课堂教学策略、评价与研究.ppt

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1、课堂教学：策略、评价与研究,课堂教学策略,课前准备课堂实施课后反思,课前准备,解读教材设定目标设计程序,设定目标,教学目标的特点 Observable and measurable Unambiguous Results oriented/clearly written/specific Communicate a successful learning in behavioral terms Written in terms of performance,教学设计原则,Aim:realistic goals of a lesson.Variety:a number of different

2、types of activities to maintain interest and motivation Flexibility:extra or alternative tasks Learnability:within the learning capacity,neither beyond nor below students coping ability Linkage:stages and steps are linked with one another,VFALL,教学程序,3P:presentation,practice,production,ESA:engage,stu

3、dy,activate,PWP:pre-,while-,post-,课堂实施策略,Activate learning Scaffold learning Stimulate active thinking Support participation Facilitate autonomy Provide feedback,听力教学的原则,注重听力过程;注重意义的理解;采用听前活动来激发学生背景知识；将听力与其它语言技能相结合;培养学生的听力策略；鼓励学生通过非语言线索推测意义。,口语教学原则,练习时，在流利度和准确度之间找到平衡点创设情境进行口语练习联系学生实际或个人生活展开口语活动 使有意义

4、的交际最大化帮助学生树立信心帮助学生发展口语交际策略,成功的口语活动具备以下特点,最大限度使用英语学生参与度比较均衡学生有较强的表达欲望适合学生水平,The ABCD Model,可以用于表述教学目标的动词,tell,list,define,name,identify,state;transform,change,describe,explain,restate/retell,infer;apply,practise,employ,use,demonstrate,illustrate,show,report;analyze,distinguish,examine,compare,contras

5、t,investigate,categorize,classify,organize;create,compose,construct,design,produce,discuss,imagine;judge,decide,select,justify,evaluate,KnowledgeComprehension(understanding)Application(using)Analysis(Taking part)Synthesis(creating new)Evaluation,知识理解：指认、辨认、命名、标示、排列、选择、列题纲、阐述、说/答出具体事实，名称、地点、事件等；知识运用和

6、能力发展：读懂，询问，描述，讲述，举例、计划、表演，展示，说明，推测，想像，创造，表达个人见解，写出，改编认知和思维能力发展：知道为什么，区分，分类、比较、归纳与概括、举例、推理、判断等 学习策略 发展的描述：积极运用英语进行表达，能够借助图片理解故事主要内容，能够利用手势、表情进行交流，能够反思自己的学习情况，等,可以用于表述教学目标的动词,听说教学,The bottom-up modelThe top-down modelThe Pre-,While-,Post-model,听力教学的模式,The bottom-up model In the bottom-up model,listeni

7、ng comprehension is believed to start with sound and meaning recognitions.This process expects the listener to have a very effective short-term memory as they have to make sense of every sound in order to figure out the meaning of words,phrases,and structures.,听力教学的模式,The top-down model In the top-d

8、own model,listening for gist,making use of the contextual clues(knowledge about the speaker,the setting,the topic and the purpose of the talk)to construct meaning are emphasized.In other words,listening involves“knowledge that a listener brings to a text,sometimes called inside the head information,

9、as opposed to the information that is available within the text itself”(Hedge,2000:232).,听力教学的模式,The Pre-,While-,Post-model,听力教学的模式,头脑风暴：激活背景知识:预测：使学生带着目的听;预教生词：扫除部分障碍;围绕话题展开讨论：激发已有知识，语言铺垫。,听前活动举例,检查预测听主旨大意连线/配对完成表格/段落听关键词排序记笔记判断对错回答问题抓关键词,听中活动举例,多项选择回答问题讨论角色扮演访谈辩论,听后活动举例,口语活动的设计,控制性练习 半控制性练习 半交际化练习

10、 交际化练习,信息沟活动;解决问题式活动;讨论;角色扮演;新闻发布会;访谈;小项目.,读写教学,关于阅读素养,Reading literacy is:the ability to understand,use and reflect on written texts in order to achieve ones goals,to develop ones knowledge and potential and to participate effectively in society.-PISA,关键词：理解、使用、反思,阅读过程-阅读理解的五个层次,理解事实性信息 Retrieving

11、information 理解整体意义 Broad understanding发展诠释能力 Developing an interpretation反思与评价所读内容-理解深层含义 Reflecting on content反思与评价文体与特征 Reflecting on form,关键词：获取信息、理解、诠释、反思、评价,读前可以预教词汇或激活背景知识；阅读任务应以发展学生阅读策略为目标而非测试阅读理解；教师应逐渐减少指导，帮助学生最终成为独立的阅读者。,阅读教学原则,The Bottom-up ModelThe Top-down ModelThe Interactive Model,阅读教学

