《新课程背景下英语教学听课评课ppt课件》由会员分享，可在线阅读，更多相关《新课程背景下英语教学听课评课ppt课件（41页珍藏版）》请在金锄头文库上搜索。
1、新课程背景下新课程背景下英语教学的听课评课英语教学的听课评课 上海市徐汇区教师进修学院上海市徐汇区教师进修学院 孟莎孟莎Helen_msina新课程注重：新课程注重：课程目的课程目的 言语知识 Language Knowledge 言语技艺 Language Skills 情感态度 Emotions and Attitudes 学习战略 Learning Strategies 文化认识 Cultural Awareness 投入：投入：EngageEngage 学习：学习：StudyStudy 激活：激活：ActivateActivate (Jeremy Harmer, 2000)(Jerem
2、y Harmer, 2000)言语学习的三个环节言语学习的三个环节言言语输入：入：Language input, exposure运用运用时机：机：Language use, interaction学学习动机：机：Motivation, desire to learn教学条件：教学条件：Teachers guide, instruction (Willis, 2019)言语学习的四个条件言语学习的四个条件听评课 英语教师专业开展最有效的途径听课时关注什么？听课时关注什么？关注教学目的定位关注教学目的定位关注教学关注教学过程程设计关注关注课堂教学效果堂教学效果关注课堂教学的目的定位关注课堂教学的
3、目的定位是从教师出发还是从学生出发？是立足知识点学习还是立足才干开展？能否具有可操作性、可观测性和可检测性？教学目的案例一教学目的案例一 高中高中 (First plan)to learn the history of the school uniforms in USAto learn about the advantages of wearing school uniformsto learn some new expressions in the textto develop proper attitudes towards wearing school uniforms教学目的案例一教
4、学目的案例一 (Revised plan)to extend students general knowledge on the history of the school uniforms in the USA and improve listening skills by listening to a recordingto learn some new expressions in terms of school uniforms (go against, peer pressure, individuality, etc)to discuss the advantages/disadv
5、antages of wearing school uniformsto form opinions which lead to proper attitudes towards wearing school uniforms Language focus1. To enlarge vocabulary.2. To understand the story.Ability focusTo practice skimming and scanning skills.To practice using tones to express different feelings.Character bu
6、ildingTo develop team spirit.2. To be aware that there is enough for need but not enough for greed. 教学目的案例二教学目的案例二 初中初中(First plan) Language focus To understand target vocabulary: grant, beg, greedy, bucket, mud hut, cottage To practice using tones to express different feelings.Ability focusTo get t
7、he gist through skimming and scanning.To further understand the story through analyzing the change of the weather.To demonstrate their interpretation of the story via acting and sharing opinions.Character buildingTo be aware that there is enough for need but not enough for greed.2. To taste the fun
8、of reading and want to read more.教学目的案例二教学目的案例二 初中初中(Revised plan)为什么要什么要强调教学目的？教学目的？Learning objectives can help a teacher tobe sure about what it is he/she wants to accomplishmaintain the unity of his/her lessondetermine what is/are the key teaching point(s)evaluate students success at the end of
9、class.关注教学过程的设计关注教学过程的设计教学过程的设计应以目的为出发点和落脚点；教学过程的设计要表达学生的学习过程：从不会到会，经过体验、实际、参与、协作等方式建构新知识；教学活动的设计要有目的性，表达活动与活动之间的内在联络，同时又具有灵敏性和课堂生成的空间。教学过程的设计要有利于学生逐渐将知识转化为个人的才干，有效实现从言语输入到言语输出的转化，并在这一过程中开展思想与情感。 是测试学生的阅读了解还是协助学生的阅读了解是测试学生的阅读了解还是协助学生的阅读了解? 是言语知识的学习还是文本内容的了解是言语知识的学习还是文本内容的了解? 学生真正阅读活动的时间和空间学生真正阅读活动的时
