英语新课程理念的实践解读.ppt

英语新课程理念的实践解读 以高中新教材为例,南京市教育科学研究所 陈静波,基础教育阶段英语课程的总体目标是： 培养学生的综合语言能力。 形成综合语言能力的基础：,Integrated competence,一 课程目标,Work backwards,What is language? What is (language) learning? When can we say that we have learnt a language? What is the learning outcome? What activities will help them gain these skills? How will you know if they have mastered the learning outcome? What assessments will provide you this data? Finally, how can technology be used as a teaching tool to accomplish the items above?,1 语言技能,Language skills,Listening,Speaking,Reading,Writing,2 语言知识,Language knowledge,Phonetics,Vocabulary,Grammar,Functions,Topics,3 情感态度,情感态度,兴趣,动机,自信,意志,合作精神,祖国意识,国际视野,4 学习策略(what are they?),Learning strategies,Cognitive strategies,Self regulation,Communicative strategies,Resource strategies,认知策略是指学生为了完成具体学习任务而采取的步骤和方法。 调控策略是指学生对学习进行计划、实施、反思、评价和调整的策略。 交际策略是学生为了争取更多的交际机会、维持交际以及提高交际效果而采取的各种策略。 资源策略是学生合理并有效利用多种媒体进行学习和运用英语的策略。,5 文化意识,文化是指所学语言国家的历史地理、风土人情、传统习惯、生活方式、文学艺术、行为规范、价值观念等。,What is culture?,文化知识,文化理解,跨文化 交际,1-2 语言知识和语言技能是综 合语言运用能力的基础。 3 情感态度是影响学生学习和 发展的重要因素。 4 学习策略是提高学习效率、 发展自主学习能力的保证。 5 文化意识是得体运用语言的 保证。,五个方面的关系和功能,1. 面向全体学生，注重素质教育 2. 整体设计目标，体现灵活开放 3. 突出学生主体，尊重个体差异 4. 采取活动途经，倡导体验参与 5. 注重过程评价，促进学生发展 6. 开发课程资源，拓展学用渠道,二、基本理念,语言教学的宏观策略,1 最大限度地提供和利用学习机会； 2 尽可能地减少知觉失配（错配） 3 创设和提供沟通互动的的条件 4 提高学生自治能力（自我管理） 5 强化语言意识 6 激活直观（直觉）的学习体验 7 情景化的语言输入 8 整合技能学习 9 确保学习与社会的相关性，与学生学习经验的相关 性 10提高文化意识。,课程标准提出的重要宏观策略,突出学生主体，尊重个体差异 学生已有经验； 学生的需要； 学生的学习风格； 学生的背景； 学生的心智发展水平； 学生的个性品质； Interesting, comprehensible and doable.,课程标准提出的主要教学途径,采用活动途径，倡导体验参与 任务型教学模式； 以活动为主（含思维活动）； 鼓励学生参与（全面、全程、全体）； 体验成功喜悦，树立自信心； 培养情感，调整策略； 注意的问题： 目标 任务 活动 方法 结构 功能 活动与目标；策略、方法、活动（长处、不足与局限性,词汇教/学策略；语法教/学策略 听说读写教/学策略 激发学习动机策略 课堂教学管理策略 学习活动以及学业成就评价策略 课堂提问策略 作业布置策略 学习评价策略,具体教学策略,三、实践解读,教学设计 教学实施 教学评价,教学设计,教学目标 教学资源 学生差异 教学策略 教学手段 教学活动,学习目标, 也称行为目标，是对学习者通过教学后将能做什么的一种 “明确”、 “具体”的表述。(二次加工),教学目的,课程目标,课程目标,单元目标,单元目标,单元目标,单元目标,课 时 学 习 目 标,课 时 学 习 目 标,课 时 学 习 目 标,课 时 学 习 目 标,课 时 学 习 目 标,课 时 学 习 目 标,课 时 学 习 目 标,课 时 学 习 目 标,思考：以下目标存在什么问题？,案例1：新课标英语教材八年级上册Unit 1设计的单元目标 (一)知识 1. 掌握如何恰当地使用频率副词及短语：always, usually, often, sometimes, hardly ever, never, how often, once, twice, three times a week, every day, habit, What do you usually do on weekends? How often do you .? 2. 掌握如何描述课余时间的活动安排。 3. 掌握如何描述基本的饮食结构：milk, junk food, health, unhealthy (二)能力 能够综合各种信息，准确地表述频率。 (三)情感 合理安排自己的生活，养成健康的生活习惯。 (from /english81/ShowSoft.asp?SoftID=157),以下目标存在什么问题？,案例2： The Media （北师大版，必修模块4 Unit 11） Lesson 41 World News （1）引导学生熟悉新闻类文章的文体特点，理解课文内容，掌握阅读技巧，如根据标题预测课文内容等； （2）熟悉有关自然灾害报道的各种词汇，接触更多相关报道的文章，以加深对新闻文体的认识； （3）通过阅读课文并设计各种活动，训练学生运用英语进行听说读写各种活动的能力； （4）掌握被动语态的用法。 吴明红：高中课型课例交流与研究，中小学外语教学2005年第11期,其他常见类型,Develop students ability in four skills; Explain /teach /learn the following words and phrases; Read the whole passage; ,问 题,案例1中，作为单元教学目标，设计者考虑到新课程的教学理念以及所谓的“三维目标”，三个维度面面俱到，也使用了 “掌握”、“综合”等表示结果的行为动词，但是，仔细分析，这样的设计存在很多问题。 案例2没有按照三维目标的范畴来设计，而是将知识和能力等因素统一考虑。这样做是可以的。但是，因为误用了“引导”、“训练”、“接触”等动词，也会带来很多行动上的误区。,原因,第一、目标描述中三个维度交叉、混乱，没有做到“明确”。 第二，教学目标不够“具体”； 第三，误用行为动词； 第四，行为主体混乱； 第五，将过程当作结果。,改进措施,1, “明确”到领域，“具体”到层次； 2, 行为主体是学生； 3，描述结果而不是过程 4，使用结果行为动词而不是过程行为动词,教学实施,教学内容的呈现； 学习活动的组织； 学习过程的指导； 练习活动的设计； 教学效果的评估,教学内容的呈现,The Sports Meeting 教学目标: 学会运用本课所学副词的比较级、最高级: run faster than， run fastest of a11： do better than; do best of all； jump higherhighestfartherfarthest 。,课堂导入,(1)用本单元的题目引出学生们自己事先查找到的有关运动会项目的生词。例如：the shot put(铅球)the discus throw(铁饼)，the hurdle race（跨栏）等。让学生以四人小组为单位派代表上台展示本组准备好的内容，有条件的可用课件、投影展示，也可用卡片等展示并读出。其他同学可作记录、跟读。