下载教学目标的内涵oweroinre

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,2021/2/8,#,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,English Curriculum Goals,For fundamental education,Affective,Attitudes,Learning,Strategies,Cross-culture,Awareness,Language,Knowledge,Language,Skills,The Comprehensive,Ability of using the,Language,-英语课程标准（实验稿）P6,The Content Goals in The New Curriculum,5.,Cultural awareness,1.,Language,skills,2.,Language,knowledge,3.,Affective attitudes,4.,Learning,strategies,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,Language Knowledge,The five aspects of language knowledge:,Pronunciation,Vocabulary,Grammar,Function,Topic,Language,knowledge,Language skills,4.Writing,The four basic skills in language learning:,1.Listening,2.Reading,3.Speaking,(oral),(written),(oral),(written),Identify&,understanding,meaning,Express ideas,External,Internal,Internal,External,Why“,function,”and“,topic,”are language knowledge?,Language use,Pronunciation,Grammar,Vocabulary,Language knowledge,Function,Topic,Language skills,The,relations,between Language Skills&Knowledge,Language communication,Oral language,Written language,Listening,Speaking,Reading,Writing,Language Knowledge,P,V,G,T,F,Elementary stage:,Teaching language knowledge in different stages,Habit-forming,Compulsory stage:,Language use&reflection on language,Secondary state:,Language practice and use,The,relationship,between language&,affective attitudes,Interpersonal,communication,Affective,attitudes,language,Learning strategies,Metacognitive strategies,Therearethreekindsof learning strategies:,Strategiesinvolvingplanning,thinkingaboutthelearning process,monitoring of one,s production/comprehension,and evaluating learning.,Cognitivestrategies,Strategieslimited to specificlearningtasks&involving more directmanipulation ofthelearning material itself.,Communication strategies,The employmentof verbalor nonverbal mechanisms for the productive communication ofinformation.,Cross-culturalAwareness,Therearefourdistinct types/levels ofcross-,cultural awareness:,LevelOne:Culturaldifferences areexotic,LevelTwo:Culturaldifferences arefrustrating,LevelThree:The different cultureis believable,LevelFour:Thedifferentculture is believable aslived experience,1、行为主,体,体错误,二、教学目,标,标设计中问,题,题分析,(2)To inspirethe students tolearn positivequalitiesfromthegreatwomen.,例：,(1)To help thestudentsto use thenewwordsandexpressions.,以下目标以,学,学生为主体,：,：,The students can read andspell thevocabulary correctly.,The students can give three orfourexamplesof the PassiveVoice.,二、教学目,标,标设计中问,题,题分析,2、行为指,向,向不明确,二、教学目,标,标设计中问,题,题分析,例：,(1).Masterthefollowingnew wordsand phrases.,(2).Practise the use ofthe AttributiveClause.master,课文中的生,词,词、短语及practice,定,定语从句，,应,应达到什么,程,程度？理,解,解？应用,？,？识记？,以下目标比,较,较明确：,(1)Thestudents can describe thedifferences betweenActive Voice and PassiveVoice.,(2)Thestudents can summarize the main idea ofthe text by carefulreading.,二、教学目,标,标设计中问,题,题分析,目标怎样描,述,述？,目标要具体,而,而明确,要具有可操,作,作性和可检,测,测,要用可观测,到,到的动词,二、教学目,标,标设计中问,题,题分析,要确,定,定学生对知,识,识的掌握程,度,度，可以通,过,过让学生描,述,述、辨认、,标,标示、排列,、,、命名、列,纲,纲、选择、,阐,阐述等（describe,identify,label list,name,outline,select,state,）,方,方式描述,二、教学目,标,标设计中问,题,题分析,表理解,的,的课观察的,行,行为动词：,谈,谈论、区别,、,、描述、解,释,释、扩展、,归,归纳与概括,、,、举例、交,换,换、小结等,（,（talkabout,defend,distinguish,describe,explain,extend,generalize,give example,exchange,summarize,etc.）,二、教学目,标,标设计中问,题,题分析,表,运,运用,能,能力,的,的行,为,为动,词,词有,：,：,改,改变,、,、演,示,示、,调,调整,、,、预,测,测、,准,准备,、,、展,示,示、,产,产出,、,、使,用,用等,（,（change,demonstrate,modify,predict,prepare,show,produce,use,etc.,）,）,二、,教,教学,目,目标,设,设计,中,中问,题,题分,析,析,表,综,综合,能,能力,的,的行,为,为动,词,词有,：,：推,动,动、,分,分离,、,、结,合,合、,分,分析,、,、联,系,系、,设,设计,、,、机,会,会、,该,该校,、,、比,较,较、,结,结论,、,、论,证,证等,（,（infer,class,combine,analyse,device,plan.Rewrite,compare,conclude,justify,ect.,）,）,二、,教,教学,目,目标,设,设计,中,中问,题,题分,析,析,例：,Thestudentswillbeabletounderstandthenewlexicalitemsandguessthemeaningofsomewordsfromtheircontext.,二、,教,教学,目,目标,设,设计,中,中问,题,题分,析,析,3.,三,三维,目,目标,不,不完,全,全、,情,情感,态,态度,、,、文,化,化意,识,识等,目,目标,缺,缺失,Thestudentswillbeabletofindthemainideaandimportantdetailsofthetextbyreadinganddiscussing.,Thestudentswillbeabletobeawareoftheimportanceofenvironmental,对比,以,以下,教,教学,目,目标,：,：,技能,目,目标,举,举例,：,：1,、,、学,生,生在,听,听完,语,语料,后,后完,成,成关,于,于宠,物,物的,采,采访,内,内容,的,的信,息,息图,，,，能,够,够像,不,不同,年,年龄,和,和生,活,活方,式,式的,人,人们,推,推荐,合,合适,的,的宠,物,物，,并,并说,明,明原,因,因。,（,（根,据,据目,标,标老,师,师设,计,计填,充,充图,和,和口,语,语活,动,动）,2、,学,学生,能,能够,在,在阅,读,读后,列,列出,当,当前,各,各种,领,领域,发,发生,的,的变,化,化，,以,以及,该,该变,化,化对,人,人们,的,的技,能,能和,品,品质,提,提出,的,的要,求,求；,能,能够,以,以小,组,组形,式,式设,计,计公,司,司用,人,人招,聘,聘广,告,告，,并,并进,行,行展,示,示。,（,（根,据,据这,样,样的,任,任务,设,设计,三,三遍,阅,阅读,及,及读,后,后任,务,务）,二、,教,教学,目,目标,设,设计,中,中问,题,题分,析,析,4目,标,标大,、,、空,、,、虚,、,、笼,统,统、,模,模糊,、,、难,以,以检,测,测,二、,教,教学,目,目标,设,设计,中,中问,题,题分,析,析,这类,目,目标,没,没有,可,可操,作,作性,缺,缺,乏,乏可,评,评价,性,性。,Thestudentswillbeabletograspthegeneralideaofthetext.,Thestudentswillbeabletodeveloptheirawareness.,例：,Thestudentswillabletoimprovetheiroralabilities.,确立,目,目标,时,时要,思,思考,：,：怎,么,么教,？,？如,何,何学,？,？,掌,掌握,到,到何,种,种程,度,度？,何,何种,方,方式,去,去检,测,测？,二、,教,教学,目,目标,设,设