Unit2AcademicAchievement市公开课一等奖省赛课微课金奖课件

UNIT2ACADEMICACHIEVEMENTText2-1:TheInfluenceofClasssizeonAcademicAchievementText2-2:ACaseStudy:ShiningStarText2-3:TheAsianParadox:HighClasses,HighScores1/87AUTHORSHIPANDSOURCE(REFERTOPAGE76)Text2-1:TheInfluenceofClasssizeonAcademicAchievementText2-2:ACaseStudy:ShiningStarSource:Fromapaperentitled“ClasssizeandStudentAchievement”,whichwaspublishedinMayissueofPsychologicalScienceinthePublicInterest(PSPI),co-authoredbyfourdistinguishedscholarsinthisfield.

2/87AUTHORSHIPANDSOURCETwoversions:Theoriginalandacademiconeandtheadaptedpopularone.Theformeroneis30pagesinlength.WrittenbythesameauthorsPublishedintwodifferentsources:PsychologicalScienceinPublicInterest(PSPI);ScientificAmericanPurpose:ToincreasetheinfluenceofPSPIreportsamongscientists,laypersonsandpolicymakers.3/87CITATIONFROM“ANNOUNCEMENT”“AccordingtoanagreementbetweenversionsofthePSPIreportswillbepublishedinScientificAmerican,buttheScientificAmericanversionwillberewrittenincollaborationwiththereport’sauthors,forthemagazine’sbroaderaudience.“WehopesuchcollaborationwillincreasetheinfluenceofPSPIreportsamongscientists,laypersons,andpolicymakers.”(“Announcement”)4/87TEXT2-1:THEINFLUENCEOFCLASSSIZEONACADEMICACHIEVEMENT

Pre-readingtask:Whatfactorsinaschool,collegeoruniversitycanhaveaninfluenceontheacademicachievementsofthestudents?Reading-task:Theauthorshavereviewedtheresearchbackground,thestudiessofarcarriedoutintotheeffectofclasssizeonacademicachievement,theresearchmethods,andresearchfindings.Readandidentifytheirdescriptionoforevaluationontheaboveelements.Reading-task:Read“Announcement”andbereadytodiscuss“ThebirthofPSPI”.5/87PRE-READINGTASKINTEXT2-1:Resourcesavailable:computers,laboratories,textbooksTeachlevel:qualifications,experience,etc.Studentmotivation:Otherfactors:ClasssizeThesocial-economicbackgroundofthestudentsParentalinfluenceDisciplineatschoolandathomeTheethos[ˈiːθɒs]风气/reputationoftheschoolFundingorsupport(e.g.fromgovernmentornon-governmentalsources)6/87TEXT2-1:READINGTASK1Readingforapurpose:Whataretheaimsofacademicstudyandhowcantheybeachieved?Lookatthetitle.Doyouthinkthetextwillbeusefulforwritinganassignmentaboutacademicachievement?Why?Thekeywordswecangivefromthetitlemaybe:7/87READINGTASK2:READINGSELECTIVELYReadLines1-66andanswerthequestions:Thebackgroundforsucharesearch:8/87READLINES1-66ANDANSWERTHEQUESTIONS:Thebackgroundforsucharesearch:keywords