师生一起辨析、比较，看哪个小组准备的内容多而且读的正确率高。教师纠正发音、补充单词、及时表扬。 (2)自然地引出本节课要学的有关运动会的生词、短语： race，100-metre race，the boys 400-metre race，win，win the race，high jump，long jump，hold a sports meeting，have a sports meeting。,(3)借助于CAI的动态画面，引出副词的比较级、最高级的用法，例如： do quite well jump far do better than jump farther than do best of all jump farthest in of 思考:这样的呈现有什么问题?,学习活动的组织,这是关于宠物一课的教学片段。在导入、呈现、和控制性练习等环节之后，老师组织学生开展了开放性的口语活动。活动前，老师的指导语是这样的： Finish the task in groups Look at the pictures of pets. Imagine you can have one of them. Describe which one you want and write some reasons for your decision.,学习过程的指导,一位老师教学Modern Agriculture 一课。他在学生阅读完课文后，提问检查了学生对课文的理解情况，接着又让学生讨论这样的话题： What is the difference between traditional agriculture and modern agriculture? 学生4人一组开展。讨论了大约5分后，老师让学生汇报讨论结果，学生除了课本上的几句话外，说不出多少内容，更谈不上自己的思想或观点。,练习的设计,1. 学生看海报，回答问题,T: Whats the poster about? Ss: Sports events T: How many events for boys? Ss: Ten T: How many events for girls? Ss: Seven,2. 阅读短文，教做下面的练习,Gary can run the 110-meter hurdles. True False He can do the high jump. True False Hes fast. True False He cant throw the shot put. True False He can do the long jump. True False,3. 综合技能对语言观的解释,Activity: integrated skill practice Material: Incomplete or personal information Steps: 1.Prepare personal information and make copies . 2.Group the students in pairs. 3. Give a copy to one student in each pair and the other cant read it. 4. The one with the copy dictate to the other. 5.Check the dictation 6. Tell them there is something wrong with the information and ask them to ask questions to clarify each piece of it. 7. Each pair rewrite the information. 8. Two or three groups read their writings to the whole class.,4.概念图用于听说读写,5WS,主题、次主题、细节,My Dictionary,概念图用于比较,环 状 图,树形图,因果（鱼刺图）,因果关系,因果图,因果图表示因果关系,Reading: Content scheme, linguistic scheme and structure scheme,Question 3 , 5 in unit 1 reading,K-W-L-H 教学策略,K-W-L-H教学策略是帮助学生唤醒已有知识的一种好策略。它实际上是由Donna Ogle 于1986年设计的一种小组教学活动，旨在帮助学生在阅读过程中积极思考，以提高阅读理解的效果。 K的意思是“知道”，即，关于这个话题或学科，学生已经知道了什么。教师应帮助学生回忆已有知识。 W代表英语单词“什么”，就是说，教师要帮助学生确定，关于这个话题，他们想学习什么。 L 表示“学习”，即，要帮助学生认清，他们在阅读中学了些什么。 H 表示“如何”，即，如何学习。教师应帮助学生弄清他们是如何学到这些的，还可以怎么学得更多、更好（如：关于这个话题，在哪里可以找到更多的信息）。,Grammar Teaching,Questions Explicit or implicit? Form or meaning? Inductive or deductive? Error correction or not? Solutions Integrative grammar teaching.,合作学习举例:JIGSAW,不同学习任务的JIGSAW; 各组有着自己的不同与其他组的任务; 小组内部:成员都有自己的任务; 不同学习风格JIGSAW; 不同发展水平的JIGSAW; 不同性别的JIGSAW; 不同家庭文化背景的JIGSAW; JIGSAW READING,概念图,Reflection,课程标准倡导的评价方法,注重过程评价，促进学生发展 评价目的：促进学生发展，教师发展，课程发展； 评价方法：由形成性与终结性评价构成； 在教学过程中以形成性评价为主； 终结性评价着重测试学生的综合语言技能和语言运用能力。,评价的分类,定位性评价 形成性评价 诊断性评价 终结性评价,Practice and repetition?,Practice makes perfect? What kind of practice makes perfect? What can we do to improve daily practice in and out of class?,目标决定任务 任务决定方法,高考中考与平时练习目标相同吗？ 高考题型（测试技术）与平时练习题型应该相同吗？ 高考中考为什么用那么多的客观题？ 客观题与主观题，哪一种综合水平高？ 客观题与主观题，哪一种对学生的学习更有帮助？ 多做模拟题的好处有哪些？,Assessment Design and Implementation,1 What to test? (objectives and contents) 2 When to test? 3 How to test? (techniques) 4 Structure of a test paper 5 Key parts 6. What and how much should the Ss know about the test? 7. How to mark the test?,(I) Assessment without tests,What to assess? Students needs; interest; motivation; attitude; Students learning style; learning habits; Students mental state; physical state; Students prior knowledge and experience; Students family / community background; Students level of participation;,1.Keep records,1 Ts talk 2 Ss talk 3 Interaction 4 Process 5 Intake 6 Affect,How to