英語(yǔ)教學(xué)要素分析

1、英語(yǔ)教學(xué)要素分析學(xué)習(xí)者分析學(xué)習(xí)者的認(rèn)知發(fā)展特征v認(rèn)知發(fā)展：一般指與大腦生長(zhǎng)和知識(shí)技能有關(guān)的發(fā)展方面，涉及人在知覺(jué)、記憶、思維、語(yǔ)言、智力等方面種種功能的反正變化。v認(rèn)知能力：指人獲得知識(shí)和解決問(wèn)題的行為能力。 認(rèn)知能力的發(fā)展呈現(xiàn)出隨著時(shí)間的變化而變化的趨勢(shì)，即不同年齡階段，人所表現(xiàn)出來(lái)的認(rèn)知水平不同，接受信息、處理信息的能力不同，解決問(wèn)題的能力和方式不同，對(duì)語(yǔ)言學(xué)習(xí)活動(dòng)的要求自然也就不同。 語(yǔ)言學(xué)習(xí)以學(xué)生的語(yǔ)言認(rèn)知能力的發(fā)展、語(yǔ)言運(yùn)用能力的發(fā)展、綜合素質(zhì)的發(fā)展為目標(biāo)，只有教學(xué)設(shè)計(jì)符合學(xué)生的認(rèn)知發(fā)展規(guī)律，教學(xué)設(shè)計(jì)的實(shí)施才能有效。因此，學(xué)習(xí)者的認(rèn)知發(fā)展特征的分析是教學(xué)設(shè)計(jì)中必須首要分析的要素之一。

2、認(rèn)知的年齡特點(diǎn)v兒童認(rèn)知發(fā)展過(guò)程（皮亞杰）1. 感知運(yùn)動(dòng)階段（02歲）2. 前運(yùn)算階段 （27歲）3. 具體運(yùn)算階段 （711歲）4. 形式運(yùn)算階段 （1115歲）“運(yùn)算”是皮亞杰從邏輯學(xué)中借用的一個(gè)術(shù)語(yǔ)，指借助邏輯推理將事物的一種狀態(tài)轉(zhuǎn)化為另一種狀態(tài)，即邏輯轉(zhuǎn)換。認(rèn)知發(fā)展理論v認(rèn)知結(jié)構(gòu) 皮亞杰用“圖式一詞來(lái)描述認(rèn)知結(jié)構(gòu)。 奧蘇泊爾認(rèn)為，所謂認(rèn)知結(jié)構(gòu)就是學(xué)生頭腦里的知識(shí)結(jié)構(gòu)。 現(xiàn)代信息加工心理學(xué)認(rèn)為，所謂認(rèn)知結(jié)構(gòu)就是儲(chǔ)存于個(gè)人長(zhǎng)時(shí)記憶系統(tǒng)內(nèi)的陳述性知識(shí)（declarative knowledge)和程序性知識(shí)(procedural knowledge)的實(shí)質(zhì)性?xún)?nèi)容和它們彼此之間的聯(lián)系。認(rèn)知發(fā)展

3、理論在教學(xué)中的含義根據(jù)小學(xué)生認(rèn)知發(fā)展的具體、直覺(jué)水平進(jìn)行教學(xué)。根據(jù)中學(xué)生認(rèn)知發(fā)展抽象水平占優(yōu)勢(shì)的特點(diǎn)進(jìn)行教學(xué)。教學(xué)應(yīng)促進(jìn)學(xué)生的認(rèn)知發(fā)展。 最近發(fā)展區(qū) 維果斯基認(rèn)為，教學(xué)必須符合兒童的年齡特征，必須以?xún)和欢ǖ某墒鞛榛A(chǔ)，這是久經(jīng)驗(yàn)證的無(wú)可爭(zhēng)辯的事實(shí)，但是當(dāng)我們?cè)噲D確定發(fā)展過(guò)程與教學(xué)的可能性的實(shí)際關(guān)系時(shí)，至少要確定兒童的兩種發(fā)展水平：第一種水平指兒童到今天為止已經(jīng)達(dá)到的發(fā)展水平，即兒童在獨(dú)立活動(dòng)中所達(dá)到的解決問(wèn)題的水平；第二種水平指現(xiàn)在仍處?kù)缎纬蔂顟B(tài)的、剛剛在發(fā)展的過(guò)程，即兒童在有指導(dǎo)的情況下借助成人的幫助所達(dá)到的解決問(wèn)題的水平。所謂“最近發(fā)展區(qū)”就是指兩種水平之間的差異。 維果斯基認(rèn)為，“教學(xué)

