教学目标设计中问题分析与建议课件

教师变学生目标主体目标维度行为动词双基变多维笼统变具体·一、教学目标的内涵教学目标确定和表述方面的教师变学生目标主体目标维度行为动词双基变多维笼统变1EnglishCurriculumGoals

ForfundamentaleducationAffectiveAttitudesLearningStrategiesCross-cultureAwarenessLanguageKnowledgeLanguageSkillsTheComprehensiveAbilityofusingtheLanguage---《英语课程标准》（实验稿）P6EnglishCurriculumGoals

2TheContentGoalsinTheNewCurriculum

5.Culturalawareness1.Languageskills2.Languageknowledge3.

Affectiveattitudes4.LearningstrategiesTheContentGoalsinTheNewC3综合语言运用能力情感态度学习策略文化意识语言技能语言知识国际视野祖国意识合作精神自信意志兴趣动机交际策略资源策略调控策略认知策略跨文化交际文化理解文化知识话题功能语法词汇语音写读说听中学英语课程目标综合语言运用能力情感态度学习策略文化意识语言技能语言知识国际4LanguageKnowledgeThefiveaspectsoflanguageknowledge:PronunciationVocabularyGrammarFunctionTopicLanguageknowledgeLanguageKnowledgeThefiveasp5Languageskills4.WritingThefourbasicskillsinlanguagelearning:1.Listening2.Reading3.Speaking(oral)(written)(oral)(written)Identify&understandingmeaningExpressideasExternalInternalInternalExternalLanguageskills4.WritingThef6Why“function”and“topic”arelanguageknowledge?

LanguageusePronunciationGrammarVocabulary

LanguageknowledgeFunctionTopic

LanguageskillsWhy“function”and“topic”are7TherelationsbetweenLanguageSkills&KnowledgeLanguagecommunicationOrallanguageWrittenlanguageListeningSpeakingReadingWritingLanguageKnowledgePVGTFTherelationsbetweenLanguage8Elementarystage:TeachinglanguageknowledgeindifferentstagesHabit-formingCompulsorystage:Languageuse&reflectiononlanguageSecondarystate:LanguagepracticeanduseElementarystage:Teachinglang9Therelationshipbetweenlanguage&

affectiveattitudesInterpersonal

communicationAffective

attitudeslanguageTherelationshipbetweenlangu10LearningstrategiesMetacognitivestrategies

Therearethreekindsoflearningstrategies:Strategiesinvolvingplanning,thinkingaboutthelearningprocess,monitoringofone’sproduction/comprehension,andevaluatinglearning.Cognitivestrategies

Strategieslimitedtospecificlearningtasks&involvingmoredirectmanipulationofthelearningmaterialitself.CommunicationstrategiesTheemploymentofverbalornonverbalmechanismsfortheproductivecommunicationofinformation.LearningstrategiesMetacogniti11Cross-culturalAwarenessTherearefourdistincttypes/levelsofcross-culturalawareness:LevelOne:CulturaldifferencesareexoticLevelTwo:CulturaldifferencesarefrustratingLevelThree:ThedifferentcultureisbelievableLevelFour:ThedifferentcultureisbelievableaslivedexperienceCross-culturalAwarenessThere121、行为主体错误二、教学目标设计中问题分析(2)Toinspirethestudentstolearnpositivequalitiesfromthegreatwomen.例：(1)Tohelpthestudentstousethenewwordsandexpressions.1、行为主体错误二、教学目标设计中问题分析(2)Toi13以下目标以学生为主体：Thestudentscanreadandspellthevocabularycorrectly.ThestudentscangivethreeorfourexamplesofthePassiveVoice.二、教学目标设计中问题分析以下目标以学生为主体：二、教学目标设计中问题分析142、行为指向不明确二、教学目标设计中问题分析例：(1).Masterthefollowingnewwordsandphrases.(2).PractisetheuseoftheAttributiveClause.master课文中的生词、短语及practice定语从句，应达到什么程度？理解？应用？识记？2、行为指向不明确二、教学目标设计中问题分析例：课文中的生15以下目标比较明确：(1)ThestudentscandescribethedifferencesbetweenActiveVoiceandPassiveVoice.(2)Thestudentscansummarizethemainideaofthetextbycarefulreading.二、教学目标设计中问题分析以下目标比较明确：二、教学目标设计中问题分析16目标怎样描述？