Endlessandpassionateargumentabout:Aheateddebateon:Increasingconcernover:HowtoimprovetheacademicachievementofAmericankids.9/87READLINES1-66ANDANSWERTHEQUESTIONS:Oneidea:Toreduceclasssize.Developfromasubjectofacademicinteresttoakeypoliticalissue.(Line19)Inpractice:adopted…(Line23)Inacademiccircle:surgeofinterestin…(Line50)Surge:asuddenincrease急剧上升；激增10/87READINGTASK2:READINGSELECTIVELYLines31-49:Thedrawbacktoclass-sizereduction:Buttheeconomicbenefitscouldbehugeif…(Lines44-45):ReadLines50-66:Havetheseanalysesofferedanyconclusion?(Lines57-58)Whatarethequestionsthatmustbeanswered?11/87READINGTASK2:READINGSELECTIVELYReadLines50-66:Havetheseanalysesofferedanyconclusion?offertentative暂时性responsesThequestionsresearchersmustanswer:12/87SCANLINES67-117:WHATARETHEBENEFITSOFSMALLERCLASSSIZES?Educatorshaveamultitudeofexplanationsforwhy…althoughfrequentlytheideasareanecdotal.(Line69-72)LessnoiseanddisruptivebehaviorfromstudentsMoretimeandmorefreedomtoengagestudentcreativelybydividingthemintogroupsforspecificprojects13/87GivegreaterindividualattentiontostrugglingstudentsMorediscussion,assignmorewritingandcloselyexaminestudents’writtenworkBenefittheyoungagegroup:developgoodstudyhabits,higherself-esteemandotherbeneficialcognitivetraitsSCANLINES67-117:WHATARETHEBENEFITSOFSMALLERCLASSSIZES?14/87READINGTASK2:READINGSELECTIVELYArethesebenefitsbasedonfactsandresearchesoronsubjectiveviewsofteachers,parentsorotherinterestedpeople?Howdoyouknow?Anecdotal:subjective;unreliable.Fromanacademicpointofview,suchopinionscannotbetakentooseriouslybecauselackconcreteevidencebackedbyresearchdata.15/87ScanLines97-115andanswerthequestionsfollowed.Whatarethefindings,accordingtotheexistingdata…?Pleasehighlightthekeyphrases.“…theimprovementinacademicperformancewasnegligible[ˈneɡlidʒəbl].”“…datafrom…aseriesoftexts…shownosignificantgains.”“…performanceactuallydecreasedslightly.”16/87LINES97-117:

Fromtheabovereading:Canweanswerthequestionforsure?Canwedrawtheconclusionthatreductioninclasssizehasnodirectlinkwithacademicachievement?Alltheinformationinthispartisdescriptive(description)orevaluative(evaluation)?Ifthispartisthe“findings”partofanexperimentalpaper,whatisthenextpartabout?(methods,discussion,conclusion)17/87READLINES118-191:Foravarietyofreasons,…paylittleattentiontothesefigures(Figure1).(Lines121-122)Why?Highlightthekeywords.(orRefertopage20:4.3)Reason1:Reason2:Reason3:18/87FORAVARIETYOFREASONS,…PAYLITTLEATTENTIONTOTHESEFIGURES(FIGURE1).(LINES121-122)WHY?Reason1:Theobjectiveofschools--Hightestscores;DecreaseddropoutratesAnotherreasonfor...(lines133-135):It’shardtoisolatetherelatedfactorsfromthemyriadfactors.Students’familycommitmentsLanguagebackgroundofstudentsHigherparentaleducationlevelMoreexperiencedteachers19/87FORAVARIETYOFREASONS…(LINES121-122)WHY?Reason3:Demographicshiftsmakeitverydifficulttoassesstheeffectofreductionsinpupil-teacherratios.20/87READINGTASK3:READINGSELECTIVELYWhataretheweaknessesofthesestudies?Whatdidtheauthorsdointhispart“Whattherecordshows”?Descriptionorevaluation?

21/87READINGTASK3:READINGSELECTIVELYWeakness:Thesestudiesarepoorlydesigned.22/87READINGTASK3:READINGSELECTIVELYWhatdidtheauthorsdointhispart“Whattherecordshows”?Describingorevaluating?Positiveornegativeevaluation?Inthisparttheauthorsanalyzedtheresearchescarriedoutonclasssizeandprovidedanegativeviewofmostresearches.Weaknessesoftheresearchmethodshavebeenexplained(Lines119-167)andmentionofannotableexceptionhasalsobeenmade.(“Thenotableexceptionwas…”)(Line168)23/87READLINES168-191:(REFERTOPAGE20:4.4)