4、應(yīng)當(dāng)走在發(fā)展的前面”，其含義是教學(xué)的中任務(wù)是創(chuàng)造最近發(fā)展區(qū)。這要求不同的教學(xué)形式和方法的采用應(yīng)考慮到對(duì)兒童發(fā)展的最大效果，即不僅能根據(jù)兒童已經(jīng)達(dá)到的發(fā)展水平進(jìn)行教學(xué)，而且要預(yù)見(jiàn)學(xué)生今后的心理發(fā)展，并合理地影響這種發(fā)展。學(xué)習(xí)者的學(xué)習(xí)風(fēng)格與學(xué)習(xí)方式學(xué)習(xí)風(fēng)格1.視覺(jué)學(xué)習(xí)2.聽(tīng)覺(jué)學(xué)習(xí)3.體驗(yàn)學(xué)習(xí)4.觸覺(jué)學(xué)習(xí)5.分析型學(xué)習(xí)風(fēng)格6.綜合型學(xué)習(xí)風(fēng)格7.審慎型學(xué)習(xí)風(fēng)格8.沖動(dòng)型學(xué)習(xí)風(fēng)格9.場(chǎng)依存型學(xué)習(xí)風(fēng)格10.場(chǎng)獨(dú)立型學(xué)習(xí)風(fēng)格學(xué)習(xí)者的學(xué)習(xí)風(fēng)格與學(xué)習(xí)方式學(xué)習(xí)方式1.接受型學(xué)習(xí)2.體驗(yàn)型學(xué)習(xí)3.自主學(xué)習(xí)4.合作學(xué)習(xí)5.探究式學(xué)習(xí)英語(yǔ)教學(xué)目標(biāo)設(shè)計(jì)教學(xué)目標(biāo) 教學(xué)目標(biāo)是課堂教學(xué)活動(dòng)的預(yù)期結(jié)果或標(biāo)準(zhǔn)，也就是教學(xué)活動(dòng)后學(xué)生

5、行為和特征的預(yù)期變化。這些變化包括知識(shí)與技能、過(guò)程與方法、情感態(tài)度與價(jià)值觀(guān)等方面的變化，具有可觀(guān)測(cè)性。它既是課堂教學(xué)的出發(fā)點(diǎn)，又是課堂教學(xué)的落腳點(diǎn)，因而，有效的教學(xué)目標(biāo)是有效課堂教學(xué)的保障。教學(xué)目標(biāo)的設(shè)計(jì)到位與否，往往關(guān)系到一堂課的成敗。Goals and objectivesGoals are a way of putting into words the main purposes and intended outcomes of your course.Objectives are statements about how the goals will be achieved. Thro

6、ugh objectives the goals will be reached. For this reason, the objective must relate to the goal. If the students achieve A,B,C objectives, then they will reach Y goal.Graves uses the analogy of a journey:The destination is the goal; the journey is the course; the objectives are different points you

7、 pass through on the journey to the destination. Kinds of objectivesBehavioral objectives Behavioral objectives indicate the specific behaviors students must demonstrate to indicate that learning has occurred.Evolving purpose Evolving purposes are goals of curriculum and instruction which naturally

8、arise from education/teaching scene. Essentially, evolving purposes are goals for students, and is process-oriented which reflects the process of education.Expressive objectives An expressive objective describes an educational encounter: It does not specify precisely what the student should acquire.

