InstructionalDesign教学设计.ppt

InstructionalDesign教学设计 首都师范大学诸凌虹 Theteachingandlearningprocess WillingnessUnderstandingApplication Tellme Ijustforget Showme Ionlyremember Involveme Iwilllearn Objectives DefinitionStagesPractice WhatisInstructionalDesign InstructionalDesignisthesystematicprocessoftranslatinggeneralprinciplesoflearningandinstructionintoplansforinstructionalmaterialsandlearningactivities 教学设计 教学设计是教师依据教育教学理论 为了达到某阶段教学目标 根据受教育者认知结构 对教学课程 教学内容 教学组织形式 教学方法和需要使用的教学手段进行的策划 教学设计与传统教案 传统教学中的备课 教师更关注的是如何将教材规定的知识 教 给学生 因此教案中所谓的教学方法更多的是教师单方面构思出的 教 的方法 而忽略学生 学 的方法 它体现了以教师为中心的教学理念 教学设计与传统教案 教学设计旨在为学生创设丰富的教学情境 以培养学生的学习兴趣 激发学生的学习动机 同时要设计出学生易于理解并能调动学生积极主动参与的教学方式 将学生的被动学习方式转变为主动学习方式 教学设计与传统教案 教学理念 教师中心 学生中心课堂焦点 教师教学 学生学习教学成果 被动学习者 主动学习者 Stagesofinstructionaldesign Analyzingcoursecontent 教学内容分析 Analyzinglearnerfactors 学生情况分析 Settingtheobjectives 设定目标 Designingactivities 设计教学活动 Usingteachingaids 运用教学资源 Assessment 评价 Analyzingcoursecontent Whatisitthatstudentsshouldknowbytheendofthecourse Whatexamsarestudentsrequiredtotakeaftercompletingthecourse Whatprofessionalrequirementsdoesthiscoursesatisfy Analyzingcoursecontent Task1 StudyUnit6andthinkaboutthecontentoftheunit 5mins Task2 Workingroupandtrytoanswerthefollowingquestions Whatcontentiscoveredhere DoyouthinkourstudentscanusethistodothingsinEnglishnow Howwellcantheydo DoyouthinkourstudentscanlearntodothesethingsinEnglish Howisthematerialpresented Examplefromthecoursebook Tick therestaurantlexistoseewhatyouknowaboutrestaurants food ball chicken waiter waitress menu teacher sunny delicious cloudy juice book tomato manager meat Examplefromthecoursebook 14 Lookatthepricesoftheitemsandguessthemeaningoftheunderlinedwords Coca colaischeap OrangejuiceischeaperthanCoca cola Spriteisthecheapestamongthedrinks Tomato OnionSaladisexpensive MixedLeafSaladismoreexpensivethanTomato onionsalad FruitSaladisthemostexpensiveamongthesalads Examplefromthecoursebook Unittask Makeasurveytocomparethreerestaurantsnearyourschool Unittask Makeanamecardforyourselfin2030 Unittask Workoutanapplicationformforyourselfin2015 Stagesofinstructionaldesign AnalyzingcoursecontentAnalyzinglearnerfactorsSettingtheobjectivesDesigningactivitiesUsingteachingaidsAssessment Analyzinglearnerfactors Whilelearningisthegoalofteaching itisnotnecessarilythemirrorimageofteaching Learnersbringtolearningtheirbeliefsandtheirlearningstyles whichinfluencehowtheyapproachtheirlearning Task Thinkaboutyourstudentsandwriteyouranalysisoflearnerfactors Shareyouranalysiswithyourgroupmembersandseehowinformativeandinstructiveisyouranalysis Example 学生构成为小学英语基础几乎为零的百分之百借读生 学习习惯和学习能力很差 学生学习上最大的特点是 学一个忘一个 但有没有积极的一面 学生对动词be的is am are的三种形式及其相应的主语形式有较好的掌握 但在何种情况下去使用动词be 学生对此体会和理解的不好 做句子时经常丢掉动词be 什么句子容易丢 有原因吗 LearningInterests LearningMotivation Learningforfun 10 Learningforwork 90 beingrelevanttotheSs major AnalysisonLearners LevelsoftheStudents AnalysisonLearners sittingingroupsofmixedlevels Threelevelsoflearningobjectives ForSsA ForSsB ForSsC Fillinanapplicationformwithbasicinformation Designandfillinanapplicationform Designandfillinanapplicationform Interview AnalysisonLearners Questionstoconsider Q1 Whatdotheyalreadyknow Q2 Howdotheyknow Whatdotheyalreadyknow Theyalreadyknowwhatyouwantthemtoknow or Theyhavethebackgroundknowledgeorexperiencesyoucanbringintoyourcoursetomakeiteasierforthemtolearnthecontentofyourcourse Examplefromthecoursebook Tick therestaurantlexistoseewhatyouknowaboutrestaurants food ball chicken waiter waitress menu teacher sunny delicious cloudy juice book tomato manager meat beef Howdotheyknow Learningstrategies Learningstrategiesarethespecificactionstakenbythelearnertomakelearningeasier faster moreenjoyable moreself directed andmoretransferabletonewsituations Learningstrategies Memorystrategies creatingmentallinkage e g placingnewwordsintoacontext Act 2 19 Cognitivestrategies Practicing e g usingformulasandpatterns Act 17 Compensationstrategies Guessingintelligently e g usingcontextualcluestoguessmeaning Act 14 Stagesofinstructionaldesign AnalyzingcoursecontentAnalyzinglearnerfactorsSettingtheobjectivesDesigningactivitiesUsingteachingaidsAssessment