教学模式改变

单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,教学模式改革与学生自主学习能力的培养,1,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,2,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,3,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,4,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,5,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,6,以教师、教材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,7,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,8,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。,”,9,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 can parrot.,-Martin Dougiamas, 1998,10,建构式学习理论,Learning as a student centered, active and constructive process,Learning is interactive,Learning is multidimensional,Learning is situated in real contexts,11,语言学习过程的比喻,拼图游戏,12,一个关于中介语的比喻,13,“,新起点大学基础英语”读写教程,Text A,&,Text B,Before Reading,Text A or Text B,After Reading,Main Idea,Detailed Understanding,Detailed Study,Vocabulary Practice,Word Study,Active Words,Writing Practice,Grammar,Sentence,Practical Writing,14,“,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, 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.,15,“,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 to 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 sentence with each combination.,16,“,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,Vocabulary Practice,Translate the following into English,Give noun forms of the following verbs or adjectives,17,“,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,18,“,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,19,“,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,20,读写教程课件界面,-1,21,读写教程课件界面,-2,22,读写教程课件界面,-3,23,读写教程课件界面,-4,24,读写教程课件界面,-5,25,读写教程课件界面,-6,26,读写教程课件界面,-7,27,读写教程课件界面,-8,28,听说教程课件界面,-1,29,听说教程课件界面,-2,30,听说教程课件界面,-3,31,听说教程课件界面,-4,32,听说教程课件界面,-5,33,听说教程课件界面,-6,34,听说教程课件界面,-7,35,听说教程课件界面,-8,36,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,37,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.,38,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,）,39,教学方法,教学空间的重新界定,教学手段的重新界定,40,Why Output?,Output enhances fluency.,Output promotes (gap) noticing (or consciousness raising), which may trigger new learning. (relating to accuracy),Producing 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),41,Why Output?,In addition to speaking and writing, certain other competencies can only be acquired in interaction.,Can 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.,42,Why Output?,The need for the production of output may facilitate the translation of input into intake.,43,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,44,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,45,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,46,谢谢,!,47,语言能力,组织能力,语法能力：词汇、形态、句法、语音文字,篇章能力：接应、修辞组织,语用能力,以言行事能力：概念功能、操纵功能、启发功能、想象功能,语言文化能力：方言和语言变体、语域、自然性、文化参照和言语象征,48,Celce-Murcia et al.,的 “语言交际能力”,Discourse,competence,Sociocultural,competence,Linguistic,competence,Actional,competence,Strategic,competence,49,