Instructional-Design-教学设计.ppt
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1、The teaching and learning processWillingness UnderstandingApplicationoTell me, I just forget.oShow me, I only remember.oInvolve me, I will learn.ObjectivesoDefinitionoStagesoPracticeWhat is Instructional Design?Instructional Design is the systematic process of translating general principles of learn
2、ing and instruction into plans for instructional materials and learning activities. 教学设计教学设计教学设计是教师依据教育教学理论,为了达教学设计是教师依据教育教学理论,为了达到某阶段教学目标,根据受教育者认知结构,到某阶段教学目标,根据受教育者认知结构,对教学课程、教学内容、教学组织形式、教对教学课程、教学内容、教学组织形式、教学方法和需要使用的教学手段进行的策划。学方法和需要使用的教学手段进行的策划。教学设计与传统教案教学设计与传统教案 传统教学中的备课,教师更关注的是如何将传统教学中的备课,教师更关注的是
3、如何将教材规定的知识教材规定的知识“教教”给学生,因此教案中给学生,因此教案中所谓的教学方法更多的是教师单方面构思出所谓的教学方法更多的是教师单方面构思出的的“教教”的方法,而忽略学生的方法,而忽略学生“学学”的方法,的方法,它体现了以教师为中心的教学理念。它体现了以教师为中心的教学理念。教学设计与传统教案教学设计与传统教案 教学设计旨在为学生创设丰富的教学情境,教学设计旨在为学生创设丰富的教学情境,以培养学生的学习兴趣,激发学生的学习动以培养学生的学习兴趣,激发学生的学习动机,同时要设计出学生易于理解并能调动学机,同时要设计出学生易于理解并能调动学生积极主动参与的教学方式,将学生的被动生积极
4、主动参与的教学方式,将学生的被动学习方式转变为主动学习方式。学习方式转变为主动学习方式。教学设计与传统教案教学设计与传统教案o教学理念:教师中心教学理念:教师中心-学生中心学生中心o课堂焦点:教师教学课堂焦点:教师教学-学生学习学生学习o教学成果:被动学习者教学成果:被动学习者-主动学习者主动学习者Stages of instructional designoAnalyzing course content (教学内容分析)oAnalyzing learner factors (学生情况分析)oSetting the objectives (设定目标)oDesigning activities
5、(设计教学活动)oUsing teaching aids (运用教学资源)oAssessment (评价)Analyzing course contentoWhat is it that students should know by the end of the course? oWhat exams are students required to take after completing the course? oWhat professional requirements does this course satisfy? Analyzing course contentTask 1
6、: Study Unit 6 and think about the content of the unit.(5mins)Task 2: Work in group and try to answer the following questions:nWhat content is covered here?nDo you think our students can use this to do things in English now? How well can they do?nDo you think our students can learn to do these thing
7、s in English?nHow is the material presented?Example from the coursebook Tick () the restaurant lexis to see what you know about restaurants. ( ) food ( ) ball ( ) chicken ( ) waiter ( ) waitress ( ) menu ( ) teacher ( ) sunny ( ) delicious ( ) cloudy ( ) juice ( ) book ( ) tomato ( ) manager ( ) mea
8、tExample from the coursebook14. Look at the prices of the items and guess the meaning of the underlined words. Coca-cola is cheap.Orange juice is cheaper than Coca-cola.Sprite is the cheapest among the drinks.Tomato & Onion Salad is expensive.Mixed Leaf Salad is more expensive than Tomato & onion sa
9、lad.Fruit Salad is the most expensive among the salads.Example from the course bookoUnit task:Make a survey to compare three restaurants near your school.oUnit task: Make a name card for yourself in 2030.oUnit task: Work out an application form for yourself in 2015.Stages of instructional designoAna
10、lyzing course content oAnalyzing learner factorsoSetting the objectivesoDesigning activitiesoUsing teaching aidsoAssessmentAnalyzing learner factorsWhile learning is the goal of teaching, it is not necessarily the mirror image of teaching. Learners bring to learning their beliefs and their learning
11、styles, which influence how they approach their learning.Task:oThink about your students and write your analysis of learner factors. oShare your analysis with your group members and see how informative and instructive is your analysis?Example学生构成为小学英语基础几乎为零的百分之百借读生,学习习惯和学习能力很差。学生学习上最大的特点是“学一个忘一个”。但有
12、没有积极的一面?学生对动词be的is, am, are的三种形式及其相应的主语形式有较好的掌握。但在何种情况下去使用动词be,学生对此体会和理解的不好,做句子时经常丢掉动词be。什么句子容易丢?有原因吗? Learning Interests&Learning Motivation Learning for fun: 10%Learning for work: 90%being relevant to the Ss majorAnalysis on LearnersLevels of the StudentsAnalysis on LearnersSsGradesPercentageSs A6
13、033%Ss B40-5932%Ss C3935%sitting in groups of mixed levelsThree levels of learning objectives:For Ss AFor Ss BFor Ss CFill in an application form with basic informationDesign and fill in an application formDesign and fill in an application form InterviewAnalysis on LearnersQuestions to considerQ1: W
14、hat do they already know?Q2: How do they know?What do they already know?They already know what you want them to know. -or- They have the background knowledge or experiences you can bring into your course to make it easier for them to learn the content of your course. Example from the course book Tic
15、k () the restaurant lexis to see what you know about restaurants. ( ) food ( ) ball ( ) chicken ( ) waiter ( ) waitress ( ) menu ( ) teacher ( ) sunny ( ) delicious ( ) cloudy ( ) juice ( ) book ( ) tomato ( ) manager ( ) meat ( )beefHow do they know? (Learning strategies)Learning strategies are the
16、 specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, and more transferable to new situations.Learning strategiesoMemory strategies -creating mental linkage (e.g. placing new words into a context) (Act.2,19)oCognitive strategies- Practicing (e.g.
17、 using formulas and patterns) (Act. 17)oCompensation strategies-Guessing intelligently (e.g. using contextual clues to guess meaning) (Act.14)Stages of instructional designoAnalyzing course content oAnalyzing learner factorsoSetting the objectivesoDesigning activitiesoUsing teaching aidsoAssessmentS
18、etting the objectives 教学目标是通过某一具体的教学活动所要教学目标是通过某一具体的教学活动所要达到的某一具体的、可见的行为结果。达到的某一具体的、可见的行为结果。Different types of the objectivesoThe students will be able to carry on short conversational exchanges involving greeting and leave taking.oTo teach the language of greeting and leave taking.oTo cover the fir
19、st section of Unit 6.oTo develop students confidence in speaking English.课程目标课程目标 帮助学生进一步学习英语基础知识,培帮助学生进一步学习英语基础知识,培养听、说、读、写等语言技能,使学生初步养听、说、读、写等语言技能,使学生初步形成职场英语的应用能力形成职场英语的应用能力;激发和培养学生激发和培养学生学习英语的兴趣,提高学生学习的自信心,学习英语的兴趣,提高学生学习的自信心,帮助学生掌握学习策略,养成良好的学习习帮助学生掌握学习策略,养成良好的学习习惯,提高自主学习能力;惯,提高自主学习能力;引导学生了解、认引导学
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