教学设计毕业设计.docx
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教学设计毕业设计.docx
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教学设计毕业设计
单位代码10642密级公开学号201303214118
学士学位论文
教学设计
论文作者:
指导教师:
学科专业:
英语专业(师范方向)
提交论文日期:
2017年月日
论文答辩日期:
2017年月日
学位授予单位:
重庆文理学院
中国重庆
2017年05
BAThesis
ChongqingUniversityofArtsandSciences
TeachingDesignWork
BACandidate:
TanJunlin
Supervisor:
QiuJin
Major:
English
SchoolofForeignLanguages
ChongqingUniversityofArtsandSciences
May2017
TableofContents
摘要
随着中国对英语的重视程度加深,对教师的教学理念和教学方法进一步提高了要求。
整个教学过程不再是以教师的教为主,而是围绕学生的学为主,老师仅起到引领的作用。
在教学过程中用到新型教学法是很有必要的,比如简•威尔士的任务型教学法,托尔曼为代表的认知理论,来自美国教育学家和哲学家杜威“以学生为中心”的教育理念以及构建主义都充分体现了以学生学习为主,教师教学为辅。
地震是本单元的教学话题,然而地震又密切联系我们的实际生活。
所以在教学中不仅需要运用一定的教学方法,更要结合学生原有的知识来带动新知识的学习。
在关注学生成绩的同时,更注重对学生学习兴趣的培养。
在教师的带领下,学生主动参与到课堂中来,成为课堂学习真正的主人。
关键词:
任务型教学;认知理论;以学生为主;构建主义
Abstract
WiththeChinesegovernmentattachingmoreimportancetoEnglishandimprovingtherequirementsoftheteacher’steachingideasandmethods,thestudent’slearningisgiventhefirstpriorityinthewholeprocessofteachingratherthantheteacher’steaching,andtheteacherjustplaysaguidingrole.It’snecessarytousenew-styleteachingmethodsintheprocessofteaching.FromTBLTproposedbyJaneWalsh,thecognitivetheoryrepresentedbyTolmantothestudent-centeredprincipleandConstruction theorybythephilosopher,Dewey,theyallfullyreflecttheideathatteachingnowtakesthestudent’slearningasthemain,andtheteacher’steachingasthesupplement.Astheteachingtopicofthisunit,earthquakeiscloselyrelatedtoourreallife.Therefore,teachersshouldnotonlyusesometeachingmethodsintheprocessofteaching,butalsointegrateknowledgestudentshadbeforeintolearningnewknowledge,andpayattentiontothescoresaswellasthecultivationofstudent’sinterest.Undertheguidanceofteachers,studentscanactivelyparticipateintheclassactivitiesandbecometherealmasteroftheclass.
KeyWords:
TBLT;Cognitivetheory;Leaner-centerdnessPrinciple;Constructiontheory
TeachingDesignWork
1Introduction
ThedesigningfocusesonTopic2“Howcanweprotectourselvesfromtheearthquake”takenfromProjectEnglish,Unit4inJuniorGradeEight.Thisdesigningwillbewrittenfromthefollowingaspects:
basictheoriesindesigning,analysis(whichincludestheanalysisofteachingmaterial,analysisofstudents,analysisofteachingmethodsandaids),teachingaims,teachingcontents,teachingprocedures,homework,andblackboarddesigning.ThetheoriesincludingCognitivetheory,Learner-centerednessPrinciple,Constructivisttheory,humanisteducationtheoryandsoonwillbechosentoanalyzetheprocessofdesigningbytheauthor.
Thepurposeofthedesigningistoobtaintheknowledge,keypointsanddifficultpointsbythenewteachingmethods,increasethefunofteachingandstimulatestudentslearninginterests.
Thesignificanceofthedesigningistohelpteacherstofurtherrenewtheideaofteaching,changethetraditionalwayofteachingwhichiscenteredonteachersandsetuptheconceptofhumanism.Andthepurposeofthelessondesigningworkistosolvethefollowingproblems:
Firstly,ittriestofindouttheteacher’snewroleinteachingwhichshouldchangewiththeneedofteaching.Secondly,ittriestochangethetraditionalwaysofteaching,especiallythewaysofteachinggrammar.Thirdly,ittriestointegrateotherelementsofeducationintoteaching,suchaslifeeducation,tomaketheEnglishcoursemorepragmatic.What’smore,ittriestofindouthowtoarousestudents’interestsinlearningEnglishinprimaryeducation.
Inthisteachingdesigning,thetheoriesincludingCognitivetheory,Learner-centerednessPrinciple,Constructivisttheory,humanisteducationtheoryandsoonwillbeapplied.
Thisviewaimseducationforallstudents,andalsopromotesrespectingindividualdifferences.Itshowsconcernsoverstudents’effectiveneedsaswellasotherlearningneedsinordertostimulatetheirinterestsinlearning,helpthemexperiencethesenseofsuccess,andgainself-confidenceinlearning.Itsoverallobjectiveistodevelopstudents’comprehensiveabilitiesinusingthelanguageandtoimprovetheirculturalquality,todeveloptheirpracticalskills,aswellastocultivatetheircreativespirit.
2AnalysisofTeachingFactors
Thissectionfocusontheanalysisoftheteachingmaterial,theanalysisofstudentsandtheanalysisofteachingmethodsandaids.