9、 It focuses on the individual development of a student, allowing them to explore, to be creative. 表現(xiàn)性目標(biāo)是美國(guó)學(xué)者艾斯納（E.W. Eisner)提出的一種目標(biāo)取向。這種目標(biāo)要求明確規(guī)定學(xué)習(xí)者應(yīng)參加的活動(dòng)及情境，但不提出可測(cè)量的學(xué)習(xí)結(jié)果。這種目標(biāo)旨在培養(yǎng)學(xué)生的創(chuàng)造性，強(qiáng)調(diào)個(gè)性化。Eisner proposes that not all instructional objectives should focus on outcome; some should focus on the learn

10、ing process itself (expressive objectives).Examples of an expressive objective:a.Students will attend a live symphony performance.b.Students will use multiplication in everyday activities.教學(xué)目標(biāo)的確定u基礎(chǔ)教育階段英語(yǔ)課程的任務(wù)綜合語(yǔ)言運(yùn)用能力情感態(tài)度情感態(tài)度學(xué)習(xí)策略學(xué)習(xí)策略文化意識(shí)文化意識(shí)語(yǔ)言技能語(yǔ)言技能語(yǔ)言知識(shí)語(yǔ)言知識(shí)國(guó)際視野國(guó)際視野祖國(guó)意識(shí)祖國(guó)意識(shí)合作精神合作精神自信意志自信意志動(dòng)機(jī)興趣動(dòng)機(jī)興趣資源策

11、略資源策略交際策略交際策略調(diào)控策略調(diào)控策略認(rèn)知策略認(rèn)知策略意識(shí)和能力意識(shí)和能力跨文化交際跨文化交際文化理解文化理解文化知識(shí)文化知識(shí)話(huà)題話(huà)題功能功能語(yǔ)法語(yǔ)法詞匯詞匯語(yǔ)音語(yǔ)音寫(xiě)寫(xiě)讀讀說(shuō)說(shuō)聽(tīng)聽(tīng) 英語(yǔ)課程目標(biāo)英語(yǔ)課程目標(biāo)義務(wù)教育階段英語(yǔ)課程的總目標(biāo) 通過(guò)英語(yǔ)學(xué)習(xí)使學(xué)生形成初步的綜合語(yǔ)言運(yùn)用能力，促進(jìn)心智發(fā)展，提高綜合人文素養(yǎng)。綜合語(yǔ)言運(yùn)用能力的形成建立在語(yǔ)言技能、語(yǔ)言知識(shí)、情感態(tài)度、學(xué)習(xí)策略和文化意識(shí)等方面整體發(fā)展的基礎(chǔ)之上。語(yǔ)言技能和語(yǔ)言知識(shí)是綜合語(yǔ)言運(yùn)用能力的基礎(chǔ)；文化意識(shí)有利于正確地理解語(yǔ)言和得體地使用語(yǔ)言；有效的學(xué)習(xí)策略有利于提高學(xué)習(xí)效率和發(fā)展自主學(xué)習(xí)能力；積極的情感態(tài)度有利于促進(jìn)主動(dòng)學(xué)習(xí)和持

12、續(xù)發(fā)展。這五個(gè)方面相輔相成，共同促進(jìn)學(xué)生綜合語(yǔ)言運(yùn)用能力的形成與發(fā)展。高中英語(yǔ)課程的總目標(biāo) 使學(xué)生在義務(wù)教育階段英語(yǔ)學(xué)習(xí)的基礎(chǔ)上，進(jìn)一步明確英語(yǔ)學(xué)習(xí)的目的，發(fā)展自主學(xué)習(xí)和合作學(xué)習(xí)的能力；形成有效的英語(yǔ)學(xué)習(xí)策略；培養(yǎng)學(xué)生的綜合語(yǔ)言運(yùn)用能力。綜合語(yǔ)言運(yùn)用能力的形成建立在語(yǔ)言技能、語(yǔ)言知識(shí)、情感態(tài)度、學(xué)習(xí)策略和文化意識(shí)等素養(yǎng)整合發(fā)展的基礎(chǔ)上。語(yǔ)言技能和語(yǔ)言知識(shí)是綜合語(yǔ)言運(yùn)用能力的基礎(chǔ)。情感態(tài)度是影響學(xué)生學(xué)習(xí)和發(fā)展的重要因素。學(xué)習(xí)策略是提高學(xué)習(xí)效率、發(fā)展自主學(xué)習(xí)能力的先決條件。文化意識(shí)則是得體運(yùn)用語(yǔ)言的保障。分級(jí)目標(biāo)（二級(jí)）分級(jí)目標(biāo)（五級(jí)）u有較明確的英語(yǔ)學(xué)習(xí)動(dòng)機(jī)、積極主動(dòng)的學(xué)習(xí)態(tài)度有較明確的英語(yǔ)學(xué)習(xí)