10、间和空间? 学生阅读思想才干如何培育学生阅读思想才干如何培育?以阅读教学设计为例：以阅读教学设计为例：To improve the effectiveness of pre-reading activities, what should be put into our consideration? Anything special about the text? What help do the students need when they read the text? What do they know already? What is the easiest way to lead st
11、udents into the topic quickly and efficiently?读前活动设计的关键读前活动设计的关键 The major activity of the reading lesson is students reading texts. Every class should have a reading period of actual reading where writing, speaking and listening should take a back seat. Teachers should have students do actual readi
12、ng during the lesson and not just talk or write about reading.读中活动设计的关键读中活动设计的关键教学案例教学案例 八八A Dealing with troubleRead the text and fill in the blanks. Pauls Diary One day my father and I _ (be) waiting for the ferry. We _(hear) a big argument. Two women tourists _ (be) shouting at a big man. He _ (h
13、old) out a bag and _ (show) everyone that it _ (be) empty. The crowd _ (stare) at the three people. One of the women _ (say), “We _ (be) down in the bookshop, buying post-cards. Three young men _ (start) talking to us. 教学案例教学案例 Big BusinessScanning In paragraph 1,why was Ray Kroc surprised? Try to f
14、ind what happened in these years. 1948/ 1954/ 1955/ 1956/ 1956/ 1959/ 1961/ 1972/ 1974/ 1975/ 1990/ 1992/ 2019When What happened1948 McDonalds was a small business in California，the USA. Ray Kroc visited McDonalds. Kroc opened his first McDonalds near Chicago. McDonalds adopted the motto “Q.S.C.&V.1
15、959 The 100th McDonalds was opened.1961 Kroc took over the complete ownership.1972 A new McDonalds was being opened every day. There were over 3,000 restaurants. McDonalds came to Hong Kong.1990 McDonalds was introduced into Shenzhen, and established its largest ever restauarnt in Moscow.1992 The fi
16、rst McDonalds in Beijing was opened.2019 McDonalds had over 30,000 outlets round the world.新世纪 B4 Unit 5 The Father of Modern Physics教学案例 Einsteins theories also predicted that solid objects can be changed into pure energy. This did lead to the development of nuclear power and the atomic bomb. Howev
17、er, Einstein himself protested against nuclear weapons, and became involved in the peace movement after the First World War. What did these theories predict? What did this prediction lead to later on? What was Einsteins attitude and reaction to nuclear weapons？1.与阅读文本的关系如何与阅读文本的关系如何?2.对学生稳定与加深文本了解的协