12、模式,skimming scanning predicting guessing meaning from the context understanding details understanding text organizations,distinguishing main ideas from supporting detailsdistinguishing facts from opinions understanding referencemaking inferencesevaluating the authors attitude and opinions,阅读策略,Pre-r

13、eading While-reading Post-reading,阅读教学三个阶段,What does it mean to know a word?,Denotative meaning（本义）Connotative meaning（隐含的意思）Collocations Synonyms,antonyms,hyponyms（下位词）,教学过程中的词汇学习,听前读前,Pre-teach key vocabulary in context预教生词,听中读中,Understand vocabulary in context 在语境中理解词汇,听后读后,Use the vocabulary in

14、context 运用所学词汇进行表达,Focused vocabulary study 词汇学习与巩固,词汇教学案例,阅读问题的设置,封闭式 vs.开放式唯一答案不同答案展示性 vs.真实性已知答案未知答案低层次 vs.高层次信息回忆分析事实记忆评价,Closed vs.openDisplay vs.genuineLower-order vs.higher-order,Blooms taxonomy questioning,Knowledge:recalling facts,terms,and basic conceptsComprehension:understanding facts an

15、d ideas by organizing,comparing,translating,interpreting,describing,and stating the main ideasApplication:applying acquired knowledge,facts,techniques and rules in a different contextAnalysis:identifying relationships,causes or motives,and finding evidence to support main ideasSynthesis:combining el

16、ements in a different way and proposing alternative solutions,creative thinking Evaluation:present and defend opinions by making an informed judgement about information or ideas based on a set of criteria,获知、理解、应用、分析、综合、评价,A Process approach to writing,Before writing creating a motivation to write b

17、rainstorming mapping free writing Writing outlining draftingAfter writing editing revising proofreading conferencing,Before writing,Motivating interestsReading samplesLanguages preparation Discussing topicsBrainstorming,mind mapping,Writing,OutliningDrafting,After writing,Peer and self editing Revis

18、ingProofreadingConferencing,课堂观摩,1.要关注整节课的教学目标。2.要关注整节课的过程步骤。3.要关注整节课的课堂气氛。,（一）关注课堂整体,1.要关注教师的教学语言。2.要关注教师对教材及其它教学资源的使用。3.要关注教师的课堂管理能力。4.要关注教师教态。,（二）关注教师教学,1.要关注学生情绪、状态和学习态度。2.要关注学生课堂主体地位的体现。3.要关注学习活动的形式。4.要关注学生主导的课堂学习。5.要关注学生学习的质量。,（三）关注学生学习,行动研究的过程-（开放式）,发现问题 提出假设 初步调查 确认问题,制定行动方案或改进措施 在教学中实施这个方案在

19、实施中根据观察和反馈调整计划分阶段有计划地收集数据分析数据、反思过程、评价效果撰写行动研究报告,（王蔷，2002）,如何提出假设？从学生方面分析原因 从教师方面分析原因 从教材、环境等其它方面分析原因,如何验证假设？,问卷、访谈、课堂观摩、教师日志、学生成绩等,“对某个问题进行主动的、反复的、严肃的、持续不断的深思”。杜威（John Dewey）,1933反思性教学：教师对自己已经发生的教学实践进行回顾和思索，强调对自己走过的路所做的“回顾”。舍恩/萧恩（Donald，A.Schon）,1983,什么是反思？,反思,Zeichner&Liston(1987)技术层面（technical）情境层

20、面(Situational and institutional)教育价值层面(moral and ethical),Griffiths and Tann(1992:78-79);Schon(1983)Reflection-in-action Rapid reaction/Repair Reflection-on-action Review Research/Retheorizing,行动研究中的反思，Why?WHEN?,发现问题 提出假设 初步调查 确认问题,制定行动方案或改进措施 在教学中实施这个方案在实施中根据观察和反馈调整计划分阶段有计划地收集数据分析数据、反思过程、评价效果撰写行动研究报告,发现自己教学中的困惑或者问题,制定行动方案，考虑解决办法,反思实施效果，调整方案,反思数据收集的可靠性等,反思整个过程的收获及问题,Action,Reflection,Action Research,My report,发现问题与提出假设,参考书目,初步调查与问题确认,结论与反思,数据分析与研究结果,行动方案实施,行动方案及数据收集方法,行动研究报告,