构建生动有效课堂促进教师职业发展课件

1、构建生动有效课堂促进教师职业发展课件构建生动有效课堂促进教师职业发展课件构建生动有效课堂课前准备课堂实施课后反思构建生动有效课堂课前准备课前准备解读教材设定目标设计程序课前准备解读教材设定目标教学目标的特点 可检测 清楚明白 具体化 描述行为设定目标教学目标的特点教学设计原则 Aim: realistic goals of a lesson. Variety: a number of different types of activities to maintain interest and motivation Flexibility: extra or alternative tasks

2、Learnability: within the learning capacity, neither beyond nor below students coping ability Linkage: stages and steps are linked with one anotherVFALL教学设计原则 Aim: realistic goals o教学设计中常见问题Coherence how tasks/activities are linked togetherAdequacy of input Opportunities for students to internalise t

3、he newly learned language and informationFocus on language studyAssessment of students learning in a lesson.教学设计中常见问题Coherence how task教学程序3P:presentation, practice, productionESA:engage, study, activatePWP:pre-, while-, post-教学程序3P:ESA:PWP:课堂实施策略 Activate learning Scaffold learning Stimulate active

4、 thinking Support participation Facilitate autonomy Provide feedback课堂实施策略 Activate learning听说教学听说教学听力常常停留在“听懂”的层面上，忽略提取信息的活动；忽略听力的语境（如课文中说话人的关系）；听力活动的设计未能关注意义，而是个别词语；未能利用听力的素材学习语言（词汇、功能、语法）；听说脱节，缺少模仿活动；听后的说没有围绕落实听中学到的语言展开。听说课常见问题听力常常停留在“听懂”的层面上，忽略提取信息的活动；听说课常听力为什么难？听过的内容会很快忘记;说话者的语速过快，听者无法控制;知道的词却听

5、不懂;听到的内容无法在脑中组成有意义的信息; 听懂了词义但不理解隐含的信息;因为思考前一句的意思而错过后一部分内容;不同说话者的口音不同;无法重听.听力为什么难？听过的内容会很快忘记;听力过程的特点 Spontaneity（同步）: 从未听过的内容Context（情境）: 对话双方都熟悉的情境Visual clues（视觉线索）: 面对面的交流 Listeners response（听者回应）: 听者可以打断并给出回应Speakers adjustment（说者调整）: 说者会依据听者的反应对自己的说话方式和内容作出调整 听力过程的特点 Spontaneity（同步）: 从未听过的听力教学的原

6、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。听力教学的原则 注重听力过程;录像片段video clip 12avideo clip 12b录像片段video clip 12avideo clip 1活动 1Listen to the life story of an inventor and answer the following questions.1. What is the name of the inventor?. Where was he from?. When did

7、 he start working in Boston University?. What invention did the inventor make that is still used today?. How do people remember him now?比较两种听力活动活动 1比较两种听力活动活动 2 活动 2 活动 2 第一步活动 2 第一步第二步第二步第三步第三步The bottom-up modelThe top-down modelThe Pre-, While-, Post- model听力教学的模式The bottom-up model听力教学的模式The bot

8、tom-up model In the bottom-up model, listening 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 stru

9、ctures.听力教学的模式The bottom-up model听力教学的模式 The top-down model In the top-down 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 “knowled

10、ge that a listener brings to a text, sometimes called inside the head information, as opposed to the information that is available within the text itself” (Hedge, 2000:232). 听力教学的模式听力教学的模式The Pre-, While-, Post- model听力教学的模式The Pre-, While-, Post- model听 激活背景知识 交代听力目的 提供语言铺垫听前活动目的 激活背景知识听前活动目的 头脑风暴：

11、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 头脑风暴：激活背景知识:听前活动举例 获取、加工、重组信息 检测理解 在情境中学习语言 内化语言听中活动目的 获取、加工、重组信息听中活动目的检查预测听主旨大意连线/配对完成表格/段落排序记笔记判断对错回答问题抓关键词听中活动举例检查预测听中活动举例 新旧知识融合 语言运用听后活动目的 新旧知识融合听后活动目的回答问题讨论角色扮演访谈辩论听后活动举例回答问题听后活动举例口语教学口语教学less complex syntaxshort cuts, e.g. incomple

