1、大学英语课堂教学设计大学英语课堂教学设计王海啸2016 南京要 目v Theories of LearningvCurriculum Designv Lesson Planningv Methods and Approachesv Sample Teaching DesingsTheories of LearningTheories of LearningvPSYCHOLOGY-BASED LEARNING THEORY The 20th century debate on how people learn has focused largely on behaviorist vs. cogn
2、itive psychology. Key question asked, “Is the human simply a very advanced mammal that operates by a stimulus response mechanism, or actually a cognitive creature that uses its brain to construct knowledge from the information received by the senses?”How People Learn：Intro to Learning Theories. Hamm
3、ond, Austin, Orcutt, and RossoTheories of LearningvPROGRESSIVE LEARNING THEORY Students approach learning through their own experiences with the understanding that all learning is situated. Focus on the student learning from his or her own experience with guided opportunities to explore, discover, c
4、onstruct, and create How People Learn：Intro to Learning Theories. Hammond, Austin, Orcutt, and RossoTheories of LearningvCONTEMPORARY LEARNING THEORY The role that both experience and reflection play in the development of ideas and skills. The role of reinforcement and practice in the development of
5、 skills, and so do cognitive intent, effort, and reasoning. The importance of developmental stages; they also recognize that development can also be encouraged through social interaction and the structuring of experiences within the learners zone of proximal development or readiness sphere. The role
6、 of culture and other influences on experience in views of how people construct their understandings and develop their abilities. Content matters the nature of the disciplines has much to do with how they are learned and best taught.How People Learn：Intro to Learning Theories. Hammond, Austin, Orcut
7、t, and RossoTheories of LearningvThe Learning Process The brain plays a role. The learning environment makes a difference. Learning is based on associations. Learning occurs in cultural and social contexts. People learn in different ways. People think about their own learning, and their feelings mat
8、ter.How People Learn：Intro to Learning Theories. Hammond, Austin, Orcutt, and RossoTheories of LearningHow People Learn：Intro to Learning Theories. Hammond, Austin, Orcutt, and RossoCurriculum DesignCurriculum DesignvCurriculum takes content (from external standards and local goals) and shapes it in
9、to a plan for how to conduct effective teaching and learning. It is thus more than a list of topics and lists of key facts and skills (the “input” ). It is a map of how to achieve the “outputs” of desired student performance, in which appropriate learning activities and assessments are suggested to
10、make it more likely that students achieve the desired results (Wiggins and McTighe, 2006:6).Curriculum Approaches in Language Teaching, Richards, RELC Journal, 2013Curriculum DesignvThroughout the twentieth century there was a movement away from mastery-oriented approaches focusing on the production
11、 of accurate samples of language use, to the use of more activity-oriented approaches focusing on interactive and communicative classroom processes.Curriculum Approaches in Language Teaching, Richards, RELC Journal, 2013Curriculum DesignCurriculum Approaches in Language Teaching, Richards, RELC Jour
12、nal, 2013Curriculum DesignCurriculum Approaches in Language Teaching, Richards, RELC Journal, 2013Lesson PlanningLesson PlanningvThe dominant model of lesson planning is Tylers (1949) rational-linear framework. Tylers model has four steps that run sequentially: (1) specify objectives; (2) select lea
13、rning activities; (3) organize learning activities; (4) specify methods of evaluation. Chapter 3 Lesson Planning, Farrell, in Methodology in Language Teaching, Richards & Renandya (Eds. 2002)Lesson PlanningChapter 3 Lesson Planning, Farrell, in Methodology in Language Teaching, Richards & Renandya (
14、Eds. 2002)Lesson PlanningvQuestions asked before planning: What do you want the students to learn and why? Are all the tasks necessary - worth doing and at the right level? What materials, aids, and so on, will you use and why? What type of interaction will you encourage - pair work or group work -
