培根鑄魂啟智增慧PPT課件

1、培根鑄魂 啟智增慧Group 2Group 2Part I IntroductionPart I IntroductionTeaching MaterialUnit 6 Passing the torchOVER TO YOUAn Integrated Course 1fascinating,up-to-date,transferable,uplifting,rewarding,easyExperiential learning, Blended learning, Ubiquitous learningAccurateNeeds AnalysisIntegrated Teaching Met

2、hodsConsistent Learning ObjectivesGoal-orientedTeaching ActivitiesMulti- AssessmentMAGIC ModelIntermediate level have certain amount of receptive knowledge; be willing to present their views; participate in group work actively. Freshmen Non-English major Compulsory course 35-40 SsAccurate Needs Anal

3、ysisCommon European Framework of Reference (CEFR)Chinas Standards of English LanguageAbility (CSE)StrengthsWeaknesses Target learners Insufficient vocabulary & knowledge of complex sentence structure; Inadequate critical & logical thinking ability; Limited experience of applying English to c

4、ommunication; Inefficient planning & implementation in English study.NeedsAnalysisLearningObjectivesTeaching MethodsAssessmentTeachingActivitiesConsistent Learning ObjectivesKnowledge transfer Course objective: equip Ss with the linguistic and discourse resourcesDemo objective: write an essay ab

5、out different generations and their dreams with proper language, content and structure knowledgeCourse objective: developautonomouslearningability,andcriticalandlogicalthinkingabilitiesDemo objective: choose, evaluate, and synthesize specific facts to support the theme of writing; compare and contra

6、st viewpointsAbility cultivationCourse objective: help students grow into socially responsible and globally aware citizensDemo objective: realize they have taken over the torch and chasing personal dreams will make contributions to the Chinese DreamMoral educationNeedsAnalysisLearningObjectivesTeach

7、ing MethodsAssessmentTeaching ActivitiesIntegrated Teaching Methods Extend students space and time of learning Make students learning process goal-oriented and focusedPOABlended learningNeedsAnalysisLearningObjectivesTeaching MethodsAssessmentTeaching ActivitiesObjectivesGoal-oriented Teaching Activ

8、ities Teaching ActivitiesSession 1(periods1-2)Before Class1.MotivatingAssigningtheunitproject:Essaywriting(Scenario 2) 2.Motivating E2P168-173(online)+Videoshooting(off-line)andsharing(online)3.Motivating E1 P161-165(online)+Videosummarizingandreplyingtoathread(off-line & online)3.Language enabl

9、ing P167&P175(online)In Class1.AssessingGivingfeedbackonpre-classtasks;2.Ability enabling (comparingandcontrastingviewpoints)3.Language enabling After Class1.Correctingandimprovingpre-classassignments2.Reviewing(off-line & online)Session 2(periods3-4)Before Class1.PreviewTextAP178&P183an

10、ddrawatimelineofNanRendongslifestoryandfindthedetailedfacts(online & off-line)2.Motivating & Assessing InitialTrial:Writing(Scenario 1) (online)+Computer-aidedAssessingIn Class1.Structure Enabling:Textanalysis;2.Content Enabling:Writingskillofsupportingthemeswithfacts3.Language enabling4.Ass

11、essing:DesigningwritingcriteriacollaborativelyAfter Class1.Assessing:selfassessment+peerreview+teacherfeedback(off-line & online)2.Enabling:ReadTextB(online & off-line)DEMOMoral education is integrated into the whole process of teaching design.NeedsAnalysisLearningObjectivesTeaching MethodsA

12、ssessmentTeaching ActivitiesMulti-AssessmentDiagnostic AssessmentSummativeFormativePre-classIn-classPost-classTSCANeedsAnalysisLearningObjectivesTeaching MethodsAssessmentTeaching Activities Session 1 (before class) Interview & video-shooting: Your dreams & action plans (in class) Compare an

13、d contrast viewpoints Session 2 Demo: Writing skill Supporting themes with facts Session 2 (before class) Initial trial: Writing (Scenario 1) A dream chaser of the elder generationMagic model can help students make progress.ReferencesQiu, L. (2020). Enabling in the Production-Oriented Approach: Theo

14、retical principles and classroom implementation. Chinese Journal of Applied Linguistics, (3): 284-304.Wen, Q. F. (2016). The production-oriented approach to teaching university students English in China. Language Teaching. Available on CJO 2016 doi:10.1017/S026144481600001X.陳浩、文秋芳，2020，基于“產(chǎn)出導向法”的學術英