Settingtheobjectives 教学目标是通过某一具体的教学活动所要达到的某一具体的 可见的行为结果 Differenttypesoftheobjectives Thestudentswillbeabletocarryonshortconversationalexchangesinvolvinggreetingandleavetaking Toteachthelanguageofgreetingandleavetaking TocoverthefirstsectionofUnit6 Todevelopstudents confidenceinspeakingEnglish 课程目标 帮助学生进一步学习英语基础知识 培养听 说 读 写等语言技能 使学生初步形成职场英语的应用能力 激发和培养学生学习英语的兴趣 提高学生学习的自信心 帮助学生掌握学习策略 养成良好的学习习惯 提高自主学习能力 引导学生了解 认识中西方文化差异 培养正确的情感 态度和价值观 语言能力学习策略情感态度文化意识 课程目标小结 Aspectsoftheobjectives LanguageabilitiesStrategiesAffectfactorsCulturalawareness Writinginstructionalobjectives SpecificOperableObservable Describingtheobjectives ThestudentsasthesubjectAnactionverbtodefinebehaviororperformancetobelearned Example Studentswillbeabletowriteashortparagraphaboutthemselvesusingverbsinthepresenttense includingtheverbslive go study like be andhave Bloom sCognitiveTaxonomy evaluation judgevalueofideas appraise predict assess select rate choosesynthesis puttogetherparts compose construct formulate manage prepare design plananalysis dissectparts detectrelationships diagram compare differentiate criticize debateapplication usemethods concepts principles apply practice demonstrate illustrate operatecomprehension understandinformation discuss explain restate report tell locate express recognizeknowledge recallinformation define repeat list name label memorize Task StudyUnit6andsettheobjectivesofthisunit Apossibleversion 语言知识目标 学生能够理解并运用与饭店相关的词汇及形容词的比较级和最高级从不同方面谈论并比较餐厅 语言能力目标 听 能够听懂有关饭店及外出就餐的谈话 说 能够用用简单的句式询问并提出建议 读 能够读懂菜单 写 能够简单介绍饭店的基本情况 如路程远近 饭菜价格及质量等 学习策略 学生能够运用阅读表格的策略对餐厅进行比较 文化意识 学生能够了解西方国家的就餐习惯以及中西餐饮文化的不同 情感态度 学生能够体验餐厅服务及就餐的基本礼仪 Teachingobjectives Afterlisteningtotheconversationsseveraltimes thestudentswillbeabletomakealistoftheusefulexpressionsonofferingfoodanddrinksaswellastheresponses Afterthespeakingpractice thestudentswillbeabletoofferfoodanddrinksandgiveresponsesinthegivensituation Duringthecourseofthespeakingpractice thestudentswillrealizetheimportanceofgoodmanners Stagesofinstructionaldesign AnalyzingcoursecontentAnalyzinglearnerfactorsSettingtheobjectivesDesigningactivitiesUsingteachingaidsAssessment Languagelearningactivities Anactivityisdescribedasataskthathasbeenselectedtoachieveaparticularteaching learninggoal Typesoflanguagelearningactivities PresentationactivitiesPracticeactivitiesMemorizationactivitiesComprehensionactivitiesApplicationactivitiesStrategyactivitiesAffectiveactivitiesFeedbackactivitiesAssessmentactivities V Teachingprocedure教学步骤 Lead in战前热身 I Lookandmatch Lookandmatch warm up个人抢答 BusstophospitalPostofficeTrainstationPolicestationsupermarket I Lookandmatch GocrosstheroadTurnrightTurnleftatthecrossroads GoalongtheroadTakethesecondturnontherightF Turnleftatthetrafficlight 全班分四组 现场抢答 最终获胜组每人得2分 第二名每人得1分 后两名不得分 BrainStorm II GroupPK两军对垒 每两组进行PK 每组派出两名同学进行游戏 先得三分者将对方选手淘汰 换另一选手上台 直至决出胜方 游戏规则如下 两名选手面朝对方 分列讲台两侧 老师念出单词 如hospital 选手最快速度在黑板上写出该单词 正确并快速者得分 选手并排站立于讲台前方 听老师指令 如老师念出 turnleftorgotothedoor 最快做出正确动作者得分 In classpictures 2 Listenandspeak实战演习 A ListenandTick现场抢答 Listenandtick 听第一遍录音选出提到的地点 返回 Click B Listenandcomplete练听力 学句型 A Excuseme HowcanIgettothenearest B goalongtheroadandturnatthefirsttrafficlights Thentaketheturnontheright A isitbytheroadside B yes it sjustbesidea A howwillittakemetogetthere B aboutminutes Youcan tmissit A Isee thankyou bank left second postoffice long 15 Click 听第二遍录音填空 Excuseme whereisthenearestbank Gostraighton andturnleftatthetrafficlight Pardonme canyoupleasetellmehowtogettotheZhongshanHospital Itisjustbesidethepostoffice 趁热打铁 SentencePatterns 听录音 学句型 夯实语法基础 返回 C Actandpractice活学活用 老师先示范 同学再上台表演 可看提示对话 也可自编对白 原创者额外加分 BonusPoints Question ThehospitalAnswer turnleftatthefirsttrafficlights Question Dr Li Room304Answer goupstairstothethirdfloor C Actandpractice仿真模拟 模拟医院内导诊台 根据提示演示 同学自愿组合 依据评价体系 10分制打分 原创者额外加分 Informationchildren sbloodx rayDeskdoctortestroomscene 根据提示词 两人一组 一人导诊 指示另一人去以上三个地点 儿科 验血 X光室 C Actandpractice角色扮演 大厅导诊台 儿科诊室208 Informationx raydeskroomHints goupstairs tothesecondfloor turnleft Roleplayvideo RolePlay1 Onstage上台表演 返回 RolePlay2 紧急任务 目前甲流形式严峻 为防疫情蔓延 须给以下几个单位人员注射甲流疫