大學(xué)英語(yǔ)課堂教學(xué)設(shè)計(jì)課件

大學(xué)英語(yǔ)課堂教學(xué)設(shè)計(jì)王海嘯2016

南京要目

TheoriesofLearningCurriculumDesignLessonPlanningMethodsandApproachesSampleTeachingDesingsTheoriesofLearningTheoriesofLearningPSYCHOLOGY-BASEDLEARNINGTHEORYThe20thcenturydebateonhowpeoplelearnhasfocusedlargelyonbehavioristvs.cognitivepsychology.Keyquestionasked,“Isthehumansimplyaveryadvancedmammalthatoperatesbyastimulusresponsemechanism,oractuallyacognitivecreaturethatusesitsbraintoconstructknowledgefromtheinformationreceivedbythesenses?”HowPeopleLearn：IntrotoLearningTheories.Hammond,Austin,Orcutt,andRossoTheoriesofLearningPROGRESSIVE

LEARNINGTHEORYStudentsapproachlearningthroughtheirownexperienceswiththeunderstandingthatalllearningissituated.Focusonthestudentlearningfromhisorherownexperiencewithguidedopportunitiestoexplore,discover,construct,andcreateHowPeopleLearn：IntrotoLearningTheories.Hammond,Austin,Orcutt,andRossoTheoriesofLearningCONTEMPORARYLEARNINGTHEORYTherolethatbothexperienceandreflectionplayinthedevelopmentofideasandskills.Theroleofreinforcementandpracticeinthedevelopmentofskills,andsodocognitiveintent,effort,andreasoning.Theimportanceofdevelopmentalstages;theyalsorecognizethatdevelopmentcanalsobeencouragedthroughsocialinteractionandthestructuringofexperienceswithinthelearners’zoneofproximaldevelopmentorreadinesssphere.Theroleofcultureandotherinfluencesonexperienceinviewsofhowpeopleconstructtheirunderstandingsanddeveloptheirabilities.Contentmatters–thenatureofthedisciplineshasmuchtodowithhowtheyarelearnedandbesttaught.HowPeopleLearn：IntrotoLearningTheories.Hammond,Austin,Orcutt,andRossoTheoriesofLearningTheLearningProcessThebrainplaysarole.Thelearningenvironmentmakesadifference.Learningisbasedonassociations.Learningoccursinculturalandsocialcontexts.Peoplelearnindifferentways.Peoplethinkabouttheirownlearning,andtheirfeelingsmatter.HowPeopleLearn：IntrotoLearningTheories.Hammond,Austin,Orcutt,andRossoTheoriesofLearningHowPeopleLearn：IntrotoLearningTheories.Hammond,Austin,Orcutt,andRossoCurriculumDesignCurriculumDesignCurriculumtakescontent(fromexternalstandardsandlocalgoals)andshapesitintoaplanforhowtoconducteffectiveteachingandlearning.Itisthusmorethanalistoftopicsandlistsofkeyfactsandskills(the“input”).Itisamapofhowtoachievethe“outputs”ofdesiredstudentperformance,inwhichappropriatelearningactivitiesandassessmentsaresuggestedtomakeitmorelikelythatstudentsachievethedesiredresults(WigginsandMcTighe,2006:6).CurriculumApproachesinLanguageTeaching,Richards,RELCJournal,2013CurriculumDesignThroughoutthetwentiethcenturytherewasamovementawayfrommastery-orientedapproachesfocusingontheproductionofaccuratesamplesoflanguageuse,totheuseofmoreactivity-orientedapproachesfocusingoninteractiveandcommunicativeclassroomprocesses.CurriculumApproachesinLanguageTeaching,Richards,RELCJournal,2013CurriculumDesignCurriculumApproachesinLanguageTeaching,Richards,RELCJournal,2013CurriculumDesignCurriculumApproachesinLanguageTeaching,Richards,RELCJournal,2013LessonPlanningLessonPlanningThedominantmodeloflessonplanningisTyler’s(1949)rational-linearframework.Tyler’smodelhasfourstepsthatrunsequentially:(1)specifyobjectives;(2)selectlearningactivities;(3)organizelearningactivities;(4)specifymethodsofevaluation.Chapter3LessonPlanning,Farrell,inMethodologyinLanguageTeaching,Richards&Renandya(Eds.2002)LessonPlanningChapter3LessonPlanning,Farrell,inMethodologyinLanguageTeaching,Richards&Renandya(Eds.2002)LessonPlanningQuestionsaskedbeforeplanning:Whatdoyouwantthestudentstolearnandwhy?Areallthetasksnecessary-worthdoingandattherightlevel?Whatmaterials,aids,andsoon,willyouuseandwhy?Whattypeofinteractionwillyouencourage-pairworkorgroupwork-andwhy?Whatinstructionswillyouhavetogiveandhowwillyougivethem(written,oral,etc.)