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TheoriesofLearningCurriculumDesignLessonPlanningMethodsandApproachesSampleTeachingDesingsTheoriesofLearningTheoriesofLearningPSYCHOLOGY-BASEDLEARNINGTHEORYThe20thcenturydebateonhowpeoplelearnhasfocusedlargelyonbehavioristvs.cognitivepsychology.Keyquestionasked,•“Isthehumansimplyaveryadvancedmammalthatoperatesbyastimulusresponsemechanism,oractuallyacognitivecreaturethatusesitsbraintoconstructknowledgefromtheinformationreceivedbythesenses?”HowPeopleLearn：IntrotoLearningTheories.Hammond,Austin,Orcutt,andRossoTheoriesofLearningPROGRESSIVELEARNINGTHEORYStudentsapproachlearningthroughtheirownexperienceswiththeunderstandingthatalllearningissituated.Focusonthestudentlearningfromhisorherownexperiencewithguidedopportunitiestoexplore,discover,construct,andcreateHowPeopleLearn：IntrotoLearningTheories.Hammond,Austin,Orcutt,andRossoTheoriesofLearningCONTEMPORARYLEARNINGTHEORYTherolethatbothexperienceandreflectionplayinthedevelopmentofideasandskills.Theroleofreinforcementandpracticeinthedevelopmentofskills,andsodocognitiveintent,effort,andreasoning.Theimportanceofdevelopmentalstages;theyalsorecognizethatdevelopmentcanalsobeencouragedthroughsocialinteractionandthestructuringofexperienceswithinthelearners’zoneofproximaldevelopmentorreadinesssphere.Theroleofcultureandotherinfluencesonexperienceinviewsofhowpeopleconstructtheirunderstandingsanddeveloptheirabilities.Contentmatters–thenatureofthedisciplineshasmuchtodowithhowtheyarelearnedandbesttaught.HowPeopleLearn：IntrotoLearningTheories.Hammond,Austin,Orcutt,andRossoTheoriesofLearningTheLearningProcessThebrainplaysarole.Thelearningenvironmentmakesadifference.Learningisbasedonassociations.Learningoccursinculturalandsocialcontexts.Peoplelearnindifferentways.Peoplethinkabouttheirownlearning,andtheirfeelingsmatter.HowPeopleLearn：IntrotoLearningTheories.Hammond,Austin,Orcutt,andRossoTheoriesofLearningHowPeopleLearn：IntrotoLearningTheories.Hammond,Austin,Orcutt,andRossoCurriculumDesignCurriculumDesignCurriculumtakescontent(fromexternalstandardsandlocalgoals)andshapesitintoaplanforhowtoconducteffectiveteachingandlearning.Itisthusmorethanalistoftopicsandlistsofkeyfactsandskills(the“input”).Itisamapofhowtoachievethe“outputs”ofdesiredstudentperformance,inwhichappropriatelearningactivitiesandassessmentsaresuggestedtomakeitmorelikelythatstudentsachievethedesiredresults(WigginsandMcTighe,2006:6).CurriculumApproachesinLanguageTeaching,Richards,RELCJournal,2013CurriculumDesignThroughoutthetwentiethcenturytherewasamovementawayfrommastery-orientedapproachesfocusingontheproductionofaccuratesamplesoflanguageuse,totheuseofmoreactivity-orientedapproachesfocusingoninteractiveandcommunicativeclassroomprocesses.CurriculumApproachesinLanguageTeaching,Richards,RELCJournal,2013CurriculumDesignCurriculumApproachesinLanguageTeaching,Richards,RELCJournal,2013CurriculumDesignCurriculumApproachesinLanguageTeaching,Richards,RELCJournal,2013LessonPlanningLessonPlanningThedominantmodeloflessonplanningisTyler’s(1949)rational-linearframework.Tyler’smodelhasfourstepsthatrunsequentially:(1)specifyobjectives;(2)selectlearningactivities;(3)organizelearningactivities;(4)specifymethodsofevaluation.Chapter3LessonPlanning,Farrell,inMethodologyinLanguageTeaching,Richards&Renandya(Eds.2002)LessonPlanningChapter3LessonPlanning,Farrell,inMethodologyinLanguageTeaching,Richards&Renandya(Eds.2002)LessonPlanningQuestionsaskedbeforeplanning:Whatdoyouwantthestudentstolearnandwhy?Areallthetasksnecessary-worthdoingandattherightlevel?Whatmaterials,aids,andsoon,willyouuseandwhy?Whattypeofinteractionwillyouencourage-pairworkorgroupwork-andwhy?Whatinstructionswillyouhavetogiveandhowwillyougivethem(written,oral,etc.)?Whatquestionswillyouask?Howwillyoumonitorstudentunderstandingduringthedifferentstagesofthelesson?Chapter3LessonPlanning,Farrell,inMethodologyinLanguageTeaching,Richards&Renandya(Eds.2002)LessonPlanningDuringplanning:Variety•E.g.,individualtasks,pairwork,groupwork,orfullclassinteraction;varyinginlevelofdifficulty;logicalsequencePace•Brown(1994)suggeststhefollowingguidelines:(1)activitiesshouldnotbetoolongortooshort;(2)varioustechniquesfordeliveringtheactivitiesshould“flow”together;(3)thereshouldbecleartransitionsbetweeneachactivity.Chapter3LessonPlanning,Farrell,inMethodologyinLanguageTeaching,Richards&Renandya(Eds.2002)LessonPlanningEvaluatingtheplan:Whatdoyouthinkthestudentsactuallylearned?Whattasksweremostsuccessful?Leastsuccessful?Why?Didyoufinishthelessonontime?Whatchanges(ifany)willyoumakeinyourteachingandwhy(orwhynot)?Chapter3LessonPlanning,Farrell,inMethodologyinLanguageTeaching,Richards&Renandya(Eds.2002)MethodsandApproachesMethodsandApproachesTask-BasedLanguageTeachingPre-taskactivitiesThenegotiationofmeaningCommunicationstrategies(e.g.,clarification,confirmation,comprehensionchecks,requests,repairing,reacting,andturntaking)ContextualizedlinguisticinputChapter9ImplementingTask-BasedLanguageTeaching,Beglar&Hunt,inMethodologyinLanguageTeaching,Richa