教學(xué)目標(biāo)設(shè)計(jì)中問題分析與建議課件

教師變學(xué)生目標(biāo)主體目標(biāo)維度行為動(dòng)詞雙基變多維籠統(tǒng)變具體·一、教學(xué)目標(biāo)的內(nèi)涵教學(xué)目標(biāo)確定和表述方面的教師變學(xué)生目標(biāo)主體目標(biāo)維度行為動(dòng)詞雙基變多維籠統(tǒng)變1EnglishCurriculumGoals

ForfundamentaleducationAffectiveAttitudesLearningStrategiesCross-cultureAwarenessLanguageKnowledgeLanguageSkillsTheComprehensiveAbilityofusingtheLanguage---《英語課程標(biāo)準(zhǔn)》（實(shí)驗(yàn)稿）P6EnglishCurriculumGoals

2TheContentGoalsinTheNewCurriculum

5.Culturalawareness1.Languageskills2.Languageknowledge3.

Affectiveattitudes4.LearningstrategiesTheContentGoalsinTheNewC3綜合語言運(yùn)用能力情感態(tài)度學(xué)習(xí)策略文化意識(shí)語言技能語言知識(shí)國際視野祖國意識(shí)合作精神自信意志興趣動(dòng)機(jī)交際策略資源策略調(diào)控策略認(rèn)知策略跨文化交際文化理解文化知識(shí)話題功能語法詞匯語音寫讀說聽中學(xué)英語課程目標(biāo)綜合語言運(yùn)用能力情感態(tài)度學(xué)習(xí)策略文化意識(shí)語言技能語言知識(shí)國際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、行為主體錯(cuò)誤二、教學(xué)目標(biāo)設(shè)計(jì)中問題分析(2)Toinspirethestudentstolearnpositivequalitiesfromthegreatwomen.例：(1)Tohelpthestudentstousethenewwordsandexpressions.1、行為主體錯(cuò)誤二、教學(xué)目標(biāo)設(shè)計(jì)中問題分析(2)Toi13以下目標(biāo)以學(xué)生為主體：Thestudentscanreadandspellthevocabularycorrectly.ThestudentscangivethreeorfourexamplesofthePassiveVoice.二、教學(xué)目標(biāo)設(shè)計(jì)中問題分析以下目標(biāo)以學(xué)生為主體：二、教學(xué)目標(biāo)設(shè)計(jì)中問題分析142、行為指向不明確二、教學(xué)目標(biāo)設(shè)計(jì)中問題分析例：(1).Masterthefollowingnewwordsandphrases.(2).PractisetheuseoftheAttributiveClause.master課文中的生詞、短語及practice定語從句，應(yīng)達(dá)到什么程度？理解？應(yīng)用？識(shí)記？2、行為指向不明確二、教學(xué)目標(biāo)設(shè)計(jì)中問題分析例：課文中的生15以下目標(biāo)比較明確：(1)ThestudentscandescribethedifferencesbetweenActiveVoiceandPassiveVoice.(2)Thestudentscansummarizethemainideaofthetextbycarefulreading.二、教學(xué)目標(biāo)設(shè)計(jì)中問題分析以下目標(biāo)比較明確：二、教學(xué)目標(biāo)設(shè)計(jì)中問題分析16目標(biāo)怎樣描述？

