英语课时教学设计（课时教案运思与撰写）：理论与实践互动毕业论文x.docx

英语课时教学设计（课时教案运思与撰写）：理论与实践互动English Lesson Planning and Plan: Theory into Practice 班级：08级英语师范3班学号：20084033051姓名： 2011-01-10Part I 教学设计概要Lesson planning I Definitions of Lesson Planning 1 what is lesson planning?A lesson plan is a framework of a lesson in which teachers make advance decisions about what they hope to achieve and how they would like to achieve it. In other words, teachers need to think about the aims to be achieved, materials to be covered, activities to be organized, and techniques and resources to be used in order to achieve the aims of the lesson. 2 Two levels of lesson planningFrom lesson planning to lesson plan is a process from dynamic to static. Lesson planning is the movement of preparing for a lesson and lesson plan is the result of lesson planning, put it in another way that lesson planning is a process of planning and lesson plan is the final product of planning. 3 Some different definitions or understandings of lesson planningLesson planning is also known as Instructional Design. There are some definitions about Instructional Design:1) An Understanding of Instructional DesignInstructional Design is also short of ID.ID is interpreted broadly and includes a collection of activities to plan, implement, evaluate, and manage events and environments that are intended to facilitate learning and performance. ID encompasses a set of interdependent and complex activities including situation assessment and problem identification, analysis and design, development and production, evaluation, and management and maintenance of learning process and the ID effort.Instruction design is the systemic process of planning instruction for effective and productive learning. It should lead the learners to reach the required learning stage with full of insights for further learning.Instructional Design is the systematic process of translating general principles of learning and instruction into plans for instructional materials and learning.The term instructional system design was defined with a general description of the design process. Stages of design are often presented as a flow diagram or model to be followed in the design of instructional materials. The instructional system approach is a process of planning and developing instruction that makes use of research and learning theory and employs empirical testing as a means for the improvement of instruction.Instructional System Design (ISD) is an organized procedure that includes the steps of analyzing, designing, developing, implementing, and evaluating instruction.2) Conceptions about Instructional Design Abroad Instructional design is the entire process of analysis of learning needs and goals and the development of delivery system (instructional materials and activities) to meet the needs. L. J. Briggs Instructional design refers to the systematic process of translating principles of learning and instruction into plans for instructional materials and activities. P. L. SmithInstructional design can be defined as the science of creating detailed specifications for the development; evaluation and maintenance of situations which facilitate the learning of both large and small unite of subject matter. R. RicheyInstructional design is a discipline that is concerned with understanding and improving the process of instruction.The purpose of any design