《信息技术环境下的》PPT课件

信息技术环境下的教学模式与教学设计,北京交通大学邵钦瑜,提纲,现代信息技术环境下的视听说教学模式现代信息技术环境下的视听说教学设计原则具体实例(新视野大学英语视听说教程）,信息技术带来了教学模式的改变,传统的教学模式,任务型教学模式,教师为中心讲授型教学单学科、脱离情境的封闭的教学固定性、复述性的学习贫乏的学习环境个体学习（独立，竞争）事实性知识与离散技能的评价,学生为中心自主、探索、交互型教学交叉学科、带实际情境的开放的教学生成性、创造性的学习丰富的学习环境协同学习基于绩效（面向过程）的评价,教学模式比较,信息时代的学习特点,自主性,合作性,探究性,学习是以学生为中心的，学习是个性化，能满足个体需要的；学习是在以课程知识为主线，围绕某个真实问题或主题为中心而展开的；学习者之间是协商的、合作的；学习是具有创造性和生产性的。,任务型教学设计的原则,教学目标问题情景教学活动过程教学资源与学习环境教学活动过程的评估,真实情景下的真实问题,以团队为基础的协作,面向学习过程的质性评估,丰富有效的活动过程,以学生为本的学习环境,Task,任务型教学是基于问题驱动的学习；提出有意义与有价值问题，是教学设计模式的核心和重点；学习问题可以是一个真实的问题、案例、项目，它们都代表连续性的复杂问题；提出问题的原则：问题要有意义，真实情景下的问题；问题要有明确的目标要求，解决要隐含所要传授的知识；问题要有一定的复杂性与歧义性；问题要有开放性；问题要与学习对象的认知特征相匹配，要结合学生的最临近发展区；学习主题具有可挑战性，问题具有可争论性！,设计学习任务,Task-basedActivities,Buildinggaps:information-gapinterpretation-gapopinion-gap,etc.,Realworldactivities,Buildingcontexts:situationalcontext,topic-basedcontextskill-neededcontextfunction-usingcontext,etc.,视听说课采用教学模式,Onlinelearning,Classroommeeting,Lead-in,ListeningSkills,ListeningIn,Speakingout,teacherassessmentpeerassessmentselfassessment,FurtherListeningandSpeaking,Letstalk,Unit1,Book2,Rollover,Beethoven,Musicshouldstrikefirefromtheheartofman,andbringtearsfromtheeyesofwoman.LudwigVanBeethoven,Unit1,Book2,Rollover,Beethoven,Objectives:,learnsomethingaboutmusicandmusicalinstrumentsexpresslikesanddislikesmakeinferencesandsuggestions,Threeprincipalphases,Pre-taskphaseDuringtaskphasePost-taskphase,Pre-taskphase,Ongeneralcognitivedemandsofthetask对任务要求的总体感知Anemphasisonlinguisticfactors关注语言因素,Pre-taskphase,Supportinglearnersinperformingatasksimilartothetasktheywillperformintheduring-taskphaseofthelesson让学生做一些在后面完成任务时需要的准备工作,Pre-taskphase,Non-taskpreparationactivities-brainstorming大脑风暴-mindmapping思维图Addressinglinguisticdemandsofatask-predicting,i.e.askinglearnerstobrainstormalistofwordsrelatedtothetasktitleortopic,Unit1,Book2,Rollover,Beethoven,Activity1,Unit1,Book2,Rollover,Beethoven,Activity1,Howmanygroupsofinstrumentscanbedividedforatypicalorchestra?,Unit1,Book2,Rollover,Beethoven,Activity2Groupwork,Workingroupsoffour,Yourteacherwillgiveyousomecards.Eachcardcontainsawardofmusicalinstruments.Placethecardfacedown.Onepersontakesacardanddescribetheinstrument.Theothershavetoguesstheword.Whoeverguessesthewordkeepsthecardandwhoeverownsthemostcardswinsthegame.,Unit1,Book2,Rollover,Beethoven,Activity2,Example:violin:asmallwoodenmusicalinstrumentthatyouholdunderyourchinandplaybypullingabow(=specialstick)acrossthestrings.Itissmallest,hasthehighestsound,andismostnumerous,Unit1,Book2,Rollover,Beethoven,Activity2,Unit1,Book2,Rollover,Beethoven,Activity2,Unit1,Book2,Rollover,Beethoven,Activity2Brainstorming,Tobrainstormthewordsrelatedtomusicalinstruments.,Unit1,Book2,Rollover,Beethoven,Activity3Classifications,violinviolacellodoublebassguitarHarpflutesaxophonetrumpetFrenchhorndrumbassoonoboehandbell,Classifytheinstrumentsoftheorchestra,ortheinstrumentsinagroupyouarefamiliarwith,accordingtoSachssystem.,Unit1,Book2,Rollover,Beethoven,Activity3,violinviolacellodoublebassguitarharpflutesaxophonetrumpetFrenchhorndrumbassoonoboehandbell,key,Fivewaystolearnanewword,Repetition:Sayingthewordoverandoveragain.Puttingitinasentence:Makingupasentenceusingthenewword.Similarwordormeaning:Findingawordthatmeansthesame.Spelling:Learningtospelltheworde.g.usinglook,spell,write,andcheck.Linktotopic:Findingagroupitbelongsine.g.platformandtimetablebelongsinagrouptodowithtrains.,Repetition,Puttingitinasentence,Similarwordormeaning,Spelling,Linktotopic,During-taskphase,Participatorystructure参与方式-individualorinteraction个人与互动-languagelearnersorlanguageuserspairandgroupworkareseenascentraltotask-basedteaching,butnotalltasksareinteractive,Tasktypes,1拼图式任务（jigsawtasks）2信息差型任务（informationgaptasks）3解决问题型任务（problemsolvingtasks）4选择决定型任务（decisionmakingtasks）5交换观点型任务（opinionexchangetasks）Pica,Kanagy,Tasktypes,1编目（列单子,Listing）2排序与分类(Orderingandsorting)3对比(Comparing)4解决问题(Problemsolving)5个人经历(Sharingpersonalexperiences)6创造性任务(Creativetasks)Willis(1996),YouaredirectorsofSlimGyms.Studythefilecardsonthethree-listedcandidates.Holdameetingtodiscussthestrengthsandweaknessesofeachperson.Trytoagreeonwhoseemstobethebestcandidateforthejob.,ManagerDynamic,flexibleAstronginterestinhealthandfitnessTheabilitytoworkwithpeoplefromdifferentculturalbackground,MICHAELBolenAge:36Personality:Forcefuldetermined,withstrongviews.Liketokeephisdistancefrompeopleuntilheknowsthemwell.Somepeoplefindhimtooassertiveandcold.,StephanieGrantAge:30Personality:Beautiful,cleverandsuccessful.Goodsenseofhumor.Ontelevision,handlespeoplewell.Shegaveupcompetitiveswimming,followingrumorsofdrug-taking.,BobWillsAge:40Personality:Sociable,withalotoffriends.Enjoypartiesanddancing.SpeaksSpanishfluently,buthastattoos.,ReportTo:Time:Subject:,Unit1,Book2,Activity4Expresslikesanddislikes,Workinpairs,discussthefollowingquestionsandthenshareyouranswerswiththewholeclass.,Unit1,Book2,Activity4Expresslikesanddislikes,Visualizeit!Closeyoureyes,andlistentothedifferenttypesofmusic.Firstidentifywhatkindofinstrumentorinstrumentsusedandthentellyourpartnerwhatevercomestoyourmindwhilelistening,finallysaywhichkindofmusicitis.,1,2,3,4,5,Unit1,Book2,Activity4Expresslikesanddislikes,JazzClassicalmusicBluesRockmusicRapCountrymusicOperaPopmusicRocknrollDancemusicTraditionalfolkmusicreggae,Whattypesofmusicdoyoulike/dontyoulike?TrytodescribethecharacteristicsofthemusicyouLikemost?Whoareyourfavoritebands/singers/composers?,Unit1,Book2,Activity5,YouaremembersoftheStudentUnion.SomeAmericanCollegestudentswillvisityourUniversity.Youareaskedtoarrangeatraditionalorchestraforthemandyouhavetoarrangemusicalprogramsproperlysequenceandmakethebriefintroductiontotheprograms,composers,conductor.,弦乐四重奏StringQuartet,旱天雷-ThunderAfteraDrought(ChineseFolkMusic)b.步步高-HigherandHigher(ChineseFolkMusic),YuFeiTian(小提琴I-violinI)YiFangCao(小提琴II-violinII)TiffanyLui(中提琴-Viola)LeeAnnSong(大提琴-Cello)(CAGT),女声独唱VocalSolo,但愿人长久-ForevermoreyouandI,秦奋(BGSU)FenQing(BGSU),钢琴独奏PianoSolo,MarriagedeAmor,王浙ZheWang(MUO),Thepost-taskphase,Threemajorpedagogicalgoals:-提供再做任务的机会（toprovideanopportunityforarepeatperformanceofthetask）-反思任务是怎样完成的（toencouragereflectiononhowthetaskwasperformed）-关注语言的形式（toencourageattentiontoform）,Reflectingonthetask,PresentareportonhowtheydidthetaskandwhattheydecidedordiscoveredoralorwrittenSummarizetheo