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教学模式改革与学生 自主学习能力的培养. 南京大学 王海啸. 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. 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. 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. 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 - PowerPoint PPT Presentation
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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
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。”
建构主义教育理论• A constructivist perspective views learners as activel
y 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
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
“ 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
“ 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.
“ 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.
“ 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
“ 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
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.
Why Output?
• Output enhances fluency.• Output promotes (gap) noticing (or consciousne
ss 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)
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.
Why Output?
• The need for the production of output may facilitate the translation of input into intake.
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