目标要具体而明确要具有可操作性和可检测要用可观测到的动词二、教学目标设计中问题分析目标怎样描述？二、教学目标设计中问题分析17●要确定学生对知识的掌握程度，可以通过让学生描述、辨认、标示、排列、命名、列纲、选择、阐述等（describe,identify,label’list,name,outline,select,state,）方式描述二、教学目标设计中问题分析●要确定学生对知识的掌握程度，可以通过让学生描述、辨认、18●表理解的课观察的行为动词：谈论、区别、描述、解释、扩展、归纳与概括、举例、交换、小结等（talkabout,defend,distinguish,describe,explain,extend,generalize,giveexample,exchange,summarize,etc.）二、教学目标设计中问题分析●表理解的课观察的行为动词：谈论、区别、描述、解释、扩展、19●表运用能力的行为动词有：改变、演示、调整、预测、准备、展示、产出、使用等（change,demonstrate,modify,predict,prepare,show,produce,use,etc.）二、教学目标设计中问题分析●表运用能力的行为动词有：改变、演示、调整、预测、准备、展20●表综合能力的行为动词有：推动、分离、结合、分析、联系、设计、机会、该校、比较、结论、论证等（infer,class,combine,analyse,device,plan.Rewrite,compare,conclude,justify,ect.）二、教学目标设计中问题分析●表综合能力的行为动词有：推动、分离、结合、分析、联系、设计21例：Thestudentswillbeabletounderstandthenewlexicalitemsandguessthemeaningofsomewordsfromtheircontext.二、教学目标设计中问题分析3.三维目标不完全、情感态度、文化意识等目标缺失Thestudentswillbeabletofindthemainideaandimportantdetailsofthetextbyreadinganddiscussing.Thestudentswillbeabletobeawareoftheimportanceofenvironmental例：二、教学目标设计中问题分析3.三维目标不完全、情感态度、22对比以下教学目标：技能目标举例：1、学生在听完语料后完成关于宠物的采访内容的信息图，能够像不同年龄和生活方式的人们推荐合适的宠物，并说明原因。（根据目标老师设计填充图和口语活动）2、学生能够在阅读后列出当前各种领域发生的变化，以及该变化对人们的技能和品质提出的要求；能够以小组形式设计公司用人招聘广告，并进行展示。（根据这样的任务设计三遍阅读及读后任务）二、教学目标设计中问题分析对比以下教学目标：二、教学目标设计中问题分析234目标大、空、虚、笼统、模糊、难以检测二、教学目标设计中问题分析这类目标没有可操作性缺乏可评价性。·Thestudentswillbeabletograspthegeneralideaofthetext.·Thestudentswillbeabletodeveloptheirawareness.例：·Thestudentswillabletoimprovetheiroralabilities.4目标大、空、虚、笼统、模糊、难以检测二、教学目标设计中问题24确立目标时要思考：怎么教？如何学？掌握到何种程度？何种方式去检测？二、教学目标设计中问题分析对比以下目标：Bytheendofthelesson,themajorityofthelearnerswillbeableto:

·Discussthefutureofthecomputertechnologyinpairsorinagroup.

·BeawareofthedifferentlifestylesinChinaandtheUSAandrespecttheircultures.·Graspthegeneralideaaboutthehistoryofthecomputerbygeneralideaaboutthehistoryofthecomputerbyscanningandskimming.确立目标时要思考：怎么教？如何学？掌握到何种程度？何种方式251、牢记三个维度“知识与技能、过程与方法、情感态度价值观”2、分析三个要素：课标教学内容学生基础3、达到三个标准;可操作可评价可检测三、教学目标设计的建议1、牢记三个维度“知识与技能、过程与方法、情感态度价值观”26教师变学生目标主体目标维度行为动词双基变多维笼统变具体·一、教学目标的内涵教学目标确定和表述方面的教师变学生目标主体目标维度行为动词双基变多维笼统变27EnglishCurriculumGoals

ForfundamentaleducationAffectiveAttitudesLearningStrategiesCross-cultureAwarenessLanguageKnowledgeLanguageSkillsTheComprehensiveAbilityofusingtheLanguage---《英语课程标准》（实验稿）P6EnglishCurriculumGoals

28TheContentGoalsinTheNewCurriculum

5.Culturalawareness1.Languageskills2.Languageknowledge3.

Affectiveattitudes4.LearningstrategiesTheContentGoalsinTheNewC29综合语言运用能力情感态度学习策略文化意识语言技能语言知识国际视野祖国意识合作精神自信意志兴趣动机交际策略资源策略调控策略认知策略跨文化交际文化理解文化知识话题功能语法词汇语音写读说听中学英语课程目标综合语言运用能力情感态度学习策略文化意识语言技能语言知识国际30LanguageKnowledgeThefiveaspectsoflanguageknowledge:PronunciationVocabularyGrammarFunctionTopicLanguageknowledgeLanguageKnowledgeThefiveasp31Languageskills4.WritingThefourbasicskillsinlanguagelearning:1.Listening2.Reading3.Speaking(oral)(written)(oral)(written)Identify&understandingmeaningExpressideasExternalInternalInternalExternalLanguageskills4.WritingThef32Why“function”and“topic”arelanguageknowledge?