12、te sentencesfixed conventional phrases / chunksusing fillers, hesitation device to give time to think before speaking.口语的特点less complex syntax口语的特点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口语教学原则练习时，在流利度和准确度之间找到平衡点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

13、平成功的口语活动具备以下特点最大限度使用英语口语活动的设计 控制性练习 半控制性练习 半交际化练习 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.口语活动的设计 控制性练习信息沟活动;解决问题式活动;讨阅读教学阅读教学构建生动有效课堂促进教师职业发展课件构建生动有效课堂促进教师职业发展课件如何理解“阅读素养”？ 以培养阅读素养为目标的教学将超越对一般阅读能力的培养，使阅读不是仅仅停留在对文本表面文字的理解，而是强调读者为了不同的目的而阅读，强调他们对文字信息的理解、使用和反思，强调读者通过积极主动的思考和与文本的互动来获取信息，不论是为个人还是为公众事业，为

14、学习还是为工作，他们为自己成为积极的公民和终身学习者而进行阅读。如何理解“阅读素养”？ 以培养阅读素养为目标的教学将超越目标：是阅读能力还是阅读素养？ 阅读素养是指对我们对文字材料的理解、使用和反思。 其目的是为了实现个人目标，发展个人知识和潜能， 更好地参与社会活动。 阅读能力是指我们对文字所传递的信息的正确理解和把握。目标：是阅读能力还是阅读素养？ 阅读素养是指对阅读过程 - 阅读理解的五个层次 理解事实性信息 Retrieving information 理解整体意义 Broad understanding发展诠释能力 Developing an interpretation反思与评价所

15、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、评价阅读过程 - 阅读理解的五个层次 理解事实性信息关键词： 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 读前可以预教词汇或激活背景知识；阅读教学原则以教师为中心，以讲解为主；侧重词汇讲解而非文章的理解；测试阅读理解而非教给学生如何阅读；不关心学生是否愿意读、喜欢读；忽视对学生阅读技巧和策略的培养；阅读教学中经常出现的问题以教师为中

16、心，以讲解为主；阅读教学中经常出现的问题The Bottom-up ModelThe Top-down ModelThe Interactive Model阅读教学模式The Bottom-up Model阅读教学模式 skimming scanning predicting guessing meaning from the context understanding details understanding text organizationsdistinguishing main ideas from supporting detailsdistinguishing facts fro

17、m opinions understanding referencemaking inferencesevaluating the authors attitude and opinions阅读策略 skimmingdistinguishing main Pre-reading While-reading Post-reading阅读教学三个阶段 Pre-reading 阅读教学三个阶段Pre-reading 典型活动 利用图片或问题激活学生与话题相关的背景知识; 对阅读内容进行预测; 通过略读或扫读获取文章大意; 预教重点生词或结构以帮助学生获取文章大意。video clip 2&3看片段，

18、思考教师读前活动的安排Pre-reading 典型活动 video clip While reading activities linking input with outputCOMPLICATEDINPUT复杂的语言输入 TRANSITIONDEVICE信息转换机制REORGANISED & INTERNALISED OUTPUT经过整合和内化的语言输出While reading activities linkRead the passage and find out important events in the different periods of Googles history.

19、 Write down these events.PeriodEvents199619982000RecentlyGoogle began as Larry Pages research project.Page and Sergey set up the company and registered the G.The search engine grew quickly and it began to sell advertising on the website.Google has acquired YouT and continues to add new features.Goog

20、le has also owned Blogger and other hot websites and become the leader in terms of ad-based revenue on the web.Reading A Para.3会议手册第13页Read the passage and find out Transition devices Pictures Pie charts Drawings Bar charts Maps Flowcharts Tables Sequencing Subtitles Tree diagrams Notes Cyclic diagr

21、ams Transition devices Post reading activities角色扮演讨论小项目短剧 创作故事复述制作海报做小调查制作广告制作计划/手册做访谈制作地图/图片Post reading activities角色扮演制作海总结：阅读教学关注点让学生获得“阅读理由”，激发对课文的情感回应；（学生为什么要读这篇文章？是为了回答别人提的问题和做几个练习吗？学生喜欢这篇文章吗？学生想/能获得什么知识呢？）让学生“为理解而读”，鼓励对文章的更深层次解读；（学生阅读仅仅是为了发展或应用阅读技能吗？阅读的本质是什么？）让学生“感受阅读的快乐”。总结：阅读教学关注点让学生获得“阅读理由