15、語寫作名詞化教學研究以促成教學環(huán)節(jié)為例J, 外語教育研究前沿(1)：15-23。胡杰輝，2021，外語課程思政視角下的教學設計研究J，中國外語(2)：53-59。賈振霞，2018，大學英語混合式教學中的有效教學行為研究D，上海：上海外國語大學。邱琳，2017，“產(chǎn)出導向法”語言促成環(huán)節(jié)過程化設計研究 J，現(xiàn)代外語(3)：386-396。邱琳，2019，“產(chǎn)出導向法”促成環(huán)節(jié)的辯證研究J，現(xiàn)代外語(3)：407-418。邱琳，2020，“產(chǎn)出導向法”促成環(huán)節(jié)設計標準例析J，外語教育研究前沿(2)：12-19。孫曙光，2020，“產(chǎn)出導向法”中師生合作評價原則例析J，外語教育研究前沿(2)：20-

16、27。文秋芳，2015，構建“產(chǎn)出導向法”理論體系J，外語教學與研究(4)：547-558。文秋芳，2016，“師生合作評價”：“產(chǎn)出導向法”創(chuàng)設的新評價形式J，外語界(5)：37-43。文秋芳，2017，“產(chǎn)出導向法”教學材料使用與評價理論框架J，中國外語教育(2)：17-23。文秋芳、孫曙光，2020，“產(chǎn)出導向法”驅(qū)動場景設計要素例析J，外語教育研究前沿(2)：4-11。文秋芳，2021，大學外語課程思政的內(nèi)涵和實施框架J, 中國外語(2)：47-52。殷鴦、張生祥 ，2019，基于成果導向的英語混合式教學重構設計，教學與管理110-112。張伶俐，2017，“產(chǎn)出導向法”的教學有效性研

17、究 J，現(xiàn)代外語(3)：369-376。 ActivitiesPart II Demo ClassPart II Demo Class19942006 Mar. 20112016-2017Child-hoodEarly 1990sReturning to China regardless of the well-paid job abroadFinding the ideal place for constructionBeginning the constructionCompleting the construction regardless of sickness and passing

18、 awayHitting on the bold idea to build a radio telescope to explore the origins of the universe when working in JapanFalling in love with the universePersonally taking care of technique detailsNo reference, no one to ask for helpFormation of dreamPatriotismPerseveranceRigorInnovationCommitmentA Drea

19、m ChaserThought bigRan at full speedP178-179He is hardworking.A dream chaser Yuan Longping, known as “the father of hybrid rice”, once had a dream: “I dream that rice grows as tall as sorghum, and my colleagues and I walk enjoyably in the rice field.” Having experienced hunger since childhood, Yuan

20、Longping was determined to solve the problem of low grain production. He was persistent, hardworking, fearless of hardships and tough-minded. Nothing can stop him from pursuing his dreams, no matter how difficult the environment is. Holding fast to this beautiful dream, in the following 5 decades, h

21、e removed numerous barriers and obstacles and fostered the “super productive rice”, which has made great contributions to solve the food shortage for China as well as the world. He is highly respected all over the world.He was persistent, hardworking, fearless of hardships and tough-minded.10. He sp

22、ent the next four years looking for a wild male-sterile rice variety till the summer of 1964 when he discovered such a plant. 11. For the next four decades, he continued to work on research and development of hybrid rice, making new breakthroughs and achieving increasingly higher outputs.He was pers

23、istent, hardworking, fearless of hardships and tough-minded.9. After a flurry of failed experiments, he decided to challenge the truth and hence immersed himself in rice hybridization experiments, despite many calling him a chairwarmer.2. At that time, it was widely believed that rice could not be h

24、ybridized. Rice is a self-pollinating crop, and it is difficult to remove the male flowers and crossbreed them one by one.7. To his disappointment, although the resulting plants demonstrated a variety of useful traits, none was as productive as the parent.5. According to the China National Hybrid Ri

25、ce R & D Center where he worked, some 8 million hectares of hybrid rice have been grown in more than 60 countries.6. In 2017, the output of hybrid rice in China reached 7.5 metric tons per hectare, compared with 4.61 tons globally.8. His dedication greatly boosted harvests in the country where a

26、bout 20 percent of the worlds population lives on less than 9 percent of the worlds arable land and beyond.Yuan has made great contributions to solve the food shortage for China as well as the world.A dream chaser Yuan Longping, known as “the father of hybrid rice”, once had a dream: “I dream that rice grows as tall as sorghum, and my colleagues and I walk enjoyably in the rice field.” Having experienced hunger since childhood, Yuan Longpin