LanguageusePronunciationGrammarVocabulary

LanguageknowledgeFunctionTopic

LanguageskillsWhy“function”and“topic”are33TherelationsbetweenLanguageSkills&KnowledgeLanguagecommunicationOrallanguageWrittenlanguageListeningSpeakingReadingWritingLanguageKnowledgePVGTFTherelationsbetweenLanguage34Elementarystage:TeachinglanguageknowledgeindifferentstagesHabit-formingCompulsorystage:Languageuse&reflectiononlanguageSecondarystate:LanguagepracticeanduseElementarystage:Teachinglang35Therelationshipbetweenlanguage&

affectiveattitudesInterpersonal

communicationAffective

attitudeslanguageTherelationshipbetweenlangu36LearningstrategiesMetacognitivestrategies

Therearethreekindsoflearningstrategies:Strategiesinvolvingplanning,thinkingaboutthelearningprocess,monitoringofone’sproduction/comprehension,andevaluatinglearning.Cognitivestrategies

Strategieslimitedtospecificlearningtasks&involvingmoredirectmanipulationofthelearningmaterialitself.CommunicationstrategiesTheemploymentofverbalornonverbalmechanismsfortheproductivecommunicationofinformation.LearningstrategiesMetacogniti37Cross-culturalAwarenessTherearefourdistincttypes/levelsofcross-culturalawareness:LevelOne:CulturaldifferencesareexoticLevelTwo:CulturaldifferencesarefrustratingLevelThree:ThedifferentcultureisbelievableLevelFour:ThedifferentcultureisbelievableaslivedexperienceCross-culturalAwarenessThere381、行为主体错误二、教学目标设计中问题分析(2)Toinspirethestudentstolearnpositivequalitiesfromthegreatwomen.例：(1)Tohelpthestudentstousethenewwordsandexpressions.1、行为主体错误二、教学目标设计中问题分析(2)Toi39以下目标以学生为主体：Thestudentscanreadandspellthevocabularycorrectly.ThestudentscangivethreeorfourexamplesofthePassiveVoice.二、教学目标设计中问题分析以下目标以学生为主体：二、教学目标设计中问题分析402、行为指向不明确二、教学目标设计中问题分析例：(1).Masterthefollowingnewwordsandphrases.(2).PractisetheuseoftheAttributiveClause.master课文中的生词、短语及practice定语从句，应达到什么程度？理解？应用？识记？2、行为指向不明确二、教学目标设计中问题分析例：课文中的生41以下目标比较明确：(1)ThestudentscandescribethedifferencesbetweenActiveVoiceandPassiveVoice.(2)Thestudentscansummarizethemainideaofthetextbycarefulreading.二、教学目标设计中问题分析以下目标比较明确：二、教学目标设计中问题分析42目标怎样描述？

目标要具体而明确要具有可操作性和可检测要用可观测到的动词二、教学目标设计中问题分析目标怎样描述？二、教学目标设计中问题分析43●要确定学生对知识的掌握程度，可以通过让学生描述、辨认、标示、排列、命名、列纲、选择、阐述等（describe,identify,label’list,name,outline,select,state,）方式描述二、教学目标设计中问题分析●要确定学生对知识的掌握程度，可以通过让学生描述、辨认、44●表理解的课观察的行为动词：谈论、区别、描述、解释、扩展、归纳与概括、举例、交换、小结等（talkabout,defend,distinguish,describe,explain,extend,generalize,giveexample,exchange,summarize,etc.）二、教学目标设计中问题分析●表理解的课观察的行为动词：谈论、区别、描述、解释、扩展、45●表运用能力的行为动词有：改变、演示、调整、预测、准备、展示、产出、使用等（change,demonstrate,modify,predict,prepare,show,produce,use,etc.）二、教学目标设计中问题分析●表运用能力的行为动词有：改变、演示、调整、预测、准备、展46●表综合能力的行为动词有：推动、分离、结合、分析、联系、设计、机会、该校、比较、结论、论证等（infer,class,combine,analyse,device,plan.Rewrite,compare,conclude,justify,ect.）二、教学目标设计中问题分析●表综合能力的行为动词有：推动、分离、结合、分析、联系、设计47例：Thestudentswillbeabletounderstandthenewlexicalitemsandguessthemeaningofsomewordsfromtheircontext.二、教学目标设计中问题分析3.三维目标不完全、情感态度、文化意识等目标缺失Thestudentswillbeabletofindthemainideaandimportantdetailsofthetextbyreadinganddiscussing.Thestudentswillbeab