大学英语课堂教学设计ppt课件.ppt

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1、大学英语课堂教学设计,王海啸,2016 南京,要 目,Theories of LearningCurriculum Design Lesson Planning Methods and Approaches Sample Teaching Desings,Theories of Learning,Theories of Learning,PSYCHOLOGY-BASED LEARNING THEORYThe 20th century debate on how people learn has focused largely on behaviorist vs.cognitive psycho

2、logy.Key question asked,“Is the human simply a very advanced mammal that operates by a stimulus response mechanism,or actually a cognitive creature that uses its brain to construct knowledge from the information received by the senses?”,How People Learn：Intro to Learning Theories.Hammond,Austin,Orcu

3、tt,and Rosso,Theories of Learning,PROGRESSIVE LEARNING THEORYStudents approach learning through their own experiences with the understanding that all learning is situated.Focus on the student learning from his or her own experience with guided opportunities to explore,discover,construct,and create,H

4、ow People Learn：Intro to Learning Theories.Hammond,Austin,Orcutt,and Rosso,Theories of Learning,Contemporary learning theoryThe role that both experience and reflection play in the development of ideas and skills.The role of reinforcement and practice in the development of skills,and so do cognitive

5、 intent,effort,and reasoning.The importance of developmental stages;they also recognize that development can also be encouraged through social interaction and the structuring of experiences within the learners zone of proximal development or readiness sphere.The role of culture and other influences

6、on experience in views of how people construct their understandings and develop their abilities.Content matters the nature of the disciplines has much to do with how they are learned and best taught.,How People Learn：Intro to Learning Theories.Hammond,Austin,Orcutt,and Rosso,Theories of Learning,The

7、 Learning ProcessThe brain plays a role.The learning environment makes a difference.Learning is based on associations.Learning occurs in cultural and social contexts.People learn in different ways.People think about their own learning,and their feelings matter.,How People Learn：Intro to Learning The

8、ories.Hammond,Austin,Orcutt,and Rosso,Theories of Learning,How People Learn：Intro to Learning Theories.Hammond,Austin,Orcutt,and Rosso,Curriculum Design,Curriculum Design,Curriculum takes content(from external standards and local goals)and shapes it into a plan for how to conduct effective teaching

9、and learning.It is thus more than a list of topics and lists of key facts and skills(the“input”).It is a map of how to achieve the“outputs”of desired student performance,in which appropriate learning activities and assessments are suggested to make it more likely that students achieve the desired re

10、sults(Wiggins and McTighe,2006:6).,Curriculum Approaches in Language Teaching,Richards,RELC Journal,2013,Curriculum Design,Throughout the twentieth century there was a movement away from mastery-oriented approaches focusing on the production of accurate samples of language use,to the use of more act

11、ivity-oriented approaches focusing on interactive and communicative classroom processes.,Curriculum Approaches in Language Teaching,Richards,RELC Journal,2013,Curriculum Design,Curriculum Approaches in Language Teaching,Richards,RELC Journal,2013,Curriculum Design,Curriculum Approaches in Language T

12、eaching,Richards,RELC Journal,2013,Lesson Planning,Lesson Planning,The dominant model of lesson planning is Tylers(1949)rational-linear framework.Tylers model has four steps that run sequentially:(1)specify objectives;(2)select learning activities;(3)organize learning activities;(4)specify methods o

13、f evaluation.,Chapter 3 Lesson Planning,Farrell,in Methodology in Language Teaching,Richards&Renandya(Eds.2002),Lesson Planning,Chapter 3 Lesson Planning,Farrell,in Methodology in Language Teaching,Richards&Renandya(Eds.2002),Lesson Planning,Questions asked before planning:What do you want the stude

14、nts to learn and why?Are all the tasks necessary-worth doing and at the right level?What materials,aids,and so on,will you use and why?What type of interaction will you encourage-pair work or group work-and why?What instructions will you have to give and how will you give them(written,oral,etc.)?Wha

15、t questions will you ask?How will you monitor student understanding during the different stages of the lesson?,Chapter 3 Lesson Planning,Farrell,in Methodology in Language Teaching,Richards&Renandya(Eds.2002),Lesson Planning,During planning:VarietyE.g.,individual tasks,pair work,group work,or full c