13、動(dòng)機(jī)、積極主動(dòng)的學(xué)習(xí)態(tài)度和自信心。和自信心。u能聽(tīng)懂教師有關(guān)熟悉話(huà)題的陳述并參與討論。能能聽(tīng)懂教師有關(guān)熟悉話(huà)題的陳述并參與討論。能就日常生活的相關(guān)話(huà)題與他人交換信息并陳述自就日常生活的相關(guān)話(huà)題與他人交換信息并陳述自己的意見(jiàn)。能讀懂相應(yīng)水平的讀物和報(bào)紙、雜志己的意見(jiàn)。能讀懂相應(yīng)水平的讀物和報(bào)紙、雜志，克服生詞障礙，理解大意。能根據(jù)閱讀目的運(yùn)，克服生詞障礙，理解大意。能根據(jù)閱讀目的運(yùn)用適當(dāng)?shù)拈喿x策略。能根據(jù)提示獨(dú)立起草和修改用適當(dāng)?shù)拈喿x策略。能根據(jù)提示獨(dú)立起草和修改小作文。小作文。u能與他人合作，解決問(wèn)題并報(bào)告結(jié)果，共同完成能與他人合作，解決問(wèn)題并報(bào)告結(jié)果，共同完成學(xué)習(xí)任務(wù)。能對(duì)自己的學(xué)習(xí)進(jìn)行評(píng)價(jià)

14、，總結(jié)學(xué)習(xí)學(xué)習(xí)任務(wù)。能對(duì)自己的學(xué)習(xí)進(jìn)行評(píng)價(jià)，總結(jié)學(xué)習(xí)方法。能利用多種教育資源進(jìn)行學(xué)習(xí)。方法。能利用多種教育資源進(jìn)行學(xué)習(xí)。u進(jìn)一步增強(qiáng)對(duì)文化差異的理解與認(rèn)識(shí)。進(jìn)一步增強(qiáng)對(duì)文化差異的理解與認(rèn)識(shí)。分級(jí)目標(biāo)（七級(jí)）有明確和持續(xù)的學(xué)習(xí)動(dòng)機(jī)和自主學(xué)習(xí)意識(shí)。能就熟悉的話(huà)題交流信息，提出問(wèn)題并陳述自己的意見(jiàn)和建議。能讀懂供高中學(xué)生閱讀的英文原著簡(jiǎn)寫(xiě)本及英語(yǔ)報(bào)刊。具有初步的實(shí)用寫(xiě)作能力，例如：事務(wù)通知和邀請(qǐng)信等。能在教師的指導(dǎo)下，主動(dòng)參與計(jì)劃、組織和實(shí)施語(yǔ)言實(shí)踐活動(dòng)。能主動(dòng)擴(kuò)展和利用學(xué)習(xí)資源，從多渠道獲取信息，并能利用所獲得的信息進(jìn)行清楚和有條理的表達(dá)。具有較強(qiáng)的自我評(píng)價(jià)和自我調(diào)控能力，基本形成適合自己的學(xué)習(xí)策

15、略。理解交際中的文化差異，初步形成跨文化交際意識(shí)。內(nèi)容標(biāo)準(zhǔn)語(yǔ)言技能語(yǔ)言知識(shí)情感態(tài)度學(xué)習(xí)策略文化意識(shí)單元教學(xué)目標(biāo)課堂教學(xué)目標(biāo)課堂活動(dòng)目標(biāo)Knowledge dimensions defined by Lorin Anderson According to Lorin Anderson, knowledge can be divided into the following kinds:Factual Knowledge: is knowledge that is basic to specific disciplines. This dimension refers to essential f

16、acts, terminology, details or elements students must know or be familiar with in order to understand a discipline or solve a problem in it.Conceptual Knowledge: is knowledge of classifications, principles, generalizations, theories, models, or structures pertinent (related) to a particular disciplin

17、ary area.Procedural Knowledge refers to information or knowledge that helps students to do something specific to a discipline, subject, area of study. It also refers to methods of inquiry, very specific or finite skills, algorithms, techniques, and particular methodologies.Metacognitive Knowledge: i

