新课程背景下英语教学的听课评课市公开课一等奖百校联赛特等奖课件.pptx

新课程背景下新课程背景下英语教学听课评课英语教学听课评课 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_第1页新课程重视：新课程重视：第2页课程目标课程目标 语言知识语言知识 Language Knowledge 语言技能语言技能 Language Skills 情感态度情感态度 Emotions and Attitudes 学习策略学习策略 Learning Strategies 文化意识文化意识 Cultural Awareness第3页 投入：投入：Engage 学习：学习：Study 激活：激活：Activate (Jeremy Harmer,)语言学习三个步骤语言学习三个步骤第4页n语言输入：语言输入：Language input,exposuren使用机会：使用机会：Language use,interactionn学习动机：学习动机：Motivation,desire to learnn教学条件：教学条件：Teachers guide,instruction (Willis,1996)语言学习四个条件语言学习四个条件第5页听评课 英语教师专业发展最有效路径第6页听课时关注什么？听课时关注什么？n关注教学目标定位关注教学目标定位n关注教学过程设计关注教学过程设计n关注课堂教学效果关注课堂教学效果第7页关注课堂教学目标定位关注课堂教学目标定位n是从教师出发还是从学生出发？n是立足知识点学习还是立足能力发展？n是否含有可操作性、可观察性和可检测性？第8页教学目标案例一教学目标案例一 高中高中(First plan)nto learn the history of the school uniforms in USAnto learn about the advantages of wearing school uniformsnto learn some new expressions in the textnto develop proper attitudes towards wearing school uniforms第9页教学目标案例一教学目标案例一 (Revised plan)nto extend students general knowledge on the history of the school uniforms in the USA and improve listening skills by listening to a recordingnto learn some new expressions in terms of school uniforms(go against,peer pressure,individuality,etc)nto discuss the advantages/disadvantages of wearing school uniformsnto form opinions which lead to proper attitudes towards wearing school uniforms第10页 Language focus1.To enlarge vocabulary.2.To understand the story.Ability focus1.To practice skimming and scanning skills.2.To practice using tones to express different feelings.Character building1.To develop team spirit.2.To be aware that there is enough for need but not enough for greed.教学目标案例二教学目标案例二 初中初中(First plan)第11页 Language focus1.To understand target vocabulary:grant,beg,greedy,bucket,mud hut,cottage 2.To practice using tones to express different feelings.Ability focus1.To get the gist through skimming and scanning.2.To further understand the story through analyzing the change of the weather.3.To demonstrate their interpretation of the story via acting and sharing opinions.Character building1.To be aware that there is enough for need but not enough for greed.2.To taste the fun of reading and want to read more.教学目标案例二教学目标案例二 初中初中(Revised plan)第12页为何要强调教学目标？为何要强调教学目标？Learning objectives can help a teacher tonbe sure about what it is he/she wants to accomplishnmaintain the unity of his/her lessonndetermine what is/are the key teaching point(s)nevaluate students success at the end of class.第13页关注教学过程设计关注教学过程设计n教学过程设计应以目标为出发点和落脚点；n教学过程设计要表达学生学习过程：从不会到会，经过体验、实践、参加、合作等方式建构新知识；n教学活动设计要有目标性，表达活动与活动之间内在联络，同时又含有灵活性和课堂生成空间。n教学过程设计要有利于学生逐步将知识转化为个人能力，有效实现从语言输入到语言输出转化，并在这一过程中发展思维与情感。第14页 是测试学生阅读了解还是帮助学生阅读了解是测试学生阅读了解还是帮助学生阅读了解?是语言知识学习还是文本内容了解是语言知识学习还是文本内容了解?学生真正阅读活动时间和空间学生真正阅读活动时间和空间?学生阅读思维能力怎样培养学生阅读思维能力怎样培养?以阅读教学设计为例：以阅读教学设计为例：第15页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 students into the topic quickly and efficiently?读前活动设计关键读前活动设计关键第16页 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 reading during the lesson and not just talk or write about reading.读中活动设计关键读中活动设计关键第17页教学案例教学案例 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 _(hold)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.