小学英语课堂教学设计 (2)VIP免费

小学英语课堂教学设计TeacherTraining•义务教育英语新课程标准的出发点和归宿点：保障每一个学生与生俱来的“学习权”，每位学生的充分的、自由的、多元的、和谐的发展。•每一个学生不仅是“学习的主体”，而且是“学习的主权者”。保障“学习权”即保障基本人权。综合语言运用能力语言知识语音词汇语法功能话题语言技能听说读写学习策略资源策略交际策略调控策略认知策略文化意识文化知识文化理解跨文化交际情感态度兴趣动机自信意志合作精神祖国意识国际视界•第一，强化品德教育•第二，关注人文素养•第三，凸显信息技术•第四，倡导综合实践活动外语教师专业化的素质结构•Beliefs外语教学信念•Generalculturalknowledge一般文化知识•Subjectknowledge学科知识•Pedagogicalknowledge外语教学法知识•Knowledgeofdidactics外语教学理论知识•Personalpracticalknowledge个人实践知识•JeremyHarmer杰里米·哈默•英国英语教育专家，二十世纪八十年代的ThepracticeofEnglishlanguageteaching和HowtoteachEnglish风靡国际英语教学界怎样设计课堂教学•讨论课堂教学设计的作用。能帮助教师在施教过程中明确目标、突出重点、有所遵循，也会使学生感到教学很正规，老师很敬业。课堂教学设计应是协调一致（coherence）的教学内容与丰富多彩的（variety）教学活动的巧妙结合。•课堂教学设计的形式可繁可简，因人而异。学生类别，学习内容，怎样进行教与学，运用什么手段。具体地说，应有课堂描述，教学目标，时间分配，预计可能发生的问题，教学辅助用具，教学步骤，具体教学活动的目的、目标和所用时间，以及这项活动与课堂中其他活动的衔接。Howtoplanlessons•Whyplanatall?•Whataretheaimsofaplan?•Whatshouldbeinaplan?•Whatquestionsdoweneedtoask?•Whatformshouldaplantake?Whyplanatall?•Mostteachersgoonpreparinglessonsthroughouttheircareers(formal/informal).•Forstudents,evidenceofaplanshowstheteacherhasdevotedtimetothinkingabouttheclass.Itstronglysuggestsalevelofprofessionalismandacommitment.•Fortheteacher,aplangivesthelessonaframework,anoverallshape.Itistruethatheorshemayendupdepartingfromit,goodteachersareflexibleandcreativetowhathappensintheclassroom.•Newtechniques,activitiesandmaterialsneedtobewellusedintheclass.•Planninghelps,becauseitallowsteacherstothinkaboutwherethey’regoingandgivesthemtimetohaveideasfortomorrow’sandnextweek’slessons.Intheclassroom,aplanhelpstoremindteacherswhattheyintendedtodo.•Finally,planninghelpsbecauseitgivesstudentsconfidence:theyknowimmediatelywhetherateacherhasthoughtaboutthelesson,andtheyrespondpositivelytothosethathave.•Noplaniswrittenontabletsofstone,however.•Misconception—experiencedteachersdonotneedtodoplanning.Teachersshouldbeawareofthedifferentstudents,timeandmood.•Teachersbenefitfromit,suchastherelativevalueofdifferentactivities,theactualtimewithgreataccuracy,commentsandcorrections.Whataretheaimsofaplan?•Agoodlessonneedstocontainajudiciousblendofcoherenceandvariety.Agoodplanneedstoreflectthis.•Coherencemeansthatstudentscanseealogicalpatterntothelesson.Eveniftherearethreeseparateactivities,forexample,therehastobesomeconnectionbetweenthem.•Thelackofvarietycoupledwiththerelentlessnesswouldmilitateagainstthepossibilityofrealstudentengagement.•Theidealcompromiseistoplanalessonthathasaninternalcoherencebutwhichallowsstudentstododifferentthings.•Inotherwords:variety,flexibility,learnabilityandlinkage.Whatshouldbeinaplan?Theformatswillvarydependingonthetrainerandthecourse,butallplanshavethesameingredients.Theysaywhoisgoingtobetaught,whattheyaregoingtolearnorbetaught,howtheyaregoingtolearnorbetaught,andwithwhat.•Thefirstthingsuchawrittenpla...