信息技术环境下的教学模式与教学设计.ppt
信息技术环境下的教学模式与教学设计,北京交通大学邵钦瑜,提纲,现代信息技术环境下的视听说教学模式现代信息技术环境下的视听说教学设计原则具体实例(新视野大学英语视听说教程）,信息技术带来了教学模式的改变,传统的教学模式,任务型教学模式,教师为中心讲授型教学单学科、脱离情境的封闭的教学固定性、复述性的学习贫乏的学习环境个体学习（独立，竞争）事实性知识与离散技能的评价,学生为中心自主、探索、交互型教学交叉学科、带实际情境的开放的教学生成性、创造性的学习丰富的学习环境协同学习基于绩效（面向过程）的评价,教学模式比较,信息时代的学习特点,自主性,合作性,探究性,学习是以学生为中心的，学习是个性化，能满足个体需要的；学习是在以课程知识为主线，围绕某个真实问题或主题为中心而展开的；学习者之间是协商的、合作的；学习是具有创造性和生产性的。,任务型教学设计的原则,教学目标问题情景教学活动过程教学资源与学习环境教学活动过程的评估,真实情景下的真实问题,以团队为基础的协作,面向学习过程的质性评估,丰富有效的活动过程,以学生为本的学习环境,Task,任务型教学是基于问题驱动的学习；提出有意义与有价值问题，是教学设计模式的核心和重点；学习问题可以是一个真实的问题、案例、项目，它们都代表连续性的复杂问题；提出问题的原则：问题要有意义，真实情景下的问题；问题要有明确的目标要求，解决要隐含所要传授的知识；问题要有一定的复杂性与歧义性；问题要有开放性；问题要与学习对象的认知特征相匹配，要结合学生的最临近发展区；学习主题具有可挑战性，问题具有可争论性！,设计学习任务,Task-based Activities,Building gaps:information-gapinterpretation-gapopinion-gap,etc.,Real world activities,Building contexts:situational context,topic-based contextskill-needed contextfunction-using context,etc.,视听说课采用教学模式,Online learning,Classroom meeting,Lead-in,Listening Skills,Listening In,Speaking out,teacher assessmentpeer assessmentself assessment,Further Listening and Speaking,Lets talk,Unit 1,Book 2,Roll over,Beethoven,Music should strike fire from the heart of man,and bring tears from the eyes of woman.Ludwig Van Beethoven,Unit 1,Book 2,Roll over,Beethoven,Objectives:,learn something about music and musical instruments express likes and dislikes make inferences and suggestions,Three principal phases,Pre-task phase During task phasePost-task phase,Pre-task phase,On general cognitive demands of the task 对任务要求的总体感知An emphasis on linguistic factors 关注语言因素,Pre-task phase,Supporting learners in performing a task similar to the task they will perform in the during-task phase of the lesson 让学生做一些在后面完成任务时需要的准备工作,Pre-task phase,Non-task preparation activities-brain storming 大脑风暴-mind mapping 思维图 Addressing linguistic demands of a task-predicting,i.e.asking learners to brainstorm a list of words related to the task title or topic,Unit 1,Book 2,Roll over,Beethoven,Activity 1,Unit 1,Book 2,Roll over,Beethoven,Activity 1,How many groups of instruments can be divided for a typical orchestra?,Unit 1,Book 2,Roll over,Beethoven,Activity 2 Group work,Work in groups of four,Your teacher will give you some cards.Each card contains a ward of musical instruments.Place the card face down.One person takes a card and describe the instrument.The others have to guess the word.Whoever guesses the word keeps the cardand whoever owns the most cards wins the game.,Unit 1,Book 2,Roll over,Beethoven,Activity 2,Example:violin:a small wooden musical instrument that you hold under your chin and play by pulling a bow(=special stick)across the strings.It is smallest,has the highest sound,and is most numerous,Unit 1,Book 2,Roll over,Beethoven,Activity 2,Unit 1,Book 2,Roll over,Beethoven,Activity 2,Unit 1,Book 2,Roll over,Beethoven,Activity 2 Brainstorming,To brainstorm the words related to musical instruments.,Unit 1,Book 2,Roll over,Beethoven,Activity 3 Classifications,violin viola cello double bass guitar Harp flute saxophone trumpet French horn drum bassoon oboe handbell,Classify the instruments of the orchestra,or the instruments in a group you are familiar with,according to Sachs system.,Unit 1,Book 2,Roll over,Beethoven,Activity 3,violin viola cello double bass guitar harp flute saxophone trumpet French horn drum bassoon oboe handbell,key,Five ways to learn a new word,Repetition:Saying the word over and over again.Putting it in a sentence:Making up a sentence using the new word.Similar word or meaning:Finding a word that means the same.Spelling:Learning to spell the word e.g.using look,spell,write,and check.Link to topic:Finding a group it belongs in e.g.platform and timetable belongs in a group to do with trains.,Repetition,Putting it in a sentence,Similar word or meaning,Spelling,Link to topic,During-task phase,Participatory structure 参与方式-individual or interaction 