15、and why? What instructions will you have to give and how will you give them (written, oral, etc.)? What questions will you ask? How will you monitor student understanding during the different stages of the lesson?Chapter 3 Lesson Planning, Farrell, in Methodology in Language Teaching, Richards & Ren
16、andya (Eds. 2002)Lesson PlanningvDuring planning: Variety E.g., individual tasks, pair work, group work, or full class interaction; varying in level of difficulty; logical sequence Pace Brown (1994) suggests the following guidelines: (1) activities should not be too long or too short; (2) various te
17、chniques for delivering the activities should “flow” together; (3) there should be clear transitions between each activity.Chapter 3 Lesson Planning, Farrell, in Methodology in Language Teaching, Richards & Renandya (Eds. 2002)Lesson PlanningvEvaluating the plan: What do you think the students actua
18、lly learned? What tasks were most successful? Least successful? Why? Did you finish the lesson on time? What changes (if any) will you make in your teaching and why (or why not)?Chapter 3 Lesson Planning, Farrell, in Methodology in Language Teaching, Richards & Renandya (Eds. 2002)Methods and Approa
19、chesMethods and ApproachesvTask-Based Language Teaching Pre-task activities The negotiation of meaning Communication strategies (e.g., clarification, confirmation, comprehension checks, requests, repairing, reacting, and turn taking) Contextualized linguistic inputChapter 9 Implementing Task-Based L
20、anguage Teaching, Beglar & Hunt, in Methodology in Language Teaching, Richards & Renandya (Eds. 2002)Methods and ApproachesvContent-Based Instruction (CBI) Thematically organized materials easier to remember and learn Coherent and meaningful information leading to deeper processing and better learni
21、ng Student motivation and student interest Sequence of progressively more complex tasks developing expertise in a topic Incorporation of explicit language instruction (e.g. grammar, conversational gambits, functions, notions, and skills)C Chapter 10 Project Work: A Means to Promote Language and Cont
22、ent, Stoller, in Methodology in Language Teaching, Richards & Renandya (Eds. 2002)Methods and ApproachesvProject-Based Approach Focuses on content Student centered Cooperative rather than competitive Authentic integration of skills, mirroring real-life tasks Process and product orientation, with opp
23、ortunities to focus on fluency and accuracy at different project-work stages Potentially motivating, stimulating, empowering, and challengingChapter 10 Project Work: A Means to Promote Language and Content, Stoller, in Methodology in Language Teaching, Richards & Renandya (Eds. 2002)Methods and Appr
24、oachesChapter 10 Project Work: A Means to Promote Language and Content, Stoller, in Methodology in Language Teaching, Richards & Renandya (Eds. 2002)Methods and ApproachesChapter 10 Project Work: A Means to Promote Language and Content, Stoller, in Methodology in Language Teaching, Richards & Renand
25、ya (Eds. 2002)Methods and ApproachesvCooperative Learning Technique Students work together in groups; It encourages mutual helpfulness in the groups and the active participation of all members.Chapter 5 Implementing Cooperative Learning, Jacobs & Hall, in Methodology in Language Teaching, Richards &
26、 Renandya (Eds. 2002)Methods and ApproachesvAn example of Cooperative Learning-Numbered Heads Together:1. Each student in a group of four gets a number: 1, 2, 3, or 4.2. The teacher or a student asks a question based on the text the class is reading.3. Students in each group put their heads together
27、 to come up with an answer or answers. They should also be ready to supply support for their answer(s) from the text and/or from other knowledge.4. The teacher calls a number from 1 to 4. The person with that number gives and explains their groups answer.Chapter 5 Implementing Cooperative Learning,
28、Jacobs & Hall, in Methodology in Language Teaching, Richards & Renandya (Eds. 2002)Sample Teaching Designsv2015年教学大赛获奖者：年教学大赛获奖者：王英力王英力老师老师对微课内容的复习选题结合学生的实际身份，让学生有话想说自由讨论口头作文让学生有话可说教师同时提供段落写作中可以使用的连接语汇及可视化段落结构，让学生有话会说进而有效组织起一个连接合理，结构严谨的反驳型段落通过评价学生的口头作文再次复习写作要点讨论相关主题以不同形式不断重复再现教学主题手法是王英力老师的微课与翻转课堂教学的主要特色强化句子连接的意识和能力v综合英语综合英语国家级精品课程主持人：邹为诚老师国家级精品课程主持人：邹为诚老师学生就特定主题说作文，教师记录合作式学习，开放式语言产出；语言与形式并重内容语言教师关于文体和篇章结构方面的教学说明学生课后独立修订作文学生分组修改作文基于输入的，开放式产出学生每人说一句，大家贡献；教师边写边改，寓教于“做”有针对性的，基于产出的输入大学英语课堂教学设计大学英语课堂教学设计有效教学感悟设计感悟理论实践
