Transcript Principles of ELT 英语教学原则

中职英语有效教学
浙江大学教育学院
褚献华
Outline 讲座提纲
• Process of language learning
语言学习的一般过程
• Principles of effective ELT
有效英语教学的原则
• Effective design of ELT
英语教学的有效设计
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The general process of language learning
语言学习的一般过程
Exposure to
language
感受语言
Comprehension
理解意思
Imitation
模仿保持
Active use
活用语言
Internalization
内化
Externalization
外化
Language input
语言输入
Language output
语言输出
U
U nderstand
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Why some students fail为什么学不好？
Unsatisfied Learning Outcomes学习效果不好
Very poor basis of English Learning英语基础很差
Interest & Confidence Vanished 兴趣和信心消失
Instructional Goals Unachieved 教学目标达不成
Insufficient
exposure接触不够
Exposure
感受
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Incomprehensible
input 输入不懂
Comprehension
理解
Insufficient practice
操练不够
Imitation
模仿
Learner unengaged
学生没有参与学习
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Active use
活用
Effective Vocational School
ELT
What root causes什么根本原因?
Incomprehensible
input 输入不懂
Learner disengagement
没能参与
Insufficient
practice
操练不够
Insufficient
exposure
接触不够
Poor prior learning 学生基础差
Ineffective teaching 教学低效
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Effective Vocational School
ELT
信心
进步
兴趣
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成就感
操练
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鼓励
Tips for Parents
The Process of ELT 英语教学过程
Language knowledge语言知识
Language skills 语言技能
Teacher as facilitator
教师是促进者
Affective attitude 情感态度
Learning strategies 学习策略
Culture awareness 文化意识
Learning Process
学习过程
GOALS
教学目的
Learning
objective
学习目标
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Supportive Conditions支持条件
SUCCESS
S tress-free environment 轻松的环境
U nderstanable input 可理解输入
C orrelated review 相关的复习
Correct demonstration 正确的示范
E ngaging activities 参与型活动
S ufficient practice 充分的练习
S equential transfer 有序的迁移
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Effective Teaching 有效教学
Effective teaching produces maximal effects
(learning outcomes) through an enjoyable process
with limited resources.
有效教学就是：
利用有限的资源
通过快乐的过程
达到最大的学习结果
教学目标达成度高
effective
教学过程快乐有趣
enjoyable
教学资源消耗较少
economical
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Key elements of effective teaching
有效教学的要素
Appropriate
instructional
objectives
合适的目标
Effective
instructional
activities
有效的活动
Expected
learning
Outcomes
预期的结果
Students engagement
学生参与
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The Key to an Effective Lesson
Effective English Lesson
Learner Engagement
Activities
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Objectives
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Principles of ELT 英语教学原则
Learner as centre 学生为中心
Content-based learning 内容为依托
Autonomous learning自主学习
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Sentence-based teaching 句本位教学
Vocabulary词汇
Deep
Learning
深层学习
Grammar语法
Comprehension
理解
Expression表达
Sentence
Phonetics语音
Meaning 意义
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Correctness正确性
Intake
吸收
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Linguistic Sense
语感
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Teaching Matches Learning 教与学匹配
教学过程
学习过程
产生兴趣
热身
和注意
Assessment
Performance
Revision
Activation
应用知识
评价
（表现）
激活原有
复习
知识
Presentation
Reception
Encoding
Practice
认知加工
操练
（编码）
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Warming-Up
Attention
接受新授
呈现
知识
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Reflection on the Lesson反思教学
•
•
•
•
Problem-solving 解决问题
Task-driven 任务驱动
Phrase-based practice 短语操练
Varied engagement 多样化参与
•
Inadequate revision复习欠缺
Unnecessary Chinese不必要的汉语
In need of extension 需要一些拓展
•
•
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Principles of designing effective ELT
英语有效教学设计的原则
1. Specified and practicable objectives
明确具体、切实可行的教学目标
2. Relevant and collective preparation
内容相关、集体参与的准备活动
3. Textbook-based and accurate presentation
教材为本、准确简明的新知呈现
4. Adequate and sequential practice
有效充分、循序渐进的操练巩固
5. Objective-based and encouraging assessment
依据目标、激励为主的教学评价
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Two Tasks in Designing Effective Lessons
设计有效教学的两个任务
•Identify instructional objectives
确定教学目标
•Design learning activities
设计学习活动
Instructional
Objectives
Learning Activity
Learning Activity
Learning Activity
Learning Activity
Learning Activity
Learning Activity
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Sequential Activities有序活动
语用活动
类似语境活用
技能内化
技能合成
针对性练习
听读材料
热身活动
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控制性训练
输
激
入
活
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Instructional Analysis 教学分析
Unit 8 Can you start it?