activity is to devise optimal means to achieve desired ends. Therefore the discipline of instructional design is concerned primarily with prescribing optimal methods of instruction to bring desired changes in students knowledge and skills. C. M. Reigeluth3) Understanding Instruction Design from a Dynamic process ID as a Process: ID is the systematic development of instruction specifications using learning and instructional theory to ensure the quality of instruction. It is the entire process of analysis of learning needs and goals and the development of a delivery system to meet those needs. It includes development of instructional materials and activities; and tryout and evaluation of all instruction of all instruction and learning activities.ID as a Discipline: ID is that branch of knowledge concerned with research and theory about instructional strategies and the process for developing and implementing those strategies.ID as a Science: ID is the science of creating detailed specification for the development, implementation, evaluation, and maintenance of situations that facilitate the learning of both large and small units of subject matter at all levels of complexity.ID as Reality: ID can start at any point in the design process. Often a glimmer of an idea is developed to give the core of an instruction situation. By the time the entire process is done, the designer looks back and he or she checks to see that all parts of the “science” have been taken into account. Then the entire process is written up as if it occurred in a systematic fashion.4) 国内的教学设计概念：教学设计是研究教学系统、教学过程和制定教学计划的系统方法。（电教司）教学设计是一种关于获得良好教学效果的方法论。（刘茂森）教学设计是用系统观点和方法，按照教学目标和教学对象的特点，仔细安排和组织各种学习资源，使之系列化。（南国农）教学设计是应用系统方法分析研究教学问题和需求，确定解决它们的方法和步骤，并对教学结果做出评价的一种计划过程和操作程序。（李克东）教学系统化设计是运用系统方法分析教学问题和确定教学目标，建立解决教学问题的策略方案、试行解决方案、评价试行结果和对方案进行修改的过程。（乌美娜，1994）教学设计是运用系统方法，将学习理论与教学理论的原理转换成对教学目标、教学内容、教学方法和教学策略、教学评价等环节进行具体计划、创设教与学的系统“过程”或“程序”。（何克抗，2002）II Functions and meanings of lesson planning for the development of teacher教学设计对教师发展的功能和意义1 No matter how experienced the teachers are, he also needs to plan his lesson simply because no teaching learning situation is really static. Social and educational circumstances change, view of methodology change, and resources available change.Language teachers benefit from lesson planning in a number of ways:1）Makes the teacher aware of the aims and language concepts of the lesson.2）Helps teachers distinguish the various stages of a lesson and see the relationship between them.3）Gives teachers the opportunity to anticipate potential problems.4）Gives teachers, especially novice teachers, confidence in class.5）Let the teacher becomes aware of the teaching aids that needed for the lesson.6）Being an aid to continuing development for the addition of a reflection or comment.7）Through these problems solving cycles, teachers actually develop themselves into professionals.2教学既是一门科学也是一门艺术。说它是一门科学，是因为教学是在科学理论的指导下进行，是能够通过建立在系统论思想基础上的科学方法教学设计使理论转化为实践；说它是一门艺术，是因为教师可以凭借自己的经验和直觉选择适合的教学策略，通过自己的言传身教取得良好的教学效果，教师在教学中所展示的人格、语言魅力以及表现出来对课堂的游刃有余都给人一种艺术般的享受，这种“只可意会，不可言传”的艺术往往很难通过传授得到的。只有不断熟练，“熟能生巧”，才能最终成为一名教学专家。现在的课堂更加关注学生主体性的发挥，只靠一支粉笔、一张嘴、一本教材的课堂现象已不多见，这给有丰富经验的教师也带来了新挑战，无论是青年教师还是老教师都需要更新教育观念、提高教学技能，通过教学设计则可以实现新理论、新方法的有效运用。由此可见，学习和运用教学设计的原理与技术可为师资队伍的培养提供一条有效的途径。教学设计，21世纪教学领域的代名词之一，值得我们好好利用。总而言之，教学设计的作用可以概括为以下几点：1） 把教学理论与教学实践结合起来。2） 使教学工作的科学化，促进青年教师的快速成长。3） 提高发现问题、解决问题的能力。