第18页教学案例教学案例 Big BusinessScanning1.In paragraph 1,why was Ray Kroc surprised?2.Try to find what happened in these years.1948/1954/1955/1956/1956/1959/1961/1972/1974/1975/1990/1992/第19页When What happened1948 McDonalds was a small business in California，the USA.1954 Ray Kroc visited McDonalds.1955 Kroc opened his first McDonalds near Chicago.1956 McDonalds adopted the motto“Q.S.C.&V.”1959 The 100th McDonalds was opened.1961 Kroc took over the complete ownership.1972 A new McDonalds was being opened every day.1974 There were over 3,000 restaurants.1975 McDonalds came to Hong Kong.1990 McDonalds was introduced into Shenzhen,and established its largest ever restauarnt in Moscow.1992 The first McDonalds in Beijing was opened.McDonalds had over 30,000 outlets round the world.第20页新世纪 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.However,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？第21页1.与与阅读文本关系怎文本关系怎样?2.对学生巩固与加深文本了解帮助学生巩固与加深文本了解帮助?3.对学生利用学生利用阅读文本文本进行行语言活言活动关系怎关系怎样?读后活动设计关键读后活动设计关键第22页 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：第23页一堂好英语课不在于教师教一堂好英语课不在于教师教得怎样精彩，而在于学生是得怎样精彩，而在于学生是否学得否学得主动主动、主动主动。学生是否有机会用英语获取信息、学到东、获取信息、学到东、西、提出要求、表示感情、进行交流、完成任西、提出要求、表示感情、进行交流、完成任务，务，而不是矫揉造作课堂对话，也不是单纯枯燥语法规则。第24页听课时观察什么？听课时观察什么？课堂课堂观察观察课堂教课堂教学活动学活动学生的学生的参与参与学习的有学习的有效性效性课堂中的课堂中的多维互动多维互动教学资源教学资源的利用的利用教师的教教师的教学技巧学技巧第25页学生参加学生参加n学生是否主动主动地学习学生是否主动主动地学习n学生是否全员参加学习学生是否全员参加学习n学生是否有机会发表自己观点和看法学生是否有机会发表自己观点和看法n学生不一样需求是否受到教师关注学生不一样需求是否受到教师关注第26页学习有效性学习有效性n学生取得哪些新知识和技能学生取得哪些新知识和技能n学生利用哪些不一样学习方法学生利用哪些不一样学习方法n学生是否能跟上教师教学节奏学生是否能跟上教师教学节奏n不一样能力水平学生是否都得到了一定程不一样能力水平学生是否都得到了一定程度发展度发展n学生创造性思维是否得到勉励和培养学生创造性思维是否得到勉励和培养第27页课堂教学活动课堂教学活动n课堂教学活动目标是否明确课堂教学活动目标是否明确n课堂教学活动是否符合学生实际课堂教学活动是否符合学生实际n各教学步骤安排是否表达层次性各教学步骤安排是否表达层次性n各步骤之间是否自然过渡衔接各步骤之间是否自然过渡衔接n教课时间分配是否合理教课时间分配是否合理n是否表达学生为主体课堂教学是否表达学生为主体课堂教学第28页课堂中多维互动课堂中多维互动n课堂教学气氛课堂教学气氛n师生互动方式及效果师生互动方式及效果n生生互动方式及效果生生互动方式及效果n多维课堂教学评价多维课堂教学评价第29页教师教学技巧教师教学技巧n教师语言是否准确教师语言是否准确n教师指令是否简练清楚教师指令是否简练清楚n教师提问技巧（提问频率，问题针对性、教师提问技巧（提问频率，问题针对性、开放性、有效性）开放性、有效性）n教师对于各种教学方法灵活利用教师对于各种教学方法灵活利用n教师针对突发情况应变能力教师针对突发情况应变能力第30页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 about 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.第31页教学资源有效利用教学资源有效利用n教师利用了哪些教学资源教师利用了哪些教学资源n教学资源利用教学资源利用n教材处理教材处理n媒体利用媒体利用n情境创设情境创设n教学资源利用是否合理有效教学资源利用是否合理有效第32页 A learning journey consists of Starting PointSceneryVehicleSign PostsDetailsDestination第33页第34页第35页树立正确教材观树立正确教材观n教师不是教材被动使用者，而是主动开教师不是教材被动使用者，而是主动开发者发者n教师要善于结合实际需要，灵活地、有教师要善于结合实际需要，灵活地、有创造性地使用教材。创造性地使用教材。尽管选择教材是教学中一个主要步骤，不过教尽管选择教材是教学中一个主要步骤，不过教师对所选教材进行创造性使用才是最主要。师对所选教材进行创造性使用才是最主要。（Harmer，：118）第36页关于课堂提问分类n按语言结构分类：按语言结构分类：普通疑问句；特殊疑问句；选择疑问句；反普通疑问句；特殊疑问句；选择疑问句；反义疑问句等义疑问句等n按回答特点分类：按回答特点分类：开放性问题（开放性问题（open）；）；封闭性问题（封闭性问题（closed）n按了解层面分类：按了解层面分类：基于事实问题（基于事实问题（display）；）；推断性问题（推断性问题（referential）n按思维层次分类：按思维层次分类：高层次思维（高层次思维（higher order thinking）低层次思维（低层次思维（lower order thinking）n按思维程度分类：按思维程度分类：知识知识 knowledge,了解了解 comprehension,应用应用 application,分析分析 analysis，综合，综合 synthesis，评价评价 evaluation 第37页提问与思维层次关系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 think of the story?Why?第38页关于课堂提问提问类型提问类型n思索性问题n事实性问题n选择性问题回答者选择回答者选择n提问前指定回答学生n提问后叫自愿回答者n提问后叫非自愿回答者停顿时间（提问后）停顿时间（提问后）展现问题音调和态度展现问题音调和态度重复问题次数重复问题次数第39页 课堂互动模式课堂互动模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保持单向交流，效果较差。c.教师与学生保持双向交往，学生与学生保持双向交往，效果更加好。d.教师成为相互交往中心，而且促使交往组员双方向往交往，效果最正确。b.教师在课堂上与学生保持双向交流，效果很好（H.C.Lindgren,1967）提出了学校领域内师生交往四种形式：第40页关于课堂互动问题n为了小组活动而活动 n多而泛滥小组活动n名存实亡小组活动第41页