目標(biāo)要具體而明確要具有可操作性和可檢測(cè)要用可觀測(cè)到的動(dòng)詞二、教學(xué)目標(biāo)設(shè)計(jì)中問題分析目標(biāo)怎樣描述？二、教學(xué)目標(biāo)設(shè)計(jì)中問題分析17●要確定學(xué)生對(duì)知識(shí)的掌握程度，可以通過讓學(xué)生描述、辨認(rèn)、標(biāo)示、排列、命名、列綱、選擇、闡述等（describe,identify,label’list,name,outline,select,state,）方式描述二、教學(xué)目標(biāo)設(shè)計(jì)中問題分析●要確定學(xué)生對(duì)知識(shí)的掌握程度，可以通過讓學(xué)生描述、辨認(rèn)、18●表理解的課觀察的行為動(dòng)詞：談?wù)?、區(qū)別、描述、解釋、擴(kuò)展、歸納與概括、舉例、交換、小結(jié)等（talkabout,defend,distinguish,describe,explain,extend,generalize,giveexample,exchange,summarize,etc.）二、教學(xué)目標(biāo)設(shè)計(jì)中問題分析●表理解的課觀察的行為動(dòng)詞：談?wù)摗^(qū)別、描述、解釋、擴(kuò)展、19●表運(yùn)用能力的行為動(dòng)詞有：改變、演示、調(diào)整、預(yù)測(cè)、準(zhǔn)備、展示、產(chǎn)出、使用等（change,demonstrate,modify,predict,prepare,show,produce,use,etc.）二、教學(xué)目標(biāo)設(shè)計(jì)中問題分析●表運(yùn)用能力的行為動(dòng)詞有：改變、演示、調(diào)整、預(yù)測(cè)、準(zhǔn)備、展20●表綜合能力的行為動(dòng)詞有：推動(dòng)、分離、結(jié)合、分析、聯(lián)系、設(shè)計(jì)、機(jī)會(huì)、該校、比較、結(jié)論、論證等（infer,class,combine,analyse,device,plan.Rewrite,compare,conclude,justify,ect.）二、教學(xué)目標(biāo)設(shè)計(jì)中問題分析●表綜合能力的行為動(dòng)詞有：推動(dòng)、分離、結(jié)合、分析、聯(lián)系、設(shè)計(jì)21例：Thestudentswillbeabletounderstandthenewlexicalitemsandguessthemeaningofsomewordsfromtheircontext.二、教學(xué)目標(biāo)設(shè)計(jì)中問題分析3.三維目標(biāo)不完全、情感態(tài)度、文化意識(shí)等目標(biāo)缺失Thestudentswillbeabletofindthemainideaandimportantdetailsofthetextbyreadinganddiscussing.Thestudentswillbeabletobeawareoftheimportanceofenvironmental例：二、教學(xué)目標(biāo)設(shè)計(jì)中問題分析3.三維目標(biāo)不完全、情感態(tài)度、22對(duì)比以下教學(xué)目標(biāo)：技能目標(biāo)舉例：1、學(xué)生在聽完語料后完成關(guān)于寵物的采訪內(nèi)容的信息圖，能夠像不同年齡和生活方式的人們推薦合適的寵物，并說明原因。（根據(jù)目標(biāo)老師設(shè)計(jì)填充圖和口語活動(dòng)）2、學(xué)生能夠在閱讀后列出當(dāng)前各種領(lǐng)域發(fā)生的變化，以及該變化對(duì)人們的技能和品質(zhì)提出的要求；能夠以小組形式設(shè)計(jì)公司用人招聘廣告，并進(jìn)行展示。（根據(jù)這樣的任務(wù)設(shè)計(jì)三遍閱讀及讀后任務(wù)）二、教學(xué)目標(biāo)設(shè)計(jì)中問題分析對(duì)比以下教學(xué)目標(biāo)：二、教學(xué)目標(biāo)設(shè)計(jì)中問題分析234目標(biāo)大、空、虛、籠統(tǒng)、模糊、難以檢測(cè)二、教學(xué)目標(biāo)設(shè)計(jì)中問題分析這類目標(biāo)沒有可操作性缺乏可評(píng)價(jià)性?！hestudentswillbeabletograspthegeneralideaofthetext.·Thestudentswillbeabletodeveloptheirawareness.例：·Thestudentswillabletoimprovetheiroralabilities.4目標(biāo)大、空、虛、籠統(tǒng)、模糊、難以檢測(cè)二、教學(xué)目標(biāo)設(shè)計(jì)中問題24確立目標(biāo)時(shí)要思考：怎么教？如何學(xué)？掌握到何種程度？何種方式去檢測(cè)？二、教學(xué)目標(biāo)設(shè)計(jì)中問題分析對(duì)比以下目標(biāo)：Bytheendofthelesson,themajorityofthelearnerswillbeableto:

·Discussthefutureofthecomputertechnologyinpairsorinagroup.

·BeawareofthedifferentlifestylesinChinaandtheUSAandrespecttheircultures.·Graspthegeneralideaaboutthehistoryofthecomputerbygeneralideaaboutthehistoryofthecomputerbyscanningandskimming.確立目標(biāo)時(shí)要思考：怎么教？如何學(xué)？掌握到何種程度？何種方式251、牢記三個(gè)維度“知識(shí)與技能、過程與方法、情感態(tài)度價(jià)值觀”2、分析三個(gè)要素：課標(biāo)教學(xué)內(nèi)容學(xué)生基礎(chǔ)3、達(dá)到三個(gè)標(biāo)準(zhǔn);可操作可評(píng)價(jià)可檢測(cè)三、教學(xué)目標(biāo)設(shè)計(jì)的建議1、牢記三個(gè)維度“知識(shí)與技能、過程與方法、情感態(tài)度價(jià)值觀”26教師變學(xué)生目標(biāo)主體目標(biāo)維度行為動(dòng)詞雙基變多維籠統(tǒng)變具體·一、教學(xué)目標(biāo)的內(nèi)涵教學(xué)目標(biāo)確定和表述方面的教師變學(xué)生目標(biāo)主體目標(biāo)維度行為動(dòng)詞雙基變多維籠統(tǒng)變27EnglishCurriculumGoals

ForfundamentaleducationAffectiveAttitudesLearningStrategiesCross-cultureAwarenessLanguageKnowledgeLanguageSkillsTheComprehensiveAbilityofusingtheLanguage---《英語課程標(biāo)準(zhǔn)》（實(shí)驗(yàn)稿）P6EnglishCurriculumGoals

28TheContentGoalsinTheNewCurriculum

5.Culturalawareness1.Languageskills2.Languageknowledge3.