?Whatquestionswillyouask?Howwillyoumonitorstudentunderstandingduringthedifferentstagesofthelesson?Chapter3LessonPlanning,Farrell,inMethodologyinLanguageTeaching,Richards&Renandya(Eds.2002)LessonPlanningDuringplanning:VarietyE.g.,individualtasks,pairwork,groupwork,orfullclassinteraction;varyinginlevelofdifficulty;logicalsequencePaceBrown(1994)suggeststhefollowingguidelines:(1)activitiesshouldnotbetoolongortooshort;(2)varioustechniquesfordeliveringtheactivitiesshould“flow”together;(3)thereshouldbecleartransitionsbetweeneachactivity.Chapter3LessonPlanning,Farrell,inMethodologyinLanguageTeaching,Richards&Renandya(Eds.2002)LessonPlanningEvaluatingtheplan:Whatdoyouthinkthestudentsactuallylearned?Whattasksweremostsuccessful?Leastsuccessful?Why?Didyoufinishthelessonontime?Whatchanges(ifany)willyoumakeinyourteachingandwhy(orwhynot)?Chapter3LessonPlanning,Farrell,inMethodologyinLanguageTeaching,Richards&Renandya(Eds.2002)MethodsandApproachesMethodsandApproachesTask-BasedLanguageTeachingPre-taskactivitiesThenegotiationofmeaningCommunicationstrategies(e.g.,clarification,confirmation,comprehensionchecks,requests,repairing,reacting,andturntaking)ContextualizedlinguisticinputChapter9ImplementingTask-BasedLanguageTeaching,Beglar&Hunt,inMethodologyinLanguageTeaching,Richards&Renandya(Eds.2002)MethodsandApproachesContent-BasedInstruction(CBI)ThematicallyorganizedmaterialseasiertorememberandlearnCoherentandmeaningfulinformationleadingtodeeperprocessingandbetterlearningStudentmotivationandstudentinterestSequenceofprogressivelymorecomplextasksdevelopingexpertiseinatopicIncorporationofexplicitlanguageinstruction(e.g.grammar,conversationalgambits,functions,notions,andskills)CChapter10ProjectWork:AMeanstoPromoteLanguageandContent,Stoller,inMethodologyinLanguageTeaching,Richards&Renandya(Eds.2002)MethodsandApproachesProject-BasedApproachFocusesoncontentStudentcenteredCooperativeratherthancompetitiveAuthenticintegrationofskills,mirroringreal-lifetasksProcessandproductorientation,withopportunitiestofocusonfluencyandaccuracyatdifferentproject-workstagesPotentiallymotivating,stimulating,empowering,andchallengingChapter10ProjectWork:AMeanstoPromoteLanguageandContent,Stoller,inMethodologyinLanguageTeaching,Richards&Renandya(Eds.2002)MethodsandApproachesChapter10ProjectWork:AMeanstoPromoteLanguageandContent,Stoller,inMethodologyinLanguageTeaching,Richards&Renandya(Eds.2002)MethodsandApproachesChapter10ProjectWork:AMeanstoPromoteLanguageandContent,Stoller,inMethodologyinLanguageTeaching,Richards&Renandya(Eds.2002)MethodsandApproachesCooperativeLearningTechniqueStudentsworktogetheringroups;Itencouragesmutualhelpfulnessinthegroupsandtheactiveparticipationofallmembers.Chapter5ImplementingCooperativeLearning,Jacobs&Hall,inMethodologyinLanguageTeaching,Richards&Renandya(Eds.2002)MethodsandApproachesAnexampleofCooperativeLearning--NumberedHeadsTogether:Eachstudentinagroupoffourgetsanumber:1,2,3,or4.Theteacherorastudentasksaquestionbasedonthetexttheclassisread