4） 有利于现代教育技术应用的不断发展。III 教学设计的前提性考虑教学设计作为上好每一堂课的前提，是每一个教师的必要工作。然而要做好这项必要的工作，教师必须在教学设计之前做一些考虑，这些包括宏观层面的考虑，也包括一些微观层面的考虑。这些前提性考虑主要包括以下几个方面：1） 研究教学大纲2）研究教材：A 结合教学大纲，仔细阅读教材的每一个细节，了解教材的针对性、跨度，随后制定教学进度计划。B 研究学生用书，向学生一样研读C 查阅资料D 根据已经了解到的教学大纲的内容，弄清教材的重点和难点2） 了解学生学生是教学过程中的一个基本要素，全面深入地了解学生是教学的基本前提，如何了解学生可以从如下几个方面入手：A 学生数量，男女分配、座位安排情况B 学生年龄结构和差异C 学生兴趣爱好D 学生参与课堂程度E 学生与教师配合度F 学生整体水平及不同学生对待差异的态度G 学生喜欢的教学方式和常用的教学材料等等IV Levels and styles of lesson planning教学设计的类型和层次 Ideally, lesson planning should be done at two levels: macro planning and micro planning. The former is planning over a long period of time, for instance, planning for a whole programmer or a whole-year course. It is done by a group of teachers who will teach the course. Before macro planning, the author needs to know about the profession, the institution, the learners, the curriculum/syllabus, the textbook, and the objectives.The latter is planning for a specific unit or a lesson, which usually lasts from one to two weeks or forty to fifty minutes respectively. It is finished by an individual teacher.In all, micro planning should be based on macro planning, and macro planning is apt to be modified as lessons go on. 1) Macro planning usually includes: programme planning/ whole course planning One semester planning Half a semester planningFor macro planning, what should we do? A knowing about the professionB knowing about the institutionC Knowing about the curriculum /syllabus D knowing about the textbook E knowing about the learners F knowing about the objectives2) Micro planning usually includes: unit planning Lesson planning For micro planning, what should we do? A design activities B learn teaching aims about each activities C writing design D after-class activities designV Principles of lesson planning 教学设计的基本考虑或遵循的原则 1 Lessons may have different focuses. There are some principles to guide lesson planning; they will be described as follows:2) Aims: it means the realistic goals for the lesson. Aims are not the things teachers intend to do during the lesson, but the things that students are able to do by the end of the lesson.3) Variety: it is reflected by the following aspects, namely, it is necessary to have a number different type of activities, materials, aims, contents in the lesson planning and the process of teaching. Only by this, the whole class will become interesting and lively.4) Flexibility: it means preparing some extra and alternative tasks and activities as the class does not always go according to the plan so that teachers always have the options to cope with the unexpected situations rather than being the salves of written plans or one methodology.5) Learnability: it means the contents and tasks planned for the lesson should be within the learning ability of the students.6) Linkage: it means the stages and the steps within each stage are planned in such a way that they are someway linked with one another. Good linage makes the lesson transit from one stage to the next smoothly and students experience less anxiety.2 教学设计的基本原则1) 系统性原则教学设计是一项系统工程，它是由教学目标和教学对象的分析、教学内容和方法的选择以及教学评估等子系统所组成，各子系统既相对独立，又相互依存、相互制约，组成一个有机的整体。在诸子系统中，各子系统的功能并不等价，其中教学目标起指导其他子系统的作用。同时，教学设计应立足于整体，每个子系统应协调于整个教学系统中，做到整体与部分辩证地统一，系统的分析与系统的综合有机地结合，最终达到教学系统的整体优化2) 程序性原则教学设计是一项系统工程，诸子系统的排列组合具有程序性特点，即诸子系统有序地成等级结构排列，且前一子系统制约、影响着后一子系统，而后一子系统依存并制约着前一子系统。根据教学设计的程序性特点，教学设计中应体现出其程序的规定性及联系性，确保教学设计的科学性。3) 可行性原则教学设计要成为现实，必须具备两个可行性条件。