18、s the awareness of ones own cognition and particular cognitive processes. It is strategic or reflective knowledge about how to go about solving problems, cognitive tasks, to include contextual and conditional knowledge and knowledge of self.Writing behavioral objectives An instructional objective is

19、 a clear and unambiguous description of educational expectations for students.When writing in behavioral terms, an objective will include three components:1.Student behavior: the action or skill the student is able TO DO (e.g., define, count, label, categorize, analyze, design, evaluate, add, multip

20、ly, etc.)2.Conditions of performance: Under what circumstances or context will the behavior be performed.3.Performance criteria: How well is the behavior is to be done; compared to what standard.課堂教學(xué)目標(biāo)合理性判斷標(biāo)準(zhǔn)課堂教學(xué)目標(biāo)是否與課程標(biāo)準(zhǔn)所描述的英語(yǔ)課程的總目標(biāo)相一致。課堂教學(xué)目標(biāo)是否與學(xué)年、學(xué)期、單元計(jì)劃協(xié)調(diào)一致。課堂教學(xué)目標(biāo)是否適合教學(xué)內(nèi)容和現(xiàn)有的教學(xué)資源。課堂教學(xué)目標(biāo)能否在教學(xué)中轉(zhuǎn)換為學(xué)

21、生的學(xué)習(xí)目標(biāo)，包括課堂教學(xué)目標(biāo)是否從學(xué)習(xí)者的需要出發(fā)進(jìn)行設(shè)計(jì)，是否考慮了學(xué)生對(duì)學(xué)習(xí)目標(biāo)的理解能力，是否落在了學(xué)生生的“最近發(fā)展區(qū)”。課堂教學(xué)目標(biāo)是否能根據(jù)課堂教學(xué)進(jìn)展情況和學(xué)生的實(shí)際表現(xiàn)體現(xiàn)出一定的彈性。課堂教學(xué)目標(biāo)是否體現(xiàn)了促進(jìn)學(xué)生的終身發(fā)展尤其是終身學(xué)習(xí)的要求。教學(xué)內(nèi)容When do you get up in the morning?I get up at 6:00 in the morning.Were doing lesson 15. Its question and answer practice using a substitution table.Were going to p

22、ractice present simple question with “When” and time expressions.Were going to practice asking questions using present simple, so that students learn to talk about everyday activities when they do them.Which teacher has the clearest idea of the aim of the lesson?Which teacher only focuses on the tar

23、get language?Which teacher is thinking mainly about the materials and ticking off things in the syllabus?課堂教學(xué)目標(biāo)預(yù)設(shè)存在的誤區(qū)目標(biāo)主體不明確 例：To teach a few useful new words and expressions appeared in this unit.目標(biāo)設(shè)計(jì)不明確 例1：To help students review the story of Charlie Chaplin. 例2：To introduce the American novelist

24、 Jack London to the students.例3：To review “-ing” form as the subject, object, object complement, predicative and attributive in a specific situation.例4：To lead the students to analyze the good writing skills in Londons writing.目標(biāo)缺乏可操作性和可評(píng)價(jià)性例5：To enable the students to talk about the “Ban on Plastic

25、Bags” using “-ing” form.缺乏學(xué)習(xí)策略、情感態(tài)度以及文化意識(shí)目標(biāo)例6: 1）To help students review the story of Charlie Chaplin. 2) To enable students to recall the vocabulary and grammar in this unit. 3) To get students to learn to write a passage to describe a famous person.如何描述教學(xué)目標(biāo)？在本課結(jié)束時(shí)，學(xué)生應(yīng)該能夠：在本課結(jié)束時(shí)，學(xué)生應(yīng)該能夠：了解了解/ /理解知識(shí)理