22、”，激发对课文的情感阅读教学中的词汇阅读教学中的词汇 Without grammar very little can be conveyed, without vocabulary nothing can be conveyed. David Wilkins词汇有多重要? Without grammar very little 录像片段IT video clip 1video clip 6video clip 8录像片段IT video clip 1video cliWhat does it mean to know a word? Denotative meaning （本义） Connot

23、ative meaning（隐含的意思） Collocations Synonyms, antonyms, hyponyms（下位词）What does it mean to know a wo(1) its pronunciation and stress (发音和重读); (2) its spelling and grammatical properties (拼写和词性);(3) its meaning (词义);(4) how and when to use it to express the intended meaning (语用);(5) knowing more than ju

24、st one word (e.g. give up, ups and downs) (词组);(6) knowing its collocations (e.g. see, look, and watch; heavy rain but not heavy wind) (词语搭配).What does it mean to know a word?(1) its pronunciation and stre如何呈现新词汇尽可能通过视觉冲击或肢体语言直观地呈现词义，如图片，照片，录象片段，模仿，手势等。 通过描述情境来呈现词意，然后请学生说出词义。用同义词或反义词来解释词义。通过同类词来表现单词

25、之间的关系及其意思，比如 cook: fry, boil, bake, grill等。 遇到专业词汇或具有抽象意义的词汇，可以采用翻译和举例的方式。如何呈现新词汇尽可能通过视觉冲击或肢体语言直观地呈现词义，如通过构词法和常用前后缀，在已有词汇的基础上构建新的词汇。把词汇放在套语（chunks）中去教Chunks 指成段的短语和固定表达法，如：Just a moment， pleaseTo tell you the truth,思考词汇在真实生活中可能用到的情境将新学语言与学生的真实生活相联系起来，以提高学习兴趣。考虑提供不同的情境来呈现新单词。如何呈现新词汇 （续）通过构词法和常用前后缀，在已

26、有词汇的基础上构建新的词汇。如何 无论是遗忘曲线还是实证研究都表明，复现是英语词汇学习非常重要的手段，学生至少需要与词汇接触5-16次才有可能真正掌握该词汇（Nation, 1990）。教师应当通过各种方式推动学生的工作记忆，对词汇进行加工和理解（比如让学生将词汇与图片或实物建立联系，学生将新学词汇与已知词汇建立联系，形成有意义的词汇关系网等），使之尽快成为长时记忆的内容。 无论是遗忘曲线还是实证研究都表明，复现是英语词汇学习非LabelingSpot the differenceDescribe and drawPlay a gameUsing word seriesWord bingoWo

27、rd associationFind synonyms and antonymsUse categoriesUse word networkUse the Internet resources for more ideas如何巩固词汇LabelingWord association如何巩固词汇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 context 运用所学词汇进行表达Focused vo

28、cabulary study 词汇学习与巩固词汇教学案例教学过程中的词汇学习听前Pre-teach key voca阅读教学中的提问阅读教学中的提问 Yesterday I saw the palgish flester gollining begrunt the bruck. He seemed very chanderbil, so I did not jorter him, just deapled to him quistly. Perhaps later he will besand cander, and I will be able to raengel to him. Comp

29、rehension text and questions (1)Read the text and answer the following questions. Yesterday I saw the palgishWhat was the flester doing, and where?What sort of a flester was he?Why did the writer decide not to jorter him?How did she deaple?What did she hope would happen later?What was the flester do

30、ing, an Yesterday I saw the new patient hurrying along the corridor. He seemed very upset, so I did not follow him, just called to him gently. Perhaps later he will feel better, and I will be able to talk to him. Comprehension text and questions (2)Read the text and answer the following questions. Y

31、esterday I saw the new patWhat is the problem described here?Is this event taking place indoors or outside?Did the writer try to get near the patient?What do you think she said when she called to him?What might the job of the writer be?Why do you think she wants to talk to the patient?What is the pr