一是符合主客观条件。主观条件应考虑学生的年龄特点、已有知识基础和师资水平；客观条件应考虑教学设备、地区差异等因素。二是具有操作性。教学设计应能指导具体的实践。4) 反馈性原则教学成效考评只能以教学过程前后的变化以及对学生作业的科学测量为依据。测评教学效果的目的是为了获取反馈信息，以修正、完善原有的教学设计。Part II教学设计的基本理论Basic Theories about Lesson PlanningI 语言课时教学设计的基本架构 课时教学设计主要涉及到三个主要阶段，即课时教学开始、课时教学进行和课时教学结束三个阶段。这三个阶段也构成了课时教学的基本框架，对于语言课时教学也是一样由这三个部分组成。但是这是从宏观的方向把握语言课时教学可以分为课时开始、课时教学进行和课时教学结束。 课时教学开始主要包括课程信息简介、课程内容导入以及必要的教学工具准备；课时教学进行主要有教师对课堂活动的具体操作，这包括基本语言知识的学习与操练、语言技能的训练、教师与学生的课堂互动以及教师的板书等等；课时教学结束主要有课堂所学内容简单复习、课后活动设计和课后作业的布置检查以及教师上完课后对该堂课的教案及其执行情况进行教学反思等。从教学开始到教学进行，最后到教学结束都是一个有机结合的过程，缺一不可，教学准备是进行教学具体操作的必要前提，最后的教学反思是教师学习和不断进步的重要步骤。教师的成长必须在不断地实践与反思中进行。 用流程图表示课时教学的过程，如下图所示：II语言教学过程模式及其灵活使用 1 Models of Teaching Procedures Generally speaking, there are two models often used in the process of language teaching:1） Language knowledge: Lead-in + 3P2） Language skills: 3-stage 2 Lead-in + 3P1) Introduction about Lead-inLead-in is also known as warming-up, starter and pre-work of lesson teaching. What we are most familiar with is the term of warming-up. When teachers enter into the classes formally, usually there is a lead-in about introduction of the contents to be learned. Lead-in is essential in the process of teaching; it plays a role of leader opens the door for the students to learn the class cohesively and in a natural way.2) What is 3P?InstructionInstructedUse (restricted)Use (free or partly restricted)Exposure Exposure (restricted)Exposure (restricted)3p is a model of teaching with three components: presentation, practice and production. Many teachers are quite familiar with the model. A typical PPP lesson would start by the teacher introducing a new language item in a context followed by some controlled practice, such as drilling, repetition, dialogue reading etc. students then move on to produce the language in a more meaningful way, such as a role play, a drama, a interview etc. Presentation:The teacher introduces the new vocabulary and grammatical structures in whatever ways appropriate. Practice:The lesson moves from controlled practice to guided practice and exploitation(拓展) of the texts when necessary. Production:The students are encouraged to use what they have learned and practise to perform communicative tasks. The focus is on meaning rather than accurate use of language forms.3) Usually, 3P model is used with a lead-in, so the form of lead-in +3p model is formed. 3P models have a lot of restrictions and deficiencies in teaching, lead-in can be a good starter of a lesson so that the lesson can go smoothly as a interacted process. That can be charted as follows:3 3-stage model The 3-stage teaching model is a skill-oriented lesson. It divides the language skills teaching, such as listening and reading teaching into three stages: pre-stage, while-stage and post-stage. Take reading and listening teaching as an example: A reading/listening lesson:Stage 1: Pre-reading / Pre-listening (Setting a scene, warming-up, providing new information, such as key words);Stage 2: While-reading / While-listening (Carry out activities or tasks that the students must perform while they are reading or listening) Stage 3: Post-reading / Post-listening (Provide a chance for students to obtain feedback on their activities, in which students relate what they have read or heard to their own life and use the language spontaneously)4 The use of the teaching models In the process of language teaching, there