教学模式改革与学生自主学习能力的培养课件

1、教学模式改革与学生自主学习能力的培养南京大学 王海啸对教学中的“个性化”的认识需求及条件分析学校的个性化专业的个性化教师的个性化学生的个性化第二语言习得的需求输入加输出语境丰富语言技能的综合运用多感官互动交际的真实性个性化现代教育技术的特点多媒体、可共享的资源真实的语言材料非线性的学习过程互动式的学习方式交际的真实性及时专家指导无时空限制需求 条件输入加输出语境丰富语言的综合运用多感官互动交际的真实性个性化多媒体、可共享的资源真实的语言材料非线性的学习过程互动式的学习方式基于内容的交际及时专家指导无时空限制以教师和教材为支撑的教学模式 教师 教材教学活动学生语言知识与技能终结性评估以教师、教材

2、和技术手段与资源为支撑的教学模式教师技术手段与资源语言学习与使用教材语言交际能力技术手段与资源教材学生教学模式课堂教学单纯讲授与投影辅助讲授；单纯活动与投影辅助活动机辅教学以教师为主导与以学生为主导；课内与课外学生自学计算机、教材、其他；个性化教学模式“教学模式改革的目的之一是促进学生个性化学习方法的形成和学生自主学习能力的发展。” “教学模式的改变不仅是教学方法和教学手段的变化，而且是教学理念的转变。”“从以教师为中心、单纯传授语言知识和技能向以学生为中心、既传授语言知识与技能，更注重培养语言实际应用能力和自主学习能力的教学思想和实践的转变，也是向以培养学生终身学习能力为导向的终身教育的转变

3、。” 建构主义教育理论A constructivist perspective views learners as actively engaged in making meaning, and teaching with that approach looks for what students can analyse, investigate, collaborate, share, build and generate based on what they already know, rather than what facts, skills, and processes they c

4、an parrot. -Martin Dougiamas, 1998建构式学习理论Learning as a student centered, active and constructive processLearning is interactiveLearning is multidimensionalLearning is situated in real contexts语言学习过程的比喻拼图游戏一个关于中介语的比喻“新起点大学基础英语”读写教程Text A&Text BBefore ReadingText A or Text BAfter ReadingMain IdeaDetai

5、led UnderstandingDetailed StudyVocabulary PracticeWord StudyActive WordsWriting PracticeGrammarSentencePractical Writing“新起点大学基础英语”读写教程教师用书Divide the class into two groups. Students from each group volunteer in turn to spell out the following words orally Ask two students to give a summary of Text B

6、, Unit Four orally.Write the following on the blackboard. Ask students to look at the sentence pattern exercise of Unit Four and make new sentences with the following prompts. This can be done orally or in written form. “新起点大学基础英语”读写教程教师用书Ask students to answer the following questions Ask students t

7、o translate the following into English Ask students to express the following sentences in different ways but keep the original meaning Give students some verbs and ask them to find nouns in the new word list that can serve as grammatical objects. If time allows, students can be asked to make a sente

8、nce with each combination. “新起点大学基础英语”读写教程教师用书Give the following descriptions and ask students to find appropriate adjectives, If time allows, students can be asked to make a sentence with each word. Students work in pairs, making a sentence with each pair of the following words and expressions Voca

9、bulary Practice Translate the following into English Give noun forms of the following verbs or adjectives “新起点大学基础英语”听说教程以听为导入，以说为目标听读听写听说说“新起点大学基础英语”学习方法与阅读从“中学英语”到“大学英语”B级起点，后来居上走出误区，学会学习充分利用资源，学好大学英语了解阅读要素，做好阅读准备泛观博览，从量变到质变“新起点大学基础英语”学习方法与阅读如何选择合适的课外资料如何选择词典学习的“5步曲”SQ3R技能学习的规则与应用听写与默写朗读与背诵读写教程课件界

10、面-1读写教程课件界面-2读写教程课件界面-3读写教程课件界面-4读写教程课件界面-5读写教程课件界面-6读写教程课件界面-7读写教程课件界面-8听说教程课件界面-1听说教程课件界面-2听说教程课件界面-3听说教程课件界面-4听说教程课件界面-5听说教程课件界面-6听说教程课件界面-7听说教程课件界面-8教学模式人与技术的和谐共处课堂面授与在线学习的无缝衔接第一课堂与第二课堂的无缝衔接教学与学的无缝衔接学习与使用的无缝衔接教学方法从单一语言知识技能的灌输过渡到注重多种语言技能的培养从对语言技能的关注逐渐过渡到对交际能力的关注从对语言形式的关注逐渐过渡到对语言内容的关注课堂活动从教师到学生的单向

11、活动逐渐趋向师生、生生乃至生师多向互动从强调教师的作用逐渐过渡到强调学生的作用To be continued.教学方法教师的作用从权威趋向多元对母语使用的态度由绝对趋向折中对学生的错误从禁止趋向理解与接受各种教学法趋向融合折中常俊跃（2006）教学方法教学空间的重新界定教学手段的重新界定Why Output?Output enhances fluency.Output promotes (gap) noticing (or consciousness raising), which may trigger new learning. (relating to accuracy)Producin

12、g output is one way of testing a hypothesis about comprehensibility or linguistic well-formedness. (relating to accuracy)Output serves a metalinguistic function. (relating to accuracy)Why Output?In addition to speaking and writing, certain other competencies can only be acquired in interaction. Can

13、help teachers to check students comprehension, and probably English learning in general.Help with motivation, setting the objective of learning as communication, rather than passing examinations.Why Output?The need for the production of output may facilitate the translation of input into intake.关于自主学习能力自主学习能力不能等同于“自学”自主学习能力培养应成为英语教学内容学生的变化 对语言学习的认识认识到个性化学习的必要性，明确学习目的培养自主学习的能力培养学习兴趣将语言学习与语言使用相结合 教师的变化 教师对语言能力及现代教育技术的认识使学生明确学习目的培养学生的自主学习的能力培养学生的学习兴趣将语言学习与语言使用相结合教学评估服务于教学 谢谢!语言能力组织能力语法能力