collect information,Classroom investigation,2. Classroom Observation,excellent 5 4 3 2 1 poor 1. listening 2. query 3. interest and attention 4. slacking 5. waiting 6. talking 7. trying,excellent 5 4 3 2 1 poor 8. avoiding 9. thinking 10. inquiry 11. refuting 12. silence 13. participation 14. cooperation,Response in Classroom,Students in a school classroom raise their hands to answer a teachers question. Participation in classroom activities helps children develop the social, intellectual, and cultural skills they need to function in society.,Teacher reads to a group of kids,Profile format 1,Communication skills,Attributes（Positive and Negative） (1) Enters into class discussions 5 4 3 2 1 (2) Offers questions or comments during class (3) Visits at podium after class (4) Visits during office hours to clarify ideas (5) Engages in the electronic learning forum (6) Offers questions or comments via e-mail (7) Skips class; Shows up late (9) Sleeps in class (10) Exhibits disruptive behavior 5.almost always 4.frequently 3.occasionally 2.seldom 1.almost never,Profile format 2,Personal development,Profile format 3 Page 1,Student name:_ Date:_ Course:_ To teacher:_ To student:_,Profile format 3 Page 2,Date student experience,Profile format 3 page 3,Personal development,Profile format 3 page 4,3. Negotiation,访谈情景的分析与选择 访谈对象的类型确认 访谈启动技术 倾听与随机评价 提问类型与随机评价 追问与随机评价 回应与随机评价 随机诊断与访谈导向 访谈记录 访谈素材分析与系统评价,4. Questionnaire (how to develop and use it),确定调查目标：目的性，专业性，具体，集中 问题设置技术：过程型，正负型，反思型， 综合型 问 题 内 容: 具体表现，具体行动， 具体感受 试 测 与 调 整： 取样，效度，修改 问 卷 执 行：时间，地点，心态，布置， 导语，监控，现场矫正.,评价片段 1 FOM（分析图表，提出建议）,T：so, whats your conclusion? S: Eh, from it, we know only 5% of the person, eh, of the people want to pay over 20 Yuan on a mystery book, so most of the people dont love to, dont love to play too much. So, eh T: So whats your conclusion? S: yeah. T: Any recommendation? S: We think, eh, we can, eh, send some free book, or some second-hand book. They are very cheap to the person, to the people, so that they will know a mystery book is very interesting and they will,eh, pay money on it. T: Very good.,评价片段 2: FOFs（语言特征）,T: So, lets sum up the rule for the usage of the present perfect continuous tense. Now, together read through the rules. Ss: We- T: Number 1, we use the- Ss: We use the Present Perfect Continuous Tense to talk about actions that started in the past and are still continuing. T: Go on. We also use the Present Perfect Continuous Tense to talk about actions that have just finished but are still related to the present in some way. T: OK, thank you. The form of the Present Perfect Continuous Tense is- Ss & T: have or has plus been doing T: thank you.,评价片段 3 Incidental FOF（看图描述）,T: Now, first of all, I will give you a couple of minutes, just focus on reading the instructions, and focus on the pictures. And then, try to answer me only one question, that is, what are the common characteristics of the five pictures? Now once again, my question is, what are the common characteristics of the five pictures? T: (a few seconds later) Can you tell me, what is characteristic? Now whod like to say something? Feature, the same meaning as feature. The chinese meaning is “特征” Now, what are the common characteristics of the five pictures?,评价片段 4 Planned FOF (看图描述),T: Now look at the screen. What can you see from the picture? Ss: A boy. T: yeah. A boy is in the picture. Now, what is the boy doing? What is the boy doing? The boy is very happy, yes or no? Ss: Yes. T: Now Why