Whatfactors,accordingtothewriter,madeProjectSTARbetterthanotherpoorlydesignedstudies?Highlightthekeywords.ChildrenrandomlyassignedtothreeclasssizesTheresearchwascarriedoutover3yearsTeachersrandomlyassignedtoclassesFewteachersspeciallytrainedNonewcurricularmethods24/87READINGTASK3:IDENTIFYINGTHEWRITER’SPURPOSE(REFERTOPAGE19：3.1)ReadLines118-191:Whatisthepurposeofthewriter?Topersuadeustoacceptacertainpointofview.Toexplaintheimportanceofusingresearchdatainsteadofanecdotalexplanations.Toevaluatetheimportanceoftheresearchcarriedoutintotheeffectofclassroomsizeontheacademicachievement.TodescribetheresearchmethodinvariouspartsoftheU.S.intotheeffectofclassroomsizeonacademicachievement.25/87WHATISTHEFUNCTION(S)OFFIGURE1:MILESTONESTUDIESINCLASSSIZE?REFERTOPAGE19:3.2TosummarizethecontentofthetextTooutlinethecontentofcertainrelevantresearch.ToexplaintheimportanceoftheSTARproject.Tocomparethedatafromresearchaboutclasssize26/87TEXT2-2:ACASESTUDY:SHININGSTARReadthesectionandanswerthequestionsfollowed.Whatgeneralpointismadeinthefirstparagraphofthissection?(Lines1-1)WhatarethebenefitsJeremyandCharlesfoundintheirreviewoftheproject?(Lines12–45)WhatisthecommentofEriconSTARanditskeyconclusions?(Lines46–75)27/87TEXT2-2:ACASESTUDY:SHININGSTARWhatgeneralpointismadeinthefirstparagraphofthissection?Thecollectedfindingshaveyielded(provided)noconsensus[kənˈsensəs]一致ontheissuesofrealinteresttopolicymakers.28/87TEXT2-2:ACASESTUDY:SHININGSTARWhatarethebenefitsJeremyandCharlesfoundintheirreviewoftheproject?(Lines12–45;alsorefertopage21:1.2)“anarrayofbenefitsofsmallclasses”：OutperformedtheircounterpartsbyafifthofaSD(Lines16-18)Thissizablejumpin…appearedbythefirstgrade(Lines21-32)Persistintoupperelementarylevels(Lines21-23)Theeffectwasstrongerforethnicminoritystudents(Lines37-40)Turntopage20andfinish1.2onpage21.29/87TEXT2-2:ACASESTUDY:SHININGSTAR(REFERTOPAGE20)WhatisthecommentofEriconSTARanditskeyconclusions?(Lines46–75)Heagreesthat:(Line49)Buthearguesthat:(Line51)Healsodisagreesthat:(line57)Hefurtherassertsthat:(line71)30/87TEXT2-3:THEASIANPARADOX:HUGECLASSES,HIGHSCORESPre-readingquestions:WhatdoyouknowaboutacademicperformanceindevelopedAsiancountries,andhowacademicsuccessisachieved?31/87TEXT2-3:THEASIANPARADOX:HUGECLASSES,HIGHSCORESReadthepassageandanswerthequestionsfollowed:Whatisthe“AsianParadox”?Whichonewordisusedasoneexplanationforthiscontradictorystatement?(Lines1-11)WhatmightbethereasonsfortheapparentacademicsuccessofJapanesestudents?(Lines35-49)Haveyoufoundanyinformationwhichmightbeusefulforyourwritingassignment?32/87READTHEPASSAGEANDANSWERQUESTIONSFOLLOWED:

Whatisthe“AsianParadox”?Whichonewordisusedasoneexplanationforthiscontradictorystatement?Thetitle:Hugeclasses,highscores.Theword“discipline(line19);discipline…fromthebottomup(lines60-61)”Discipline:asystemofrulesofconduct纪律33/87TEXT2-3:THEASIANPARADOX:HUGECLASSES,HIGHSCORESFindothershortphrasesinLines35-49whichmightprovidefurtherreasonsfortheapparentacademicsuccessofJapanesestudents.

