英语教学法教程 课件.ppt

1、Unit 14 Moral learning,Aims of the unit,In this unit we answer these questions: 1 What moral learning can be carried out in awanglish lessons? 2 How can we promote moral learning? 3 What are the roles of the teacher in moral learning? 4 What are the roles of the school in moral learning?,14.1 Moral

2、learning and English,There is a Chinese saying thatTeachers are engineers of the soul. This suggests that we are not just responsible for students moral development. The word education comes from the Latin verb educare, which means tobring out. In other words, teachers should try to bring out the fu

3、ll potential of their students as human beings, so they can live meaningful, fulfilling and responsible lives. At first glance, English language teaching may not seem an important area for moral learning. It is a foreign language and is sometimes associated with social values that are not shared by

4、Chinese people. On the other hand, English lessons can provide excellent opportunities for a focus on moral values,Because a large amount of teaching and learning involves reading passages and oral discussions-and ther is a lot of scope for teachers(and textbook writers) to select materials with str

5、ong moral content.In fact, moral learning has always been stressed in all the syllabuses of English in the past 25 years and this is again strongly suggested in the Guidelines on Curriculum Reform of Basic Education(2001) in which it states that basic education should aim for better development of s

6、tudents, not only in knowledge, skills and abilities but also in values, attitudes, and emotions.,Moral values,What moral values should we promote in our teaching?In 1924, William J.Hutchins(1924:229)wrote a list of values for American children. He suggested that morality involves: 1.Self control 2.

7、Good health and hygiene 3.Kindness 4.Fairness 5.Self-reliance 6.Sense of duty 7.Reliability 8.Truthfulness 9.Good work attitude 10.Team work 11.Loyalty There are other values that we could add to the list. For example, tolerance and enderstanding are virtues that could be promoted in English languag

8、e lessons, througe a study of foreign cultures,14.2 Activities for moral learning,There are a variety of ways to focus on moral learning. Some approaches can be teacher-centred, others can involve students in exploring moral issues themselves. Likewise, moral education can be strongly emphasised(as

9、a mayor focus of teaching and learning)or lightly emphasised(as a supporting focus of teaching and learning). Teachers have to choose the approach which best suits their circumstances.,Strong,Light,Teacher centred,Student centred,Didactic model: students are explicitly and regelarly taught moral beh

10、aviour, as determined by the teacher.,Educative model: Morality is a key focus of life in the class. Students are largely in control of the choice of issues and in forming their own views and moral values.,Transmissive model: Little explicit teaching. Morality is an occasional focus, as determined b

11、y the teacher.,Self-discovery model: Little explicit teaching. Students receive guidance and role models, but are allowed to form their own views and moral values,Sharing: Arrange students in groups.Ask them to identify moral values that they consider to be particularly important.Get them to give go

12、od and bad examples of these values.Then as a whole class, compare the outcomes of the group work. Posters: Ask students to design posters to promote moral behaviour in the classroom and in the school.For instance, these posters could set out the classroom rules as agreed by the students and the cla

13、ss teacher.Display these posters in appropriate places. Debates:Hold a debate on a social issue, to allow students to explore the moral aspects from different perspectives.Divide the class into teams and ask each team to present a different viewpoint on an issue. Comparison:Use materials that presen

14、t di.fferent moral or cultural values from antther society.Ask the students to compare these values with the values that they are familiar with in their own society,Essays:Get the students to explore a social issue in a composition. You could choose the topic or you could ask the students to choose

15、one that they find interesting.This could be linked to issues arising from the reading passage or orther materials in the English lesson. Role plays:Arrange the students in groups and ask them to create and act out situations that involve amoral dilemma.Then have a whole class discussion on ways of

16、resolving the dilemma. Case studies for problem solving:Give the students a short passage that outlines a moral dilemma.Ask how the students would handle the problem. You could also ask the students to write case studies for other groups to discuss. Extension activities:After completing a reading pa

17、ssage or a listening activity in the textbook,ask the students questions about moral aspects of the story or dialogue,e.g.Do you think Jim was right to take Sues apple?How could the shopkeeper talk to the customer in a more polite way?,Philosophy circle:Students are araanged in groups,and they sit i

18、n a circle.They are given a moral issue to discuss,e.g. should animals be killed in scientific experiments?One student holds a ball. The student holds the ball while apeaking and all the other memebers of the group must listen. When other students wish to speak, they silently raise their hands. When

19、 the speaker has finished, the ball is passed to another apeaker. This speaker must begin by summarising what the prebious speaker said, before adding some new comments. The activity continues until the students have general agreement on the issue. By using the ball, the students are learning to res

20、pect other people, and by summarising the previous speakers ideas, they are learning to listen carefully to others. Spontaneous reflection:Use opportunities that arise in a lesson(e.g., students copying from each other, or cheating in a test)and then hold a short discussion on the moral issues that

21、are involved.,14.3 The roles of the teacher,There are two aspects to the role of moral educator. First, the teacher can serve as a moral exemplar or role model for the students to imitate. The second aspect is for the teacher to make appropriate as a curriculum developer. 1.Teacher as role model As

22、a role model, the teacher does not have to be an exceptional human being. It is more important that we aim for consistency. This means that we show commitment to the moral values that we would like our students to develop. We can shoe our commitment through our behaviours inside and outside the clas

23、sroom. There are a number of questions we can ask ourselves:,How we treat our students? Do our practices show moral values such as fairness, loyalty, truthfulness and self-control? Do we pay attention to the individual needs of our students? Do we follow rules that we set for our students? For examp

24、le, if we insist that our students carry out their work promptly and hand in their exercise books on time, then them. As Confucius commented, what we do not want done to ourselves, we should not to do others.,Do we acknowledge our mistakes? It is important that the students realise tha tteachers are

25、 human beings who make mistakes,even though teachers try their best to be moral exemplars.Perfection is an impossible model to aim for. 2.teacher as curriculum developer Teacher need to be aware of the moral questions and issues that could be raised with the students. Young people face many moral te

26、nsions arising in their family life, their shool life, their friendships and as members of society. The teacher can then look out for suitable topics wehn preparing their lessons,14.4 The roles of the school,The impact of moral education can be enhanced by adopting a whole school approach to moralit

27、y. This means that all members of the school community(teachers, students, administratous, parents, etc.) share a commitment to moral education and a shared enderstanding of moral values. English language events could contribute to the whole-school approach. Activities could take place inside and ou

28、tside of the classroom: Classroom activities: such as the ones described above for English lessons Student-organised activities: some of the preparations for these could be done in English. They can include neighbourhood help schemes(visiting the elderly, cleaning the local environment,etc.),Extra-c

29、urricular activities: the English Club would be one area for activities with a moral focus Campaigns: movements to promote good hygiene, for example, could include posters and other materials prepared by the students in English Performances: some songs and sketches could be performed in English Ceremonial events: school ceremonies could include a presentation in English Sports events: these events ofthen provide excellent opportunities for classroom discussion in English Field trips: visits to places of cultural or historical interest could be followed yp with discussions and wri