is the boy very happy? Ss: Because he has caught a lobster. T: O K. He has caught a lobster. Now why do you use has caught a lobster here? Is the action of catching the lobster finished? Ss: Yes. T: Yes, ok.,Other tools,One-minute paper Check Ss understanding of specific information; Steps 1. Get Ss to answer 2 questions 3 minutes before the end of a class: What is the most important point that you learned today? What important questions remain unanswered for you? What is the most difficult for you? 2. Collect the sheets and analise the information. 3. Deal with the unanswered questions in the following class.,Documented problems,Aims to Check Ss difficulties in understanding of some concepts; Strategies Ss use in problem-solving; Help Ss to develop abilities in thinking and problem-solving; Step 1: Ss present how a task is completed after they have done the task; Step 2: Collect the presentations and assess them.,One-sentence summary,Aim to check Ss understanding of a topic. Step 1: Answer a question in one sentence: Who does what to whom, when, where, how and why? Step 2: Teacher have a look at the answers and see if they have come to the point. Step 3: Provide feedback to Ss,Application Card,Aims to Check the ability in application. After learning a new item, get Ss to use it in a new context. Analize their examples of using it and grade them according to their quality. Present the better examples to the class.,Student-generated test,Get Ss to develop a test paper after a certain sample so that they can check how well they have learned a certain unit and have a better understanding of the test. Step 1: develop a paper and key to it as well. Step 2: Analise the papers and select the important problems for Ss to discuss. Step 3: Keep some good questions to be used in later test.,Performance Monitor,How to use it?,Before learning a unit, let Ss choose their expected grades Let ss to choose what activities they will be involved in order to earn the grade. Ss tick the activities they have completed in the learning process. T remind the Ss to what extent they have achieved the outcomes.,Reflecting on performance,Answer the questions and compare your answer with your partner. Was the listening text_? A. very essy B. quite easy C. quite difficult D. Impossible Clarifying the listening task you have to do in the same way (A. B. C. D) Why was it easy/difficult to do? People spoke clearly / unclearly. They spoke fast / slowly. The sound quality was good / not good. The context was clear / unclear. The topic was within / beyond my experience/knowledge.,Negotiated Assessment,How do you think I should mark your work? Which of these are important? Presentation (handwriting, etc.,) Organization (instruction, development, conclusion, use of paragraphs) Interest and relevance of content Linking: the way ideas are linked together. Accuracy: How many and what sort of mistakes there are. Vocabulary How many marks should I give you? (For example: interest: 5; presentation: 5; accuracy: 5),Self-evaluation sheet,Name : Date: I was able to finish the tasks. 