32、oblem described 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 阅读问题的设置封闭式 vs. 开放式Closed Blooms taxonomy questioningKnowledge: recalling facts, terms, and basic conceptsComprehension: understanding facts and ideas by

33、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 e

34、lements 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Blooms taxonomy questioningKn写作教学写作教学录像片段video clip 14录像片段video clip 14写作教学中

35、常见问题关注语言使用的准确度.练习某个目标结构.写作之前准备不充分.缺乏读者意识.缺乏真实性。观点是被给予的而非自己的鲜有机会做创作性写作. 写作教学中常见问题关注语言使用的准确度.A process approach to writing Brown (1994:320-21) Focus on the process of writing that leads to the final written product; Help student writers understand their own composing process; Help them build repertoir

36、es of strategies for prewriting, drafting, and rewriting; Give students time to write and rewrite; Place central importance on the process of revision.A process approach to writingA Process approach to writing Before writing creating a motivation to write brainstorming mapping free writing Writing o

37、utlining draftingAfter writing editing revising proofreading conferencingA Process approach to writing Before writingMotivating interestsReading samplesLanguages preparation Discussing topicsBrainstorming, mind mappingBefore writingMotivating interDear Fang Lan This is Wang Ying. Remember me? We wer

38、e friends in primary school What are you doing now? Are you working?At the moment Im studying medicine at a universityI dont like pop music any moreI prefer classical music now. Well, I must finish here because Ive got an exam tomorrow., All the best Wang YingGreetingIntroductionQuestionsInformation

39、Reason to finishSign offcomma学习范文，语言准备Dear Fang Lan This is Wang Y 24th October Dear Fang Lan, This is Wang Ying. Remember me? We were friends in primary school. We havent seen each other for about 10 yearsright? Anyway, how are you? I got your address from Chen Xiaohong. What are you doing now? Are

40、 you working? I remember you always wanted to be a police officer! At the moment Im studying medicine at a university. Do you remember Xie Jun? Hes on the same course as me! I think Ive changed a lot over the years. I dont like pop music any moreI prefer classical music now. Well, I must finish here

41、 because Ive got an exam tomorrow. Write back soon and tell me all your news. All the best Wang Ying Useful Expressions 24th October Us 24th October Dear Fang Lan, This is Wang Ying. Remember me? We were friends in primary school. We havent seen each other for about 10 yearsright? Anyway, how are yo

42、u? I got your address from Chen Xiaohong. What are you doing now? Are you working? I remember you always wanted to be a police officer! At the moment Im studying medicine at a university. Do you remember Xie Jun? Hes on the same course as me! I think Ive changed a lot over the years. I dont like pop

43、 music any moreI prefer classical music now. Well, I must finish here because Ive got an exam tomorrow. Write back soon and tell me all your news. All the best Wang Ying Remember me?right?Anyway,Well,informal words 24th Octobintroduce a placehistorythings to seelocationclimatethings to dopopulation思

44、维导图introduce a placehistorythingsWritingOutliningDrafting WritingOutliningAfter writingPeer and self editing RevisingProofreadingConferencing After writingPeer and self ediExamples of peer-editing sheetExamples of peer-editing sheet构建生动有效课堂促进教师职业发展课件课后反思行动研究课后反思行动研究 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

45、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（王蔷，2002） 行动研究的过程 -（开放式） 发现问题 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提出假设？如何验证假设？问卷、访谈、课堂观摩、教师日志、学生成绩等如何验证假设？问卷、访谈、课堂观摩、教师日志、学生成绩等行动计划3456789101112Getting to know each otherWeather forecastForfeits Search for someone whoHo

46、w oftenBridging gapsPredicting similaritiesI am youstaying positiveHow strong I amCrazy complimentsI enjoyed, I enjoyedBuilding up team spiritInter-class quiz leagueData collectionQuestionnaireObservationTeacher logWeeks Activities行动计划3456789101112Getting to kn不断调整研究设计和研究方法监控行动实施过程、评价行动效果、调整行动方案 不断收

47、集数据在行动中收集和分析数据不断调整研究设计和研究方法在行动中收集和分析数据 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 行动研究中的反思， Why? WHEN? 发现问题 “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）, 19