Affectiveattitudes4.LearningstrategiesTheContentGoalsinTheNewC29綜合語言運(yùn)用能力情感態(tài)度學(xué)習(xí)策略文化意識(shí)語言技能語言知識(shí)國際視野祖國意識(shí)合作精神自信意志興趣動(dòng)機(jī)交際策略資源策略調(diào)控策略認(rèn)知策略跨文化交際文化理解文化知識(shí)話題功能語法詞匯語音寫讀說聽中學(xué)英語課程目標(biāo)綜合語言運(yùn)用能力情感態(tài)度學(xué)習(xí)策略文化意識(shí)語言技能語言知識(shí)國際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、行為主體錯(cuò)誤二、教學(xué)目標(biāo)設(shè)計(jì)中問題分析(2)Toinspirethestudentstolearnpositivequalitiesfromthegreatwomen.例：(1)Tohelpthestudentstousethenewwordsandexpressions.1、行為主體錯(cuò)誤二、教學(xué)目標(biāo)設(shè)計(jì)中問題分析(2)Toi39以下目標(biāo)以學(xué)生為主體：Thestudentscanreadandspellthevocabularycorrectly.ThestudentscangivethreeorfourexamplesofthePassiveVoice.二、教學(xué)目標(biāo)設(shè)計(jì)中問題分析以下目標(biāo)以學(xué)生為主體：二、教學(xué)目標(biāo)設(shè)計(jì)中問題分析402、行為指向不明確二、教學(xué)目標(biāo)設(shè)計(jì)中問題分析例：(1).Masterthefollowingnewwordsandphrases.(2).PractisetheuseoftheAttributiveClause.master課文中的生詞、短語及practice定語從句，應(yīng)達(dá)到什么程度？理解？應(yīng)用？識(shí)記？2、行為指向不明確二、教學(xué)目標(biāo)設(shè)計(jì)中問題分析例：課文中的生41以下目標(biāo)比較明確：(1)ThestudentscandescribethedifferencesbetweenActiveVoiceandPassiveVoice.(2)Thestudentscansummarizethemainideaofthetextbycarefulreading.二、教學(xué)目標(biāo)設(shè)計(jì)中問題分析以下目標(biāo)比較明確：二、教學(xué)目標(biāo)設(shè)計(jì)中問題分析42目標(biāo)怎樣描述？

目標(biāo)要具體而明確要具有可操作性和可檢測(cè)要用可觀測(cè)到的動(dòng)詞二、教學(xué)目標(biāo)設(shè)計(jì)中問題分析目標(biāo)怎樣描述？二、教學(xué)目標(biāo)設(shè)計(jì)中問題分析43●要確定學(xué)生對(duì)知識(shí)的掌握程度，可以通過讓學(xué)生描述、辨認(rèn)、標(biāo)示、排列、命名、列綱、選擇、闡述等（describe,identify,label’list,name,outline,select,state,）方式描述二、教學(xué)目標(biāo)設(shè)計(jì)中問題分析●要確定學(xué)生對(duì)知識(shí)的掌握程度，可以通過讓學(xué)生描述、辨認(rèn)、44●表理解的課觀察的行為動(dòng)詞：談?wù)摗^(qū)別、描述、解釋、擴(kuò)展、歸納與概括、舉例、交換、小結(jié)等（talkabout,defend,distinguish,describe,explain,extend,generalize,giveexample,exchange,summarize,etc.）二、教學(xué)目標(biāo)設(shè)計(jì)中問題分析●表理解的課觀察的行為動(dòng)詞：談?wù)?、區(qū)別、描述、解釋、擴(kuò)展、45●表運(yùn)用能力的行為動(dòng)詞有：改變、演示、調(diào)整、預(yù)測(cè)、準(zhǔn)備、展示、產(chǎn)出、使用等（change,demonstrate,modify,predict,prepare,show,produce,use,etc.）二、教學(xué)目標(biāo)設(shè)計(jì)中問題分析●表運(yùn)用能力的行為動(dòng)詞有：改變、演示、調(diào)整、預(yù)測(cè)、準(zhǔn)備、展46●表綜合能力的行為動(dòng)詞有：推動(dòng)、分離、結(jié)合、分析、聯(lián)系、設(shè)計(jì)、機(jī)會(huì)、該校、比較、結(jié)論、論證等（infer,class,combine,analyse,device,plan.Rewrite,compare,conclude,justify,ect.）二、教學(xué)目標(biāo)設(shè)計(jì)中問題分析●表綜合能力的行為動(dòng)詞有：推動(dòng)、分離、結(jié)合、分析、聯(lián)系、設(shè)計(jì)47例：Thestudentswillbeabletounderstandthenewlexicalitemsandguessthemeaningofsomewordsfromtheircontext.二、教學(xué)目標(biāo)設(shè)計(jì)中問題分析3.三維目標(biāo)不完全、情感態(tài)度、文化意識(shí)等目標(biāo)缺失Thestudentswillbeabletofindthemainideaandimportantdetailsofthetextbyreadinganddiscussing.Thestudentswillbeab