个人与互动-language learners or language users pair and group work are seen as central to task-based teaching,but not all tasks are interactive,Task types,1拼图式任务（jigsaw tasks）2信息差型任务（information gap tasks）3解决问题型任务（problem solving tasks）4选择决定型任务（decision making tasks）5交换观点型任务（opinion exchange tasks）Pica,Kanagy,Task types,1 编目（列单子,Listing）2 排序与分类(Ordering and sorting)3 对比(Comparing)4 解决问题(Problem solving)5 个人经历(Sharing personal experiences)6 创造性任务(Creative tasks)Willis(1996),You are directors of Slim Gyms.Study the file cards on the three-listed candidates.Hold a meeting to discuss the strengths and weaknesses of each person.Try to agree on who seems to be the best candidate for the job.,Manager Dynamic,flexible A strong interest in health and fitness The ability to work with people from different cultural background,MICHAEL Bolen Age:36Personality:Forceful determined,with strong views.Like to keep his distance from people until he knows them well.Some people find him too assertive and cold.,Stephanie Grant Age:30Personality:Beautiful,clever and successful.Good sense of humor.On television,handles people well.She gave up competitive swimming,following rumors of drug-taking.,Bob Wills Age:40Personality:Sociable,with a lot of friends.Enjoy parties and dancing.Speaks Spanish fluently,but has tattoos.,ReportTo:Time:Subject:,Unit 1,Book 2,Activity 4 Express likes and dislikes,Work in pairs,discuss the following questions and then share your answers with the whole class.,Unit 1,Book 2,Activity 4 Express likes and dislikes,Visualize it!Close your eyes,and listen to the different types of music.First identify what kind of instrument or instruments used and then tell your partner whatever comes to your mind while listening,finally say which kind of music it is.,1,2,3,4,5,Unit 1,Book 2,Activity 4 Express likes and dislikes,Jazz Classical musicBluesRock musicRapCountry musicOperaPop musicRocknrollDance musicTraditional folk musicreggae,What types of music do you like/dont you like?Try to describe the characteristics of the music you Like most?Who are your favorite bands/singers/composers?,Unit 1,Book 2,Activity 5,You are members of the Student Union.Some American College students will visit your University.You are asked to arrange a traditional orchestra for them and you have to arrange musical programs properly sequence and make the brief introduction to the programs,composers,conductor.,弦乐四重奏String Quartet,旱天雷-Thunder After a Drought(Chinese Folk Music)b.步步高-Higher and Higher(Chinese Folk Music),Yu Fei Tian(小提琴 I-violin I)Yi Fang Cao(小提琴 II-violin II)Tiffany Lui(中提琴-Viola)Lee Ann Song(大提琴-Cello)(CAGT),女声独唱Vocal Solo,但愿人长久-Forevermore you and I,秦奋(BGSU)Fen Qing(BGSU),钢琴独奏Piano Solo,Marriage de Amor,王浙 Zhe Wang(MUO),The post-task phase,Three major pedagogical goals:-提供再做任务的机会（to provide an opportunity for a repeat performance of the task）-反思任务是怎样完成的（to encourage reflection on how the task was performed）-关注语言的形式（to encourage attention to form）,Reflecting on the task,Present a report on how they did the task and what they decided or discovered oral or written Summarize the outcome of the taskReflect or evaluate their own performance(fluency,complicity or accuracy)Metacognitive strategies 元认知策略(planning,monitoring and evaluating),Assignments,Summarize the expressions used to make inferences and suggestions in groups and use them to make up some dialogues and then upload to our website.2.Translate the Chinese instruments into English and classify them.(see handout),Assessment,Teacher AssessmentPeer AssessmentSelf Assessment,Conclusions,Task-based teaching offers the opportunity for natural learning inside the classroom.It emphasizes meaning over form but can also cater for learning form.It is intrinsically motivating.It is compatible with a learner-centred educational philosophy.It can be used alongside a more traditional approach.,Thank you!,