内
本单元主题是说明常见电器的操作。学生学习常用
容
分 电器有关部件和操作的词语，与他们的专业学习内容相
析
结合，并培养细心的工作习惯和解决问题的能力。
学
生
特
点
分
析
学生对这些日常办公和生活电器比较熟悉。这些最
基本的词汇和语句可能会引起学生兴趣。但是也要看到
大部分中职学生在学习英语方面存在着以下不利因素：
1. 英语基础知识欠缺，词汇和语法是两大障碍；
2. 英语语言技能较弱，听说读写能力非常有限；
3. 英语学习信心不足，缺乏学习兴趣和积极性。
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Time Allocation 教学时间分配
课时
教学内容
1
Warming up, Pronunciation Exercise
2
Listening and Speaking, Language in Use
3
Reading and Writing, Skill Practice
4
Grammar, Around the World
5
For Better Performance
6
My Progress Check & Test
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Appropriate instructional objectives
Specified明确具体
合适的
教学目标
•Observable可观察
•Measurable可测量
•Not ambiguous不含糊
Instructional objectives are the
descriptions of the students’
expected abilities 教学目标
是对通过教学活动预计学
生达到能力的描述
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Practicable切实可行
• Appropriate 适合学生能力
• Achievable to most students
绝大部分学生能达到
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Instructional Objectives 教学目标
目标类型
具体描述
1.语言知 • 能认读拼写有关的英语词汇和短语
识目标 • 识别和说出/写出正确的祈使句。
• 能区别动词的现在时与过去式过。
2.语言技 • 能够听懂祈使句的指令和请求；
能目标 • 能用祈使句告知他人如何使用机器；
• 用过去时动词谈论工作经验。
3.情感态 • 学生能表现出乐于助人和细心工作的积极态度。
度目标
4.学习策 • 克服交际中的语言障碍，用图片等形式设置生动
略目标 的对话背景，激发学生用英语对话的兴趣。
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Relevant & collective preparations
Relevant to …相关
•New learning 与新内容
•Learners’ characteristics
与学生的特点
Warming-up and revision are
to prepare the learners by
attracting their attention and
Activating the prior learning.
准备活动目的是吸引学生
注意力和激活原有知识
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Collective 集体参与
•Involving all the learners
面向全体学生
•Avoiding sampling
避
免个别提问
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Start the Lesson with a Relevant Warmer
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Use the Ready Activity as Warmer
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Textbook-based & accurate presentation
Textbook-based教材为本
•Key points抓住重点
•Connection with prior
learning 新旧联系
Teaching contents should be
presented so that the learners
can understand and take in
easily. 新知呈现应有助于
学生理解和吸收。
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Accurate 准确性
•Demonstration 示范
•Pronunciation 语音
•Phrases & patterns语句
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Language
Input
Listening
Practice
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Language
Input
Reading
Practice
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Adequate and Sequential Practice
广泛参与
Skills
integrated
意义操练
整合技能
Sentencebased
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Everyone
engaged
句为单位
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Meaningful
practice
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Objective-Based Assessment
Objective-based基于目标
•Knowledge & skills知识技能
•Validity & Reliability效度信
度
Objective-based assessment
and feedback should let
learners experience success
and correct errors. 评价反馈
应有助于学生体验成功和
纠错。
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Encouragement 鼓励
•Self-efficacy自我效能感
•Self-assessment自我评价
•Peer assessment同伴互评
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Thank you!
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