“十二五“结题会幻灯片

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,*,*,天津市“十二五”教育科学规划课题,中国教育学会“十二五”教育科学规划课,结 题 会,2013,年,9,月,27,日,2,2,2,本节课的,主题情景,是什么？,主题情景,如何贯穿,整堂课？,小组合作是,如何开展的？,小组成员的,角色分工是,怎样的？,本课的教育,性资源的挖掘,与利用是否恰当？,完成课堂观察表,序号,教师提问,停顿时间,学生回答,教师理答,教师提问原句,指向,层次,学生回答原句,回答方式,理答方式,清晰,模糊,识记,理解应用,综合分析评价,无应答,集体齐答,个别回答,讨论汇报,打断或代答,不理睬或批评,重复答案,鼓励称赞,追问,课堂悄然发生变化,Study the language.,Focus on every detailed piece of,informatiom,.,Cover all the words or sentences one by one.,Come from the pieces to the whole.,Combine the words and their meanings.,Neglect the ideas sometimes.,ANALYTIC READING,Focus on the matters and problems.,See no words but ideas.,Pick no sentences but meanings.,Give up every detail which is not important.,Keep every detail which is important.,Treat the text as a whole all the time.,HOLISTIC READING,What and How,of Teaching Reading?,Reading skills,Reading strategies,Text Types,Teaching strategies,Teaching approach,Previewing,Visualising,Differentiating,Synthesis,ing,Reading Strategies,(1),Skimming&Scanning,Predicting,Guessing,Pre-reading stage,While-reading stage,Post-reading stage,Teaching,strategies,Story-telling,Reading aloud,Shared reading,Supported Reading,Independent Reading,Teacher support,Teacher support,Teacher support,Reading,by,their pupils,Reading,with,their pupils,Reading,to,their pupils,10,谢谢！,