34/87TEXT2-3:THEASIANPARADOX:HUGECLASSES,HIGHSCORES

“Spendmuchmoretimetogether”:longeracademicyear“moretimebonding黏合with…”:moreopportunitiesforteachesandstudentstobond“strongemphasisonclassbeingmeaningfulentities”:emphasisonclass,etc.,as“meaningfulentities实体”35/87TEXT2-3:THEASIANPARADOX:HUGECLASSES,HIGHSCORESAbsenceof“ethnicandlinguisticdiversity”:lackof“ethnicandlinguisticdiversity:Lowdivorcerate:stablefamilybackgroundMoreparentalinvolvementintheirchildren’seducation:greaterparentalinterest36/87TEXT2-3:THEASIANPARADOX:HUGECLASSES,HIGHSCORESHaveyoufoundanyinformationwhichmightbeusefulforyourwritingassignment?37/87TEXT2-3:THEASIANPARADOX:HUGECLASSES,HIGHSCORESInfluencesonacademicperformance:thequalityofteachers;supportivehome;influenceofteachers/teaching;bottom-updiscipline;longeracademicyear;closertieswithteacher38/87POST-READINGUNDERSTANDINGPracticesomeIELTSquestion.Presentitorally.Questionsforfurtherreflection.39/87READLINES67-117ONPAGE(REFERTOPAGE18:2.2)(IELTSQUESTIONTYPE)T/Ftype:WhichofthefollowingbenefitsofsmallerclassesdoFinnandAchillesidentifyintheirreviewoftheproject?AnswereitherTrueorFalse.Indicatethelinenumberwhereyoufoundyouranswer.40/87TRUEORFALSEBetteracademicperformanceinsmall-sizedStudentsbenefitatanearlystageinsmallclassesStudentslatercontinuetoperformwellinnormal-sizedclassesAveragestudentsmakethemostprogress.MinoritygroupsgainedthemostsignificantbenefitOnaverage,ethnicminoritystudentsimprovedone-fifthofstandarddeviation.41/87TEXT2-2:ITELSQUESTIONTYPEWhichofthefindingsofFinnandAchillesdoesHanushekcommenton?Putatick(√)whenHanushekagreesandacross(×)whenhedisagrees.PutNMifhedoesnotmentionthesefindings.42/87TRUEORFALSEBetteracademicperformanceinsmall-sizedStudentsbenefitatanearlystageinsmallclassesStudentslatercontinuetoperformwellinnormal-sizedclassesAveragestudentsmakethemostprogress.MinoritygroupsgainedthemostsignificantbenefitOnaverage,ethnicminoritystudentsimprovedone-fifthofstandarddeviation.43/87READLINES67-117ONPAGE74Belowaresomenotesonthistextmadebyastudent.Readlines67-117anddecidewhichofthepointslistedarementionedinthetext.44/87READLINES67-117ONPAGE74EasiertoconcentrateStudentsprefersmallerclassesMorecooperativelearningoccursMorehelpforstudentswithproblemsStudentsdevelopgoodmethodsoflearningMoreopportunitiestouseresourcesiffewerstudentsinclassStudentsgetmuchbetteracademicresults45/87WHATARETHEBENEFITSJEREMYANDCHARLESIDENTIFYINTHEIRREVIEWOFTHEPROJECT?ANSWEREITHERTRUEORFALSE(LINES12–45;ALSOREFERTOPAGE21:1.2)(ITELSQUESTIONTYPE)Betteracademicperformanceinsmall-sized(Lines16-18)Studentsbenefitatanearlystageinsmallclasses(Lines21-32)Studentslatercontinuetoperformwellinnormal-sizedclasses(Lines21-23)Averagestudentsmakethemostprogress.FMinoritygroupsgainedthemostsignificantbenefit(Lines37-40)Onaverage,ethnicminoritystudentsimprovedone-fifthofstandarddeviation.(Lines40-42)F46/87ORALPRESENTATION:SUMMARYPresentthefirsttwotextsorallywiththehelpofkeywords:(Researchbackground:)aheateddebate(oneidea:)reductioninclasssizeHundredsofstudiesandanalysesofexistingdata;researchresults:Reachnoconsensus:Researchesunreliable,poorlydesigned;isolate…from…;demographicshifts;47/87ORALPRESENTATION:SUMMARYPresentthefirsttwotextsorallywiththehelpofkeywords:Oneexception:STARStrengths:randomlyassignedtothreeclasssizes;researchcarriedoutanumberofyears;teachersrandomlyassignedtoclasses;fewteachersspeciallytrained;nonewcurricularmethods48/87ORALPRESENTATION:SUMMARYKeywords:JeremyandCharlesidentifiedbenefitsintheirreviewBetteracademicperformanceinsmall-sizedclassesStudentsbenefitatanearlyageinsmallclassesStudentslatercontinuetoperformwellinnormal-sizedclassesMinoritygroupsgainedthemostsignificantbenefit49/87ORALPRESENTATION:SUMMARYKeywords:Commentontheabovefindings:CriticizeSTARandsomekeyconclusionsAgreethat;initialbenefitDisagree/arguethat;persistforyears;accumulate;ThefindingsofSTAR;statisticallysignificantbenefit50/87REFLECTIONS:DEVELOPPAPEREVALUATIONPaperevaluationisanecessaryskillandabilityforpostgraduatesandwould-bePhD.Anyprofessionalpapershouldbeevaluatedintermsofsuchelementsas…,etc.Paperscanbeevaluatedby…EvaluatebyitsappearanceEvaluatebyitsheart.51/87REFLECTIONS:DEVELOPPAPEREVALUATIONIntermsofthereferencingstyle:EvaluatingdifferentreferencestylesIntermsoftheintendedreadership:EvaluatingreadershipIntermsofthepublishdate:Evaluatingthecurrencyofanytext.(shelflife)52/87PAPEREVALUATION:HOWACADEMICISTHEFIRSTTEXT?

