语言课堂的反思性教学ppt课件.ppt

第二语言课堂的反思性教学 ReflectiveTeachinginSecondLanguageClassrooms 1 1Approachestoclassroominvestigationinteaching JournalsAjournalisateacher sorastudent swrittenresponsetoteachingevents 1 Eventsandideasarerecordedforthepurposeoflaterreflection 2 Theprocessofwritingitselfhelpstriggerinsightsaboutteaching 2 LessonreportsAlessonreportisastructuredinventoryorlistwhichenablesteacherstodescribetheirrecollectionsofthemainfeaturesofalesson Thepurposeistogivetheteacheraquickandsimpleprocedureforregularlymonitoringwhathappenedduringalesson howmuchtimewasspentondifferentpartsofalesson andhoweffectivethelessonwas 3 SurveysandquestionnairesItisagoodwaytoinvestigatestudents attitudes interests studyeffect studymethodsandsoon AudioorvideorecordingoflessonsOneoftheadvantagesofrecordingalessonisthatitallowschoiceoffocus thiscouldbetheteacheroraparticulargroupofstudents Anadditionaladvantageisthattherecordingcanbereplayedandexaminedmanytimesandcancapturemanydetailsofalessonthatcannoteasilybeobservedbyothermeans suchastheactuallanguageusedbyteachersorlearnersduringalesson 4 ObservationObservationinvolvesvisitingaclasstoobservedifferentaspectsofteaching Itissuggestedasawayofgatheringinformationaboutteaching ratherthanawayofevaluatingteaching ActionresearchActionresearchisusedinthisbooktorefertoteacher initiatedclassroominvestigationwhichseekstoincreasetheteacher sunderstandingofclassroomteachingandlearning andtobringaboutchangeinclassroompractices PlanningActionObservationReflection 5 2Exploringteacher sbeliefs Thesourceofteachers beliefsTeachers beliefsystemsarefoundedonthegoals values andbeliefsteachersholdinrelationtothecontentandprocessofteaching andtheirunderstandingofthesystemsinwhichtheyworkandtheirroleswithinit Thesebeliefsandvaluesserveasthebackgroundtomuchoftheteachers decisionmakingandaction 6 1theirownexperienceaslanguagelearners 2experienceofwhatworksbest3establishedpractice4personalityfactors5educationallybasedorresearch basedprinciples6principlesderivedfromanapproachormethod 7 BeliefsaboutEnglishBeliefsaboutlearningBeliefsaboutteachingBeliefsabouttheprogramandthecurriculumBeliefsaboutlanguageteachingasaprofession 8 3focusonthelearners LearnerbeliefsystemsLearner sbeliefsystemscoverawiderangeofissuesandcaninfluencelearner smotivationtolearn theirexpectationaboutlanguagelearning theirperceptionsaboutwhatiseasyordifficultaboutalanguage aswellasthekindoflearningstrategiestheyfavor BeliefsaboutthenatureofEnglishBeliefsaboutspeakersofEnglishBeliefsaboutthefourlanguageskillsBeliefsaboutteachingBeliefsaboutlanguagelearning 9 BeliefsaboutappropriateclassroombehaviorBeliefsaboutselfBeliefsaboutgoalsCognitivestyleKnowlessuggeststhatdifferencesofthiskindreflectthecognitivestylesoffourdifferenttypesoflearners Concretelearningstylelearnersofthisstyleuseactiveanddirectmeansoftakinginandprocessinginformation Theyareinterestedininformationthathasimmediatevalue Theyarecurious spontaneous andwillingtotakerisks Theylikevarietyandaconstantchangeofpace Theydislikeroutinelearningandwrittenwork 10 Analyticallearningstylelearnersofthisstyleareindependent liketosolveproblems andenjoytrackingdownideasanddevelopingprinciplesontheirown Suchlearnerspreferalogical systematicpresentationofnewlearningmaterialswithopportunitiesforlearnerstofollowupontheirown Analyticallearnersareserious pushthemselveshard andarevulnerabletfailure Communicativelearningstylelearnersofthisstylepreferasocialapproachtolearning Theyneedpersonalfeedbackandinteraction andlearnwellfromdiscussionandgroupactivities 11 Authority orientedlearningstyleLearnersaresaidtoberesponsibleanddependable Theylikeandneedstructureandsequentialprogression Theyrelatewelltoatraditionalclassroom Theyprefertheteacherasanauthorityfigure Theyliketohaveclearinstructionsandtoknowexactlywhattheyaredoing theyarenotcomfortablewithconsensus buildingdiscussion 12 LearningstrategiesLearningstrategiesarethespecificprocedureslearnersusewithindividuallearningtasks