英语教学设计 - 新思考网.ppt
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1、盐池县师资培训中心 贾永科 2010年5月,英语教学设计策略,PLANNING LESSONS,Definition of a lesson plan,A lesson plan is an extremely useful tool that serves as a combination guide,resource,and historical document reflecting our teaching philosophy,student population,textbooks,and most importantly,our goals for our students.It
2、 can be described with many metaphors such as road map,blueprint,or game plan;but regardless of the analogy,a lesson plan is essential for novice teachers and convenient for experienced teachers.,Why we plan,Deciding what to teach,in what order,and for how much time are the basic components of plann
3、ing.The lesson plan serves as a map that guides us in knowing what we want to do next.A lesson plan is also a record of what we did in class.Just as teachers expect their students to come to class prepared to learn,students come to class expecting their teachers to be prepared to teach.,When and how
4、 we plan,To be perfectly honest,a certain amount of lesson planning takes place the night before a class is taught.There are two types of lesson planning:micro and macro.A good lesson plan is the result of both macro planning and micro planning.On the macro level,a lesson plan is a reflection in the
5、 methodology,the syllabus,the texts,and the other course materials and finally results in a specific lesson.,A good teacher cannot help but bring his or her own sense of good learning and teaching into the classroom.Once the syllabus and texts have been decided,planning for the year or term takes pl
6、ace.For many teachers,especially newly hired ones,these decisions have already been made and the macro planning has been taken care of by colleagues or supervisors.In some cases,however,the new teacher may be responsible for the macro planning as well as the micro planning.,What a lesson plan looks
7、like,Although there are a variety of formats to use when creating a lesson plan,most templates share certain characteristics.When creating a lesson,a teacher must consider(1)the background of the students,(2)the objectives of the lesson,(3)the skills to be taught,(4)the activities,(5)the materials a
8、nd texts,(6)the time constraints,and(7)the connections to previous and future lessons.Like most activities,a lesson plan has three stages:a beginning,a middle and an end.,英语教学设计的模式 鲁子问,教学目标设计,学习需求分析,学习内容分析,学习者特征分析,教学策略设计,教学过程设计,教学技术设计,评价目标确定与方法选择,形成性评价,总结性评价,设计,评价,分析,反馈修正,鲁子问,英语教学设计模式 王笃勤,warm up/re
9、view,presentation and practice,interest/motivate/check,into/through/beyond(Brinton),engage/study/activate(Harmer),Lead-in/elicitation/explanation/accurate reproduction,and immediate creativity(harmer),verbalization/automatization/and autonomy(Ur),First,the language form or content is introduced and
10、presented;Second,comprehension is checked before a form of guided practice is implemented;Third,some types of less structured,communicative activity takes place so that students can practice what they have just learned in a less controlled,more natural situation.The communicative stage also provides
11、 an opportunity for students to integrate the new knowledge presented in the lesson with previous knowledge.Finally,teachers and students should evaluate how well the new material has been learned in order to determine the shape of the future lesson.,A good lesson has a sense of coherence and flow.A
12、 good lesson exhibits variety.A good lesson is flexible.,Basic Principles of Lesson Planning,(一)分析,1.学习需求分析,学习需要分析是指通过系统化的调查和研究,发现教学中存在的问题.通过分析问题产生的原因,确定问题的性质,论证解决该问题的必要性和可行性.其核心是发现问题,确定问题的性质,而不是寻求解决问题的方法,具体有三方面的工作:一是通过调查研究,分析教学中是否存在要解决的问题.二是分析存在问题的性质,以判断教学系统设计是不是解决这个问题的途径.三是分析现有的资源及约束条件,以论证解决问题的可能性
13、。其核心是发现问题,而不是寻求解决问题的办法。通过学习需求分析,我们可以获得有关“差距”的资料和数据,由此可形成教学系统设计的总目标。,学习需求涉及四个方面,物质条件,如:学习场所、材料、时间等;心理条件,如:教育心理需求、学习兴趣、动机等;知识技能条件,如:现有知识、学习策略和方法等;支持条件,如:教师、学校等。,2.学习者分析,准确分析学习者是成功开展教学设计的一项决定性因素。学习者分析是整个教学设计的起点,因为只有准确把握学习者的英语学习特征,才可能设计符合这一特征的教学目标、教学策略、教学技术、教学过程与评价标准。,3.学习内容分析,学习内容就是教学活动中为实现学习目标而需要掌握的知识
14、与技能、过程与方法、情感态度与价值观的总和。根据国家英语课程标准的规定,英语课程的学习内容包括语言知识、语言技能、情感态度、文化意识、学习策略五个层面。教师一般能把握教学内容的语义内容,也能较好把握语境内容,但大多数教师都存在把握语用内容的困难。,(二)设计,1.教学目标设计,确定教学目标是有效教学的基础,是提升学习成效的关键。尽管教学目标的确定是所有教师几乎每次备课都要开展的,看起来似乎也不难,但教学目标不够科学却是当前影响英语学习成效的重要因素,也是很多教师抱怨无法完成教学任务、陷入题海战术的一个根本因素。教学内容的语义目标、语境目标往往比较容易把握,但语用目标则普遍存在欠缺,甚至方向性错
15、误。,1教学目标的重要性构成教学过程的要素包括教学目标的确定、教学活动(任务)的实施与教学评价。可具体描述为:,教学过程体现了从教学目标出发,通过学生的各种活动,最终达成教学目标的全过程。通过对教学过程的描述,教学目标的重要性是不言而喻的。,2教学目标是制约其他教学要素的基础。下图能直观地表示教学目标与其他要素的关系。,教师要灵活地、创造性地使用教材。对教材进行删、换、增、减、改和重组的依据应是教学目标;教学环节的设计要与教学目标一致,教师要考虑学习过程中有效的语言输入与输出,也要考虑学生综合语言运用能力的形成;教师在上课之前,一般都需考虑选择什么教学方法和手段,确定以什么教学程序来实现教学目
16、标;教学策略是依据教学目标、系统考虑诸多因素、总体上择优的富有创造性的设计工作;教学目标是通过活动(任务)来达成的,每项活动的展开,都将会达成某项教学目标;教学资源的选择、媒体的运用与教学材料的开发都是为达成教学目标服务的。恰当地运用媒体,应建立在明确的、具体的教学目标之上;教学评价是指以教学目标为依据,制定科学的标准,运用一切有效的技术手段,对教学活动的过程及其结果进行测定、衡量,并给予价值判断。,教学目标确定中的问题,1教学目标与教学目的相混淆由于沿袭多年的教学目的对教师的影响,教师在制定教学目标时,常误将教学目的当作教学目标。教学目的和教学目标是一般和特殊的关系,教学目标是教学目的的具体
17、化形式。教学目的具有政策性与概括性;教学目标则具有策略性与具体性。但很多教师常用一些很笼统的、模糊的术语来描述教学目标。下列描述则不是教学目标。,(1)Students will be able to:fully master the words learned in.understand the interrelationship of the paragraphs and develop strategies.(2)根据本单元所学,完成与“主题公园”有关的任务。(3)培养学生热爱祖国、热爱家乡的情感。(4)学习新单词扩大学生词汇量,为自主学习和阅读奠定基础。(5)培养学生的能力。(6)学生
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