于培养学生的发散性思维、批判性思维和创造性思维，即不利于创造型人材的成长。http:/,新課改中的倡議,建構主義-探索式學習 從做中學以學生為中心三維目標 知識、過程、價值觀思考方式獨立思考批判性思考創意散發性思維創造性思維自主學習師生平等、關係融洽,严谨管理,教學計划及进度 教甚麼，教多少，甚麼時候教課程內容深且广，要赶进度，是否可以多放時間讓學生去建构、創新及發展批判性思維(這些需要很多時間及空間)領導容許嗎？鼓勵嗎？,創意的培養,寬鬆包容的環境創意是要跳出常規、不隨众、超越規範、有思維的飛躍(很多做創意產業的人都有這些特徵)如果在一個經常被要求用精確的語言、按既定規則及方法做事、思維方式强調邏輯、科學及系統性，同時限制及批評標奇立異、不跟常規的表現，對創意的培養，有甚麼影響？,一個森林 一班學生一棵一棵的樹 一個一個的學生(個別樹木的集合)(個別學生的集合)大陸教師將焦點放在集體，還是個體?大陸學校管理會要求放在集體或是個體？,推崇效率而非效益,很多大陸教師看過香港的課，總覺得是太低效了，一堂課只教很少的東西，知識點太少，程度太淺。大陸教師仍然只偏重知識技能?會重視學習過程，建立自信，自我完善，創新？,教學解題,如果有學生作業用自己想出來，但很花時間的”蠢”方法，你會怎樣？提醒他用最快最可靠的方法讚賞他的創意作業的數量的多少也會影响學生的選擇中國-多-學生一定做用最快最準的方法西方-低-有多空間去嘗試,對教師相應要求,尊重每個學生作為一個個體及協助發掘其價值不單重視知識、也重視學習過程及價值觀等照顧個別差異，及提供足夠機會及支援讓他們自己去探索能自己創新，也鼓勵及接受學生創新專業自主，不盲目跟隨上級指示鼓勵學生獨立思考，具批判能力，敢挑戰權威接受及倡議多元化，反對過度標準化及單一化(包括教學活動、學生表現、評估方式等)與學生平等互動，縮短距離,在現行教育教學改革下大陸教師如何自處How should mainland teachers position themselves under the reform?,應該放棄傳統教學方法，採用新的方法？如果這樣做，是否真的有好處？Should we abandon the traditional way of teaching and adopt the new approach?It is desirable?我們是否有能力做到？Are we able to do it?如果我們要採用一個學生為中心、建構主義的教學方法，我們應該怎樣進行？If we need to adopt a more student-centred,constructivist approach,what should we do?,範式轉移轉Shift of focuses(Paradigm shift),空間Space(時間及自主權time and autonomy)重視學習動機Student motivation學生學而非教師教Student learning instead of teacher teaching 學生的個人經驗(真實的學生活動)Students personal experience(genuine student activities)批判地探討及評價現有的做法及政府的政策Critical review of existing practices and government directions,空間在學生為中心的教學的重要性The importance of space in student-centred approach,學生需要時間的空間作為探究，嘗試，創造，試驗，溝通及互動Students need TIME for exploring,practicing,creating,experiencing,communicating,interacting,etc.學生要在創造及作批判性思考時要避免有過多的控制Students should be free from excessive control when we need them to be creative and critical,一些盲點Some blind spots,教學設計太規範及僵化Lesson design too structured or rigid過多預設的目標及學習途徑Excessive predetermined tasks,learning paths严格執行教案及課程Strict implementation of lesson plans and curriculum有序地 an orderly,disciplined manner,比喻：如何培訓一隊籃球隊Analogy:How would you coach a basketball team?,給他們一些理論(解剖學、運動科學)Give them a lot of theories(anatomy,sport sciences)示範一些技巧Demonstrate them a lot of skillsOr 給他們”玩”(比”練習”好)Let them play(better than the word“practice”)安排比賽Arrange matches and competitions向好球員學習(錄影及比賽)Learning from good players(video or real matches),如何教學生写作How do students learn to write?,写得准确？By writing accurately?多写？By writing more?怎么评？How to assess?,學生收回作文時通常如何反应？What do your students do when they received marked compositions?,小心查察所犯的錯誤？Look at their mistakes?所改正过程中學习Learn from your corrections?对写作变得更积极，会写得更多更好？Being motivated to write more and better?或？Or？,學生如何学习寫作？How do student learn writing?,对写作产生兴趣Be motivated in writing在寫作時有足夠的支援或指导性评价Be supported when they write多写Writing more,反思及討論,我国内地的传统教學方法比新教改差嗎？新教學方法和現有文化和制度相容嗎？配合嗎？要配合的話要如何改进和建造新的教學文化？,邯郸学步,相传在2000多年以前，一个燕国的美少年听说邯郸人走路很美虽然他并不知道邯郸人走路怎样美、为什么美，但这已经成了他的心病，于是他跑到遥远的邯郸学走路去了，而最终的结果却是他自己忘记怎么走路了。邯郸学步的教训告诉我们，一味模仿不但会走向“画虎不成反类犬”，而且会迷失原来的自我。,謝謝您！,