16、lass interaction;varying in level of difficulty;logical sequencePaceBrown(1994)suggests the following guidelines:(1)activities should not be too long or too short;(2)various techniques for delivering the activities should“flow”together;(3)there should be clear transitions between each activity.,Chap

17、ter 3 Lesson Planning,Farrell,in Methodology in Language Teaching,Richards&Renandya(Eds.2002),Lesson Planning,Evaluating the plan:What do you think the students actually learned?What tasks were most successful?Least successful?Why?Did you finish the lesson on time?What changes(if any)will you make i

18、n your teaching and why(or why not)?,Chapter 3 Lesson Planning,Farrell,in Methodology in Language Teaching,Richards&Renandya(Eds.2002),Methods and Approaches,Methods and Approaches,Task-Based Language TeachingPre-task activitiesThe negotiation of meaningCommunication strategies(e.g.,clarification,co

19、nfirmation,comprehension checks,requests,repairing,reacting,and turn taking)Contextualized linguistic input,Chapter 9 Implementing Task-Based Language Teaching,Beglar&Hunt,in Methodology in Language Teaching,Richards&Renandya(Eds.2002),Methods and Approaches,Content-Based Instruction(CBI)Thematicall

20、y organized materials easier to remember and learnCoherent and meaningful information leading to deeper processing and better learningStudent motivation and student interestSequence of progressively more complex tasks developing expertise in a topicIncorporation of explicit language instruction(e.g.

21、grammar,conversational gambits,functions,notions,and skills),C,Chapter 10 Project Work:A Means to Promote Language and Content,Stoller,in Methodology in Language Teaching,Richards&Renandya(Eds.2002),Methods and Approaches,Project-Based ApproachFocuses on contentStudent centeredCooperative rather tha

22、n competitiveAuthentic integration of skills,mirroring real-life tasksProcess and product orientation,with opportunities to focus on fluency and accuracy at different project-work stagesPotentially motivating,stimulating,empowering,and challenging,Chapter 10 Project Work:A Means to Promote Language

23、and Content,Stoller,in Methodology in Language Teaching,Richards&Renandya(Eds.2002),Methods and Approaches,Chapter 10 Project Work:A Means to Promote Language and Content,Stoller,in Methodology in Language Teaching,Richards&Renandya(Eds.2002),Methods and Approaches,Chapter 10 Project Work:A Means to

24、 Promote Language and Content,Stoller,in Methodology in Language Teaching,Richards&Renandya(Eds.2002),Methods and Approaches,Cooperative Learning TechniqueStudents work together in groups;It encourages mutual helpfulness in the groups and the active participation of all members.,Chapter 5 Implementi

25、ng Cooperative Learning,Jacobs&Hall,in Methodology in Language Teaching,Richards&Renandya(Eds.2002),Methods and Approaches,An example of Cooperative Learning-Numbered Heads Together:Each student in a group of four gets a number:1,2,3,or 4.The teacher or a student asks a question based on the text th

26、e class is reading.Students in each group put their heads together to come up with an answer or answers.They should also be ready to supply support for their answer(s)from the text and/or from other knowledge.The teacher calls a number from 1 to 4.The person with that number gives and explains their

27、 groups answer.,Chapter 5 Implementing Cooperative Learning,Jacobs&Hall,in Methodology in Language Teaching,Richards&Renandya(Eds.2002),Sample Teaching Designs,2015年教学大赛获奖者：王英力老师,对微课内容的复习,选题结合学生的实际身份，让学生有话想说,自由讨论,口头作文,让学生有话可说,教师同时提供段落写作中可以使用的连接语汇及可视化段落结构，让学生有话会说,进而有效组织起一个连接合理，结构严谨的反驳型段落,通过评价学生的口头作文再次复习写作要点,讨论相关主题,以不同形式不断重复再现教学主题手法是王英力老师的微课与翻转课堂教学的主要特色,强化句子连接的意识和能力,综合英语国家级精品课程主持人：邹为诚老师,学生就特定主题说作文，教师记录,合作式学习，开放式语言产出；语言与形式并重,内容,语言,教师关于文体和篇章结构方面的教学说明,学生课后独立修订作文,学生分组修改作文,基于输入的，开放式产出,学生每人说一句，大家贡献；教师边写边改，寓教于“做”,有针对性的，基于产出的输入,大学英语课堂教学设计,有效教学,感悟,设计,感悟,理论,实践,Thank you!,