Intermsofissource:keyjournal;prestigeoftheacademicjournals;conferenceproceedings会议论文集；monograph专著;dissertationsIntermsofitsauthorship:Intermsofformat/layout版式:IntermsofImpactFactor影响因子：measuringthenumberoflaterarticlesalreadypublishedinthejournal.53/87PAPEREVALUATION:HOWACADEMICISTHEFIRSTTEXT?

Intermsofitscontent内容(Intermsoftheacademicweight/level:Certainpapersmaycarrymoreacademicweight.)Whatquestiondoesthepaperaddress?Whatarethemainconclusionsofthepaper?Whatevidencesupportsthoseconclusions?Dothedataactuallysupporttheconclusions?Whatisthequalityoftheevidence?Whyaretheconclusionsimportant?Canyouevaluatethispaperintermsofanyoneoftheabovementionedlist?54/87PAPER

EVALUATION:LANGUAGESTYLETentative暂时性FormalObjectiveConcise[kənˈsʌɪs]VariedCanyouidentifythoseexpressionsorphrasesthataretypicalofsuchastyle?(Readlines46-78againandhighlightthosereportingverbs)55/87REPORTINGVERBSANDEXPRESSIONS:AgreeDisagreeHaveyieldednoconsensusCriticizeHearguesDidnotfindHavealsoshownFurtherasserts56/87OTHERREPORTINGVERBSANDEXPRESSIONS:Add;admit;analyze;believe;claim;comment;conclude;concur(agree);confirm;contend(assert);describe;explain;illustrate;insist;maintain;mention;note;observe;offer;report;record;remark;reveal;write;accordingto…;As…hassaid;inthewords/writingof;pointout;supporttheviewthatPotentiallyevaluative.(BasedonSpencer&Arbon,1996)57/87OTHERREPORTINGVERBSANDEXPRESSIONS:Reference:Spencer,C.M.andArbon,B.(1996)Foundationsofwriting:Developingresearchandacademicwriting.Illinois:NatinalTextbookCompany.从丛（）EnglishforAcademicCommunication.Nanjing:NanjingUniversityPress58/87REFLECTIONS:HOWACADEMICISTHISPAPER?Theoriginalishighlyacademic.Theadaptedversion:notsoacademic.Itisapopularversion,inwhichtherelevantfindingsandresearchesweresurveyedandassessedsothatmorereaderscanapproachit.59/87PAPEREVALUATION:DESCRIPTIONANDEVALUATIONAcasestudy:60/87PAPEREVALUATION:ABOUTRESEARCHDESIGNANDESTABLISHINGCAUSALITY确立因果关系“Unfortunately,mostofthesestudieswerepoorlydesigned.”(line162,page75)Howcanwebesurethatourdesigniswell-designed?Whatarethecriteriabywhichtoestablishacausalrelationship?(Forfurtherreflection)61/87“Teacherandstudentassignmentswererarelysufficientlyrandom.”(line163,page75)“Tounsurethatteachingqualitydidnotdiffer,teacherswererandomlyassignedtosmallandnormal-sizedclassrooms.”(Line186page75)“HanushekfurtherassertsthatSTARhadinsufficientcheckstoensuregoodrandomizationofteacherandstudentplacementinclasses.”(Line71,page76)Whyisrandomizationsoimportanttoaresearch?PAPEREVALUATION:ABOUTRESEARCHDESIGNANDRANDOMIZATION随机选择62/87REFLECTIONS:RESEARCHDESIGN“anumberofstudiesweresimplytoobriefortoosmall.”(Line166,page75)63/87REFLECTIONS:SD--STANDARDDEVIATION标准偏差SD:(Forfurtherreference)(Line17,page76)Itreflectsthespreadandthedegreetowhichthevaluesdifferfromthemean平均数.64/87REFERENCES刘振聪，修月祯,,《英语学术论文写作》。北京：中国人民大学出版社胡庚申，,EnglishPaperWritingandPublication.Beijing:HigherEducationPress65/87英文文件著录规范1.APAFormat:(AmericanPsychologicalAssociation

