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1、大学英语课堂教学设计 王海啸 2016 南京 要目 TheoriesofLearningCurriculumDesignLessonPlanningMethodsandApproachesSampleTeachingDesings TheoriesofLearning TheoriesofLearning PSYCHOLOGY BASEDLEARNINGTHEORYThe20thcenturydebateonhowpeoplelearnhasfocusedlargelyonbehavioristvs cognitivepsychology Keyquestionasked Isthehuman
2、simplyaveryadvancedmammalthatoperatesbyastimulusresponsemechanism oractuallyacognitivecreaturethatusesitsbraintoconstructknowledgefromtheinformationreceivedbythesenses HowPeopleLearn IntrotoLearningTheories Hammond Austin Orcutt andRosso TheoriesofLearning PROGRESSIVELEARNINGTHEORYStudentsapproachle
3、arningthroughtheirownexperienceswiththeunderstandingthatalllearningissituated Focusonthestudentlearningfromhisorherownexperiencewithguidedopportunitiestoexplore discover construct andcreate HowPeopleLearn IntrotoLearningTheories Hammond Austin Orcutt andRosso TheoriesofLearning Contemporarylearningt
4、heoryTherolethatbothexperienceandreflectionplayinthedevelopmentofideasandskills Theroleofreinforcementandpracticeinthedevelopmentofskills andsodocognitiveintent effort andreasoning Theimportanceofdevelopmentalstages theyalsorecognizethatdevelopmentcanalsobeencouragedthroughsocialinteractionandthestr
5、ucturingofexperienceswithinthelearners zoneofproximaldevelopmentorreadinesssphere Theroleofcultureandotherinfluencesonexperienceinviewsofhowpeopleconstructtheirunderstandingsanddeveloptheirabilities Contentmatters thenatureofthedisciplineshasmuchtodowithhowtheyarelearnedandbesttaught HowPeopleLearn
6、IntrotoLearningTheories Hammond Austin Orcutt andRosso TheoriesofLearning TheLearningProcessThebrainplaysarole Thelearningenvironmentmakesadifference Learningisbasedonassociations Learningoccursinculturalandsocialcontexts Peoplelearnindifferentways Peoplethinkabouttheirownlearning andtheirfeelingsma
7、tter HowPeopleLearn IntrotoLearningTheories Hammond Austin Orcutt andRosso TheoriesofLearning HowPeopleLearn IntrotoLearningTheories Hammond Austin Orcutt andRosso CurriculumDesign CurriculumDesign Curriculumtakescontent fromexternalstandardsandlocalgoals andshapesitintoaplanforhowtoconducteffective
8、teachingandlearning Itisthusmorethanalistoftopicsandlistsofkeyfactsandskills the input Itisamapofhowtoachievethe outputs ofdesiredstudentperformance inwhichappropriatelearningactivitiesandassessmentsaresuggestedtomakeitmorelikelythatstudentsachievethedesiredresults WigginsandMcTighe 2006 6 Curriculu
9、mApproachesinLanguageTeaching Richards RELCJournal 2013 CurriculumDesign Throughoutthetwentiethcenturytherewasamovementawayfrommastery orientedapproachesfocusingontheproductionofaccuratesamplesoflanguageuse totheuseofmoreactivity orientedapproachesfocusingoninteractiveandcommunicativeclassroomproces
10、ses CurriculumApproachesinLanguageTeaching Richards RELCJournal 2013 CurriculumDesign CurriculumApproachesinLanguageTeaching Richards RELCJournal 2013 CurriculumDesign CurriculumApproachesinLanguageTeaching Richards RELCJournal 2013 LessonPlanning LessonPlanning ThedominantmodeloflessonplanningisTyl
11、er s 1949 rational linearframework Tyler smodelhasfourstepsthatrunsequentially 1 specifyobjectives 2 selectlearningactivities 3 organizelearningactivities 4 specifymethodsofevaluation Chapter3LessonPlanning Farrell inMethodologyinLanguageTeaching Richards Renandya Eds 2002 LessonPlanning Chapter3Les
12、sonPlanning Farrell inMethodologyinLanguageTeaching Richards Renandya Eds 2002 LessonPlanning Questionsaskedbeforeplanning Whatdoyouwantthestudentstolearnandwhy Areallthetasksnecessary worthdoingandattherightlevel Whatmaterials aids andsoon willyouuseandwhy Whattypeofinteractionwillyouencourage pair
13、workorgroupwork andwhy Whatinstructionswillyouhavetogiveandhowwillyougivethem written oral etc Whatquestionswillyouask Howwillyoumonitorstudentunderstandingduringthedifferentstagesofthelesson Chapter3LessonPlanning Farrell inMethodologyinLanguageTeaching Richards Renandya Eds 2002 LessonPlanning Dur
14、ingplanning VarietyE g individualtasks pairwork groupwork orfullclassinteraction varyinginlevelofdifficulty logicalsequencePaceBrown 1994 suggeststhefollowingguidelines 1 activitiesshouldnotbetoolongortooshort 2 varioustechniquesfordeliveringtheactivitiesshould flow together 3 thereshouldbecleartran
15、sitionsbetweeneachactivity Chapter3LessonPlanning Farrell inMethodologyinLanguageTeaching Richards Renandya Eds 2002 LessonPlanning Evaluatingtheplan Whatdoyouthinkthestudentsactuallylearned Whattasksweremostsuccessful Leastsuccessful Why Didyoufinishthelessonontime Whatchanges ifany willyoumakeinyo
16、urteachingandwhy orwhynot Chapter3LessonPlanning Farrell inMethodologyinLanguageTeaching Richards Renandya Eds 2002 MethodsandApproaches MethodsandApproaches Task BasedLanguageTeachingPre taskactivitiesThenegotiationofmeaningCommunicationstrategies e g clarification confirmation comprehensionchecks requests repairing reacting andturntaking Contextualizedlinguisticinput Chapter9ImplementingTask BasedLanguageTeaching Beglar Hunt inMethodologyinLanguageTeaching Richards Renandya Eds 2002 Methodsand