26、解知識(shí)：如：具體事實(shí)、名稱(chēng)、地點(diǎn)、事件等，通過(guò)行為動(dòng)詞，如：指認(rèn)、辨認(rèn)、標(biāo)示、排列、命名、指認(rèn)、辨認(rèn)、標(biāo)示、排列、命名、選擇、列題綱、闡述選擇、列題綱、闡述等幫助我們觀(guān)察和了解學(xué)生理解的程度。運(yùn)用知識(shí)和技能運(yùn)用知識(shí)和技能，通過(guò)讀懂、詢(xún)問(wèn)，讀懂、詢(xún)問(wèn)，回答，描述，講述，回答，描述，講述，舉例、設(shè)計(jì)、計(jì)劃、改寫(xiě)、結(jié)論、舉例、設(shè)計(jì)、計(jì)劃、改寫(xiě)、結(jié)論、演，展示，說(shuō)明，推演，展示，說(shuō)明，推測(cè)，想像，創(chuàng)造測(cè)，想像，創(chuàng)造等行為動(dòng)詞幫助我們監(jiān)測(cè)和評(píng)價(jià)學(xué)生運(yùn)用知識(shí)和技能的程度和效果。認(rèn)知和思維的發(fā)展認(rèn)知和思維的發(fā)展知道為什么，通過(guò)讓學(xué)生區(qū)分，區(qū)分，分分類(lèi)、類(lèi)、比較比較、歸納歸納與概括、舉例、與概括、舉例、推理推

27、理、判斷等判斷等行為幫助我們了解和監(jiān)測(cè)學(xué)生的思維和語(yǔ)言的發(fā)展。發(fā)展何種情感、態(tài)度、價(jià)值觀(guān)、學(xué)習(xí)策略發(fā)展何種情感、態(tài)度、價(jià)值觀(guān)、學(xué)習(xí)策略 通過(guò)通過(guò)積極合作、注意聆聽(tīng)、討論、交流積極合作、注意聆聽(tīng)、討論、交流等行為動(dòng)詞幫助我們觀(guān)察和了解學(xué)生情感等行為動(dòng)詞幫助我們觀(guān)察和了解學(xué)生情感態(tài)度的發(fā)展。通過(guò)態(tài)度的發(fā)展。通過(guò)反思、自我反思、自我/ /同伴評(píng)價(jià)、同伴評(píng)價(jià)、快速瀏覽、抓主旨大意、在語(yǔ)境中猜測(cè)生快速瀏覽、抓主旨大意、在語(yǔ)境中猜測(cè)生詞詞等幫助我們掌握學(xué)生學(xué)習(xí)策略的運(yùn)用。等幫助我們掌握學(xué)生學(xué)習(xí)策略的運(yùn)用。學(xué)習(xí)何種文化知識(shí)，形成何種文化態(tài)度和學(xué)習(xí)何種文化知識(shí)，形成何種文化態(tài)度和意識(shí)意識(shí)By the end

28、of the class, Who (A)Who (A) Will do what (B) Will do what (B) Under what conditions (C) Under what conditions (C) To what degree (D) To what degree (D)A = students needs, level AudienceB = students action (verbs) BehaviorC = activities ConditionsD = realistic goals DegreeWhats wrong with this Teach

29、 a few useful new Teach a few useful new words and expressions words and expressions appeared in this unit.appeared in this unit.Revision By the end of the class, theBy the end of the class, the students will be able to use students will be able to use the new words and expressions the new words and

30、 expressions that appeared in this unit to that appeared in this unit to talk about what they like and talk about what they like and dislike.dislike.課堂教學(xué)目標(biāo)設(shè)定的層次性 By the end of the class, the students will be able to: 1. identify the rules of “was/were” in the past tense. 2. use “was/were” according

31、to different subjects. 3. talk about where they were in their last trips using “was/were”.The Objectives of a LessonRead the text and answer the questions below it.Ive got a pain here. This place hurts. I suggest that you drink plenty of water and have a good rest.Theres something wrong with my back

32、. Take this medicine three times a day.Ive got a cough. I feel terrible. Its nothing serious. Youll be well soon.I dont feel well. Take two pills now and two more in four hours time.Ive got a headache. Go to bed and dont get up until you feel better. Lie down and let me examine you.Questions:1.What

33、seems to be the topic of this lesson?2.What is likely to be the main structure of the text?3.Which functions are being demonstrated?4.What is the focus of vocabulary?5.Which language skill or skills seem to be the focus of this lesson?Feedback1. Topic: At the doctors surgery1. Topic: At the doctors

34、surgery2. Structure: imperative2. Structure: imperative3. Functions: making suggestions 3. Functions: making suggestions and giving advice, describing illnessand giving advice, describing illness4. Vocabulary: words concerning 4. Vocabulary: words concerning illness and treatmentillness and treatment5. Skill: List