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Format(ChicagoUniversity)1906--the16thversionOkuda,Michael,andDeniseOkuda.1993.StarTrekchronology:Thehistoryofthefuture.NewYork:PocketBooks.3.MLAFormat(ModernLanguageAssociation)Okuda,Michael,andDeniseOkuda.StarTrekChronology:TheHistory

oftheFuture.NewYork:PocketBooks,1993.67/87HARVARDFORMATKADOLPH,S.J.()Textiles.10thed.NewJersey:PearsonPrenticeHall.LI,X.andCRANE,N.B.(1993)Electronicstyle:aguidetocitingelectronicinformation.London:Meckler.LEVITT,R.etal.(1999)ThereorganizedNationalHealthService.6thed.Cheltenham:StanleyThornes.68/87汉字文件著录规范参考文摘：专著作者.书名［M］.版本(第一版不著录).出版地：出版者，出版年.起止页码文件类型及其标识何兆熊.新编语用学[M].上海:上海外语教育出版社,:35-78Piaget,J.(1966)TheOriginsofIntelligenceinChildren

[M].NewYork:InternationalUniversitiesPress.69/87CONFERENCEPROCEEDINGSThecollectionofacademicpaperspublishedinthecontextofanacademicconferences.Theyareusuallydistributedasprintedbookseitherbeforetheconferenceopens(someonlywithabstracts)oraftertheconferencehasclosed.

70/8771/87SUBTITLE:CERAMICENGINEERINGANDSCIENCE

PROCEEDINGS

WILEY:

ASCIENTIFIC,TECHNICALANDPROFESSIONALPUBLISHER

72/87BIBLIOGRAPHYORREFERENCESLISTalistofthebooksreferredtoinascholarlywork,typicallyprintedasanappendixAnydistinctionsbetweenthetwo?73/87IMPORTANTFEATURESTOREMEMBERBibliography

islistingallthematerials

thathavebeenconsultedwhilewritinganessayorabook.References,ontheotherhand,arethose

thathavebeenreferencedinyourarticleorbook.Papersinacademicjournal74/8775/8776/8777/87Science78/87Foundedin1880

fromtheAmericaninventorThomasEdison,Sciencehasgrowntobecometheworld'sleadingjournalforscientificnews,commentary,andcutting-edgeresearch,withthelargestpaidcirculationofanypeer-reviewedgeneral-sciencejournal.Sciencereachesanestimatedworldwidereadershipofmorethanonemillion.Incontent,too,thejournalistrulyinternationalinscope;some35to40percentofthecorr