are several models of language teaching that are often used in the language teaching classes. However, no matter which models cant work well alone, so we should make then integrated when we are operating the classes. As for language teaching, we can divide it into language knowledge teaching and language skills teaching. For instance, we can divide language teaching into: teaching pronunciation, teaching grammar, teaching vocabulary, teaching listening, teaching speaking, teaching reading, teaching writing and teaching integrated skills. Generally, language knowledge teaching take the model of lead-in +3P, and language skills teaching take the model of 3-stage. III Types and principles of language teaching activities 语言教学活动的类型及其使用原则 1 Types of language teaching activities1) 从活动的语言交际性-认知性角度划分: 交际性活动 vs. 非交际性/认知性活Communicative cognitive 2) 从活动的内容指向划分： 语言知识教学活动 vs. 语言技能教学活动 Structure/contents-based skill-oriented3) 从活动的组织方式角度划分： Whole class work / lockstep work/chorus work Pair work Group work Individual work2 活动设计的基本原则1） 活动类型平衡观 (balance of activity types) 2） 活动类型多样化 (variety of activity types) 3）活动类型适切性（appropriateness of activity types ）3 活动设计的基本步骤 1） 活动的目标指向确定 Aims 2） 任务的语言项目选择 Language items 3） 活动材料的准备 Materials 4） 活动设计：大脑风暴 Brainstorming activities/tasks5） 活动设计：清单评估 Making a list of intended activities Part III课时教学设计的实践分析I 关于教学设计的实践分析 课时教学设计得到的教案就是教学设计的成果。也是教学设计到教学教案最终形成的最后结果。本部分关于教学设计的实践分析主要基于前面已经阐述的关于教学设计理论、教学设计方法、教学设计作用和意义以及教学活动设计等进行实践分析。理论指导实践的进行，实践必须通过理论的检验，因此，在这个部分对教学设计的实践分析主要采取表格对比的方式，通过各个标准的对比与考核，看教学设计是否符合理论，是否在理论的指导下进行。 1 Analysis of Sample Lesson Plan 11) 教案框架整体设计的分析这份教案主要由七个部分组成：背景知识介绍、教学目标、教学内容、教学工具、教学过程、可选择性活动和教学反思。教学设计必须遵循教学的一般规律，也是认知任何事物的规律，即从宏观到微观，从一般到特殊的看待问题的方法。首先该教案从整体运思上来看是比较完整的，从教学背景知识介绍到最后的教学反思，每一个环节都是不可或缺的。教案的总体思路体现了课堂教学必须达到的一般性要求，教学过程的设计体现了PPP的教学模式。但是该教案总体框架上也存在着一些问题，部分重要内容、重要环节的缺失。比如说，该教案未能体现出教学的重难点。对于一份教案或者是一堂课而言，都必须有一个中心点，也就是最主要的教学目的，没有重点容易造成课堂中心缺失，导致学生迷惑不解，最后只好眉毛胡子一把抓，这样也加大了学生学习的负担。没有难点就没有区分度，对于学有余力的学生就失去了某些动力，同时对于学习能力不足的学生不能认识到难以解决的问题，造成信心的动摇等问题。最后该教案的最后教学反思并未仔细分析并写出来，某些具体环节的可操作性还有待进一步验证。 接下来，我将从这七个方面对该份教案的设计进行一一分析，从理论到实际可操作性层面进行多角度审视，并总结出其优缺点，借鉴其有点，同时也可以在自己的教学设计中多借鉴其经验，避免其不足之处，提高教学设计的质量及可操作性。 2）教学目标、内容（含重难点）、资源设计的分析A 教学目标理论分析： 教学目标可以分为教学性目标和教育性目标，教学性目标主要包括知识和技能的学习，教育性目标主要是达到情感教育、文化教育以及道德教育等各方面超越教学性目标的目标。语言教学目标由语言教学性目标和教育性目标组成。该教案总共列出五个目标，这五个教学目标体现的大部分是语言教学性目标，也就是语言知识目标和语言技能目标。如学会用英语表达各种工作职位，体现的主要是知识目标；学会问有关职业的问题并能进行采访式问答体现的则是语言技能目标。当然，教案的最后一个目标学会作为一个好的听众，并能用英语发问体现的不仅是英语技能目标，也体现出教育性目标，就是要达到学会人际交往的目的。学会交流是语言课堂内的要求，同时也是学生人格健全发展的重要因素。总而言之，该教案的教学目标既具有教学性目标，也具有教育性目标，符合教育目标多样化的原则。 B 教案教学内容的理论分析 从教案可以看到，该堂课的主要教学内容为关于工作的词汇教学和相关表达询问工作的句型结构。对于词汇学习和句型学习是语言学习课堂必须经历的过程，该设计对于词汇句型的学习具有可行性，从学生接受的角度而言，也具有可学性，因为词汇是最基本最容易被学生接受的内容之一。 C 教案资源设计的分析 就一般情况而言，教学设计是基于教材做出的具体教学计划和教学准备，因此教材是最主要的教学资源，当然，很多情况下，教师会根据一些实际情况，增加课外教学内容，但是教材始终占据着主导地位。这篇教学设计主要的教学资源就是教材，学习教材给出的基本词汇、句型及达到教材所要求的目标。同时除了教材作为主要的教学资源以外，一堂课还需要很多的辅助教学资源，在该堂课的教学设计中，主要的辅助教学资源有：磁带、黑板、粉笔、PPT、图片、白纸等。该教案所用的辅助教学资源是比较多样化的，但是教学资源的多样化不够。 3）教学过程构成与活动设计的分析A 教学构成或教学过程的理论分析该教案教学过程主要有四个步骤：第一，review；第二，learn the new words；第三，a task；第四，more practice。就这四个步骤总体而言，体现的是PPP教学模式，即presentation，practice and production。首先在第一过程中由教师引导学生进行课堂展示，在这部分中，教案中设计了lead-in环节或者说是warming-up环节，这就体现了lead-in+3P模式的综合运用，这是一种基于3P模式基础之上的新型教学模式。但是在lead-in环节中，设计不具体，也就因此导致了改活动的不可操作性，至少是不明确具体的操作方法和目的。如果可以设计的更加具体一些，写明确是什么类型的歌曲，怎样开始，由谁开始，采取怎样的方式开始，flash的具体操作等等。在第二阶段词汇学习教学过程中，实则也是3P模式的运用，教师展示和学生练习的结合，这样的设计具有可操作性。第三阶段的教学过程是采取