18、助对学生稳定与加深文本了解的协助?3.对学生运用阅读文本进展言语活动的关系对学生运用阅读文本进展言语活动的关系如何如何?读后活动设计的关键读后活动设计的关键 上对？上对？ 上实？上实？ 上全？上全？ 上活？上活？ 整体教学效果：整体教学效果：一堂好的英语课不在于教师一堂好的英语课不在于教师教得如何精彩，而在于学生教得如何精彩，而在于学生能否学得积极、自动。能否学得积极、自动。学生能否有时机用英语获取信息、学到东、西、提出要求、表达感情、进展交流、完成义务，而不是矫揉造作的课堂对话，也不是单纯枯燥的语法规那么。听课时察看什么？听课时察看什么？学生的参与学生的参与学生能否自动积极地学习学生能否自动
19、积极地学习学生能否全员参与学习学生能否全员参与学习学生能否有时机发表本人的观念和见解学生能否有时机发表本人的观念和见解学生的不同需求能否遭到教师的关注学生的不同需求能否遭到教师的关注学习的有效性学习的有效性学生获得哪些新的知识和技艺学生获得哪些新的知识和技艺学生运用哪些不同的学习方法学生运用哪些不同的学习方法学生能否能跟上教师的教学节拍学生能否能跟上教师的教学节拍不同才干程度的学生能否都得到了一定程不同才干程度的学生能否都得到了一定程度的开展度的开展学生的发明性思想能否得到鼓励和培育学生的发明性思想能否得到鼓励和培育课堂教学活动课堂教学活动课堂教学活动的目的能否明确课堂教学活动的目的能否明确课
20、堂教学活动能否符合学生实践课堂教学活动能否符合学生实践各教学环节的安排能否表达层次性各教学环节的安排能否表达层次性各环节之间能否自然过渡衔接各环节之间能否自然过渡衔接教学时间的分配能否合理教学时间的分配能否合理能否表达学生为主体的课堂教学能否表达学生为主体的课堂教学课堂中的多维互动课堂中的多维互动课堂教学气氛课堂教学气氛师生互动的方式及效果师生互动的方式及效果生生互动的方式及效果生生互动的方式及效果多维的课堂教学评价多维的课堂教学评价教师的教学技巧教师的教学技巧教师的言语能否准确教师的言语能否准确教师的指令能否简约明晰教师的指令能否简约明晰教师的提问技巧提问的频率，问题的教师的提问技巧提问的频
21、率，问题的针对性、开放性、有效性针对性、开放性、有效性教师对于各种教学方法的灵敏运用教师对于各种教学方法的灵敏运用教师针对突发情况的应变才干教师针对突发情况的应变才干课堂预设与生成课堂预设与生成Natural DisastersT: Look at the pictures! What do we call the people of those natural disasters? (指着图片指着图片)S1: victimsT: Is it right? Look at this picture! (再次指着图片再次指着图片)S1: the injuredT: Right! How abou
22、t this one?S2: the homelessT: Good! Then what do we call those injured and the homeless?Ss: victimsT: Very good! Now say the word after me together.教学资源的有效利用教学资源的有效利用教师运用了哪些教学资源教师运用了哪些教学资源教学资源的运用教学资源的运用教材的处置教材的处置媒体的运用媒体的运用情境的创设情境的创设教学资源的运用能否合理有效教学资源的运用能否合理有效 A learning journey consists of Starting P
23、ointSceneryVehicleSign PostsDetailsDestination敬请批判指正敬请批判指正!谢谢谢谢!树立正确的教材观树立正确的教材观教教师不是教材被不是教材被动的运用者，而是的运用者，而是积极极的开的开发者者教教师要擅要擅长结合合实践需求，灵敏地、有践需求，灵敏地、有发明性地运用教材。明性地运用教材。虽然选择教材是教学中的一个重要步骤，但是虽然选择教材是教学中的一个重要步骤，但是教师对所选教材进展发明性的运用才是最重要教师对所选教材进展发明性的运用才是最重要的。的。Harmer，2000：118关于课堂提问的分类按言语构造分类：普通疑问句；特殊疑问句；选择疑问句；反
24、按言语构造分类：普通疑问句；特殊疑问句；选择疑问句；反义疑问句等义疑问句等按回答特点分类：开放性问题按回答特点分类：开放性问题open； 封锁性问题封锁性问题closed按了解层面分类：基于现实的问题按了解层面分类：基于现实的问题display； 推断性问题推断性问题referential按思想层次分类：高层次思想按思想层次分类：高层次思想higher order thinking 低层次思想低层次思想lower order thinking按思想程度分类：按思想程度分类： 知识知识 knowledge,了解了解 comprehension, 运用运用 application, 分析分析 an
25、alysis，综合，综合 synthesis， 评价评价 evaluation 提问与思想层次的关系1. Knowledge: What happened in the story?2. Comprehension: Why did it happen that way?3. Application: What would you have done?-4. Analysis: Which part did you like best?5. Synthesis: Can you think of a different ending?6. Evaluation: What do you thi
26、nk of the story? Why?关于课堂提问提问的类型提问的类型思索性问题思索性问题现实性问题现实性问题选择性问题选择性问题回答者的选择回答者的选择提问前指定回答的学生提问前指定回答的学生提问后叫自愿回答者提问后叫自愿回答者提问后叫非自愿回答者提问后叫非自愿回答者停顿时间提问后停顿时间提问后呈现问题的音调和态度呈现问题的音调和态度反复问题的次数反复问题的次数 课堂互动方式课堂互动方式师生生生生师生生生生师生生生生师生生生生a. 教师在课堂上与学生坚持单向交流，效果较差。c.教师与学生坚持双向交往，学生与学生坚持双向交往，效果更好。d.教师成为相互交往的中心，并且促使交往成员双方向往交往，效果最正确。b.教师在课堂上与学生坚持双向交流，效果较好H.C.Lindgren,1967提出了学校领域内师生交往的四种方式： 关于课堂互动问题为了小组活动而活动 多而泛滥的小组活动名存实亡的小组活动