5 4 3 2 1 I tries to guess the meaning of new words.,(II) Assessment with tests,A test may be defined as an activity whose main purpose is to convey how well the student knows or is able to do something. This is in contrast to practice, whose main purpose is sheer learning. (what and how well the learner should know and be able to do).,Questions to be discussed:,Should students be told that they are to be tested? (if so, how far in advance? And how much do you tell the class what is to be tested? ) Can tests be used as ways of raising motivation or main source of pressure to them? Do all the learners like to know the results of the tests? (feel cheated or disappointed if not told) Is it a good idea to publish the results by name?,Comment on the following,People get very stressed when they are tested. Tests are unpopular. People vary very widely in their reaction to tests. Some like the sense of challenge; Some find it unpleasant; Some perform at their best under the test condition; Some perform badly. Please think about the main reasons why you should test your students in the language classroom,Control the factors associated with the unpleasant stress,How well the students get prepared; How confident they feel of success; What rewards and penalties are; How clear the test items are; How easy the test is as a whole; How often such tests are given; How important the results are; How many people can pass;,Concepts about testing,Theoretical concepts: Validity （how） Reliability (marking scheme ) Backwash (backwash) discrimination,Distinction between the following pairs:,Norm-referenced v. criteria-referenced; Achievement v. proficiency tests; Diagnostic v. prognostic tests; Discrete-point v. integrative tests; Subjective v. objective tests. Code-based v. information-based Accuracy v. fluency Speed test v. power test,Norm-referenced and Criteria-referenced (related to the results of tests),The interpretation of assessment results can be: Norm-referenced, which ranks learners in relation to each other; (student X is among the top 10 percent ) Criteria-referenced, which occurs when learners performance is described in relation to an explicitly stated standard; e.g. a persons ability may be reported as can-do statement describing the kinds of tasks he or she can perform using the target language (such as can give personal information). The two key requirements for any assessment are that it should be valid and reliable, i.e. it should assess only the abilities you want to assess and can do so constantly.,Achievement and Proficiency,Assessment of achievement aims to establish what a student has learned in relation to a particular course or curriculum (thus frequently carried out by the teacher). It may based either on the specific content of the course or on the course objectives; Proficiency assessment refers to the assessment of general language abilities acquired by the learner independent of a course of study. This assessment is often done through the administration of standardised commercial language-proficiency tests.,diagnostic v. prognostic,A “diagnostic” reveals the strong and weak points of the learners knowledge; a “prognostic” test predicts how well they are likely to do in a language course.,Discrete-point v. integrative,“Discrete-point” consists of separate items, an “integrative” test involves whole pieces of discourse and tests a relatively broad command of the language.,With contexts or without contexts,With contexts without contexts,Formative and Summative,Assessment carried out by the teacher during the learning process with the aim to improve instruction is known as FORMATIVE ASSESSMENT; Assessment at the end of a course, term or school year -often for the purpose of providing aggregated information on program outcomes - is often referred to as SUMMATIVE ASSESSMENT.,Communicative or non-communicative,Communi