Oxford 1990 identifiessixgeneraltypesoflearningstrategie Memorystrategies whichhelpstudentstostoreandretrieveinformation Cognitivestrategies whichenablelearnerstounderstandandproducenewlanguage Compensationstrategies whichallowlearnerstocommunicatedespitedeficienciesintheirlanguageknowledge 13 Metacognitivestrategies whichallowlearnerstocontroltheirownlearningthroughorganizing planningandevaluating Affectivestrategies whichhelplearnersgaincontrolovertheiremotions attitudes motivations andvalues Socialstrategies whichhelplearnersinteractwithotherpeople 14 4teacherdecisionmaking PlanningdecisionsIninitialteachertraining teachersaregenerallyencouragedtodeveloplessonplansforeverylessonthattheyteach Thelessonplanisintendedtohelptheteacherorganizethelessonefficientlyandeffectively andusuallyincludesadescriptionoftheaimsorobjectivesofthelesson theactivesstudentswillcarryout thetimeneededforeachactivity teachingaidstobeused teachingstrategiestobeused groupingarrangementsemployedforeachactivity possibleproblemsthatmightbeencountered andalternativepossibilities 15 InteractivedecisionsAlthoughplanningdecisionsmayfromthestartingpointofalesson theyarenotthesoledeterminantofwhathappensduringalesson Lessonsaredynamicinnature Teachershavetocontinuouslymakedecisionsthatareappropriatetothespecificdynamicsofthelessontheyareteaching Thesekindsofdecisionsarecalledinteractivedecisions Thereareanumberofcomponentstoaninteractivedecisions Monitoringone steachingandevaluatingwhatishappeningataparticularpointinthelesson Recognizingthatanumberofdifferentcoursesofactionarepossible Selectingaparticularcourseofaction Evaluatingtheconsequencesofthechoice 16 EvaluatingdecisionsEvaluatingdecisionsarethosewhichateachermakesafteralessonhasbeentaught Theyarisefromaskingthefollowingkindsofquestionsaboutalesson Wasthislessonsuccessful Whyorwhynot Whatwerethemainstrengthsandweaknessesofthelesson Didthestudentslearnwhattheywereintendedtolearn Whatdidthestudentsgetoutofthelesson 17 5theroleoftheteacher ThenatureoftheroleArolecanbedefinedastheparttakenbyaparticipantinanyactofcommunication RolesreflectinginstructionalfactorsDifferentteachingsettings e g secondaryschools universities privatelanguageschools createparticularrolesforteachersbasedontheinstitutionaladministrativestructure thecultureoperatingineachinstitution anditsteachingphilosophy InastudyoftheAustralianmodel BartlettandButler 1985 112 13 foundthatteacherassistancewasrequiredinthefollowingareas Needsassessmentskills courseguidelines bilingualhelpinnegotiatingthecurriculum educationalcounseling 18 RolesreflectingateachingapproachormethodTheroleofateacherinthecontextofclassroomteachingandlearningmayalsobeinfluencedbytheapproachormethodologytheteacherisfollowing Someteachingmethodsdefineveryspecificrolesforteachersandprescribethekindsofbehaviorswhichteachersshouldorshouldnotallowintheclassroom Forexample theDirectMethod whichwasoneofthefirstoral basedmethodstobeusedinforeignlanguageteaching describedtheteacher sroleinveryspecifictermsandproposedthefollowingguidelinesforteacherstofollow Nevertranslate demonstrateNeverexplain actNevermakeaspeech askquestionNeverimitatemistakes correctNeverspeakwithsinglewords usesentences 19 Otherinstructionalapproaches suchasCooperativeLearning attempttoredefinetheroleofbothteacherandlearnerthroughamethodologywhichrelieslessonteacher directedteachingandmoreoncooperativegroupworkandpairworkactivities CulturaldimensionsofrolesTeachingisanactivitywhichisembeddedwithinasetofculturallyboundassumptionsaboutteachers teaching andlearners Theseassumptionsreflectwhattheteacher sresponsibilityisbelievedtobe howlearningisunderstood andhowstudentsareexpectedtointeractintheclassroom Insomecultures teachingisviewedasateacher controlledanddirectedprocess Manyoftheassumptionsthatlanguageteachersandlearnersholdaboutlanguagelearningreflectattitudesderivefromtheirparticularculturalbackground 20 6thestructureofalanguagelesson OpeningsTheopeningofales