2.1AnalysisoftheTeachingMaterial
Topic2ofUnit4discusseshowtoprotectourselvesfromtheearthquake,anaturaldisaster,toletthestudentshaveageneralideaofthecause,theprecursor,theharmoftheearthquakeandhowtohelpthemselvesinanearthquake.Allthelanguageactivitiesaremainlybasedonthetopic,whichguidethestudentstoconsiderhowtoavoidtheearthquake,orhowtoreducethelossintheearthquake.Thatistosay,itprovidesthestudentswithbetterunderstandingofthedisasterandfaceupwiththedisasterwithapositiveattitude.Atthesametime,thispartwillhelpStudentsmastertheusageofnewwordsandphrasessuchas”earthquake,strike,missing,mobile,phone,fire,level,sad,middle,shake,understand,whole,appear,send,army,falldown,another““Howcanweprotectourselvesfromtheearthquake?
Whichwasthemostserious?
Ithinkweshould…Itwasalevel7.1earthquake.Themostimportantthingis…”.
2.2AnalysisofStudents
ThestudentsofGradeeighthavesomefoundationsofvocabularyandgrammar.Andtheyneedtodeveloptheskillofreading.What’smore,somestudentsfeartomakemistakessotheyareunwillingtospeakEnglish.Therefore,studentswouldbegivensomeactivitiesandbeencouragedtospeakandcommunicatewiththeirpartnerstodeveloptheirlistening,speaking,readingandthinkingabilities.Asforthetopic“howcanweprotectourselvesfromtheearthquake”,itisfamiliartothembecauseoftheWenchuanEarthquakein2008.AccordingtotheTheoryofCognitiveDevelopmentbyPiaget,theknowledgewillbeassimilatedonlywhenitarousesstudents’desiretoexploreactivelyandcreating.Studentswillhavethestrongdesiretotalkandsharetheirexperiencebecausethetopicisrelatedtotheirdailylife.
2.3AnalysisofTeachingMethodsandAids
Teachingisaninteractiveprocesswhichinvolvesnotonlytheteacherbutalsothestudents.Ifwewanttostimulatestudents’interestsinlearning,wefollowtheinteractiveprincipleandadoptthefollowingmethodsincludingTBLT(Task-basedLanguageTeaching),PPP(Presentation,PracticeandProduction),CLT(CommunicativeLanguageTeaching),SituationalMethodandCognitiveApproachintheteaching.Teachingparticularlyshowsconcernsoverstudents’affectiveneedsaswellasotherlearningneeds.Atthesametime,papers,ataperecorder,PowerPoint,Multi-mediacomputerareneededastheteachingaids.Inordertoattractstudents’interests,Icreatesmoreactivities,suchasguessinggame,memorychallenge,pairworkandmakingaconversation.
3DescriptionofTeachingPlan
3.1ListeningandSpeaking
Thetopicis“Howcanweprotectourselvesfromtheearthquake?
”takenfromProjectEnglish,topic2sectionA,“listeningandspeaking”ofUnit4inJuniorGradeEight.
Teachingaims:
(1).Knowledgeobjectives:
a.Enablethestudentstomasterthewords:
earthquake,strike,province,missing,mobilephone,fire,rainstorm,snowstorm,level…b.Enablethestudentstomasterthesentences:
---Whichwasthemostserious?
---Howcanweprotectourselvesfromtheearthquake?
(2).Abilityobjectives:
a.Enablethestudentstounderstandtopiclanguage,andmastertheusageofcomparativeandsuperlativedegreesofadjectives.b.Enablethestudentstomastersomenewwordsandphrases.c.Enablethestudentstoknowhowtousethewordstodescribenaturaldisasters.d.Enablethestudentstodeveloptheirlisteningandspeakingabilities.(3).Emotionobjectives:
a.GuidethestudentstolearnhowterribleQinghaiearthquakeis,andencouragethestudentstocareabouttheenvironmentandcherishlife.b.improvethestudents’senseofcooperation.
Keypoints:
1.Guidestudentstomastertheusageofnewwordsandsentences,suchasearthquake,strike,missing,mobilephone,fire,falldown,Whichwasthemostserious?
Howcanweprotectourselvesfromtheearthquake?
2.Getthestudentstoacquirethebasicknowledgeofearthquake.3.Improvestudents’listeningandspeakingabilities.
Difficultpoints:
1.Guidethestudentstomastertheusageofnewgrammar
comparativeandsuperlativedegreesofadjectives.2.Guidethestudentstoformascientifichabitoflisteningandspeaking.
TeachingapproachesincludePPP,TBLT,CLT,CognitiveTheory,Constructivisttheory,Socio-constructivisttheory.
Teachingprocess:
Step1.Lead-in:
WatchingthevideoaboutYushuearthquaketostimulatetheinterestsofstudents’.Step2.Reviewandnewwords:
Reviewthewordsandlearnnewwords.Step3.Freetalk:
Studentstalkaboutotherearthquakesbasedonthevideoandleadto1a.Step4.Listeningandpractice:
Listento1aandthenfinish1band1c.Step5.Keypoints:
Teacherletsstudentsfindthekeypointsbythemselvesatfirst,thenteacherwillexplainthekeypoints.Step6.Roleplayandconversation:
Teacherasksstudentstoroleplay1aandintimatethetoneofKangkangandLiMing’s,thenletsthemmakeanewconversationbasedon1c.Step7.Consolidation:
Teacherguidesstudentstoconsolidateknowledgelearnedthisclass.Step8.Homework:
Teacherassignshomeworktothestudents.
3.2ListeningandSpeaking
Thetopicis“Howcanweprotectourselvesfromtheearthquake?
”takenfromProjectEnglish,topic2sectionB,“listeningandspeaking”ofUnit4inJuniorGradeEight.
Teachingaims:
(1).Knowledgeobjective:
a.Enablethestudentstoma
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- 关 键 词:
- 教学 设计 毕业设计
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