英语教学设计及案例分析2010.ppt

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1、Instructional Design and Case Study for English TeachersSu Yong2011-3英语教学设计及案例分析苏勇2011-3Contents 1. Introduction to ID 2. Theoretical Basis for ID 3. Principles and Contents of ID 4. Models of ID 5. Case Study 教学一定要设计，设计一定要融入教师的智慧，教师的智慧一定要产生教学效益！ Chapter One: Introduction Instructional Design (also

2、called Instructional Systems Design (ISD) is the practice of maximizing the effectiveness, efficiency and appeal of instruction and other learning experiences. The process consists broadly of determining the current state and needs of the learner, defining the end goal of instruction, and creating s

3、ome intervention to assist in the transition. ID as Technology: Instructional technology is the systematic application of strategies and techniques derived from behavioral, cognitive, and constructivist theories to the solution of instructional problems. ID is a technology! 教学是一门科学，而教学设计是建立教学是一门科学，而

4、教学设计是建立在教学科学这一坚实基础是的在教学科学这一坚实基础是的技术技术，因而教学也可以被认为是科学型的技因而教学也可以被认为是科学型的技术（术（science-based technology）。）。教学的目的使学生获得知识技能，教教学的目的使学生获得知识技能，教学设计的目的是创设和促进学生掌握学设计的目的是创设和促进学生掌握这些知识技能的学习经验和学习环境。这些知识技能的学习经验和学习环境。 Instructional design is the process of solving instructional problems by systematic analysis of the

5、 conditions for learning. (Barbara Seels) ID is a process!1.1.教学是以促进学习的方法影响学习者的一教学是以促进学习的方法影响学习者的一系列事件，而教学设计是一个系统化规划系列事件，而教学设计是一个系统化规划教学系统的过程。（加涅，教学系统的过程。（加涅，19921992）2.2.教学系统设计是运用系统方法分析研究教教学系统设计是运用系统方法分析研究教学过程中相互联系的各部分的问题和需求，学过程中相互联系的各部分的问题和需求，确立解决它们的方法步骤，然后评价教学确立解决它们的方法步骤，然后评价教学成果的系统计划过程。（肯普，成果的系统

6、计划过程。（肯普，19941994） 史密斯和雷根对史密斯和雷根对“教学设计教学设计”所下的定义是：所下的定义是： “ “教学设计是指运用系统方法，将学习理论教学设计是指运用系统方法，将学习理论与教学理论的原理转换成对教学资料和教学活动与教学理论的原理转换成对教学资料和教学活动的具体计划的系统化过程。的具体计划的系统化过程。” 乌美娜教授乌美娜教授 的定义：的定义： “教学设计是运用系统方法分析教学问题和确定教学设计是运用系统方法分析教学问题和确定教学目标、建立解决教学问题的策略方案、试行教学目标、建立解决教学问题的策略方案、试行解决方案、评价试行结果和对方案进行修改的过解决方案、评价试行结果

7、和对方案进行修改的过程；它以优化教学效果为目的，以学习理论、教程；它以优化教学效果为目的，以学习理论、教学理论和传播学为理论基础。学理论和传播学为理论基础。” Instructional design is the science of creating detailed specifications for the development, implementation, evaluation, and maintenance of situations that facilitate the learning of both large and small units of subject

8、 matter at all levels of complexity.“教学设计是一门涉及理解与改进教教学设计是一门涉及理解与改进教学过程的学科。任何设计活动的宗旨学过程的学科。任何设计活动的宗旨都是提出达到预期目的的最优途径都是提出达到预期目的的最优途径(means)(means)，因此，教学设计主要是关，因此，教学设计主要是关于于提出最优教学方法提出最优教学方法的处方的一门学的处方的一门学科，这些最优的教学方法能使学生的科，这些最优的教学方法能使学生的知识和技能发生预期的变化。知识和技能发生预期的变化。”ID is a concept！1） Why “instruction” not “

9、teaching”? 著名教学设计者加涅（著名教学设计者加涅（Robert M.Gagne）明确）明确说明：说明：“为什么我们用这个词而不用为什么我们用这个词而不用 teaching这个词呢？原因是，我们希望描述对人们的学习这个词呢？原因是，我们希望描述对人们的学习有直接影响的所有事件，而不是只描述由教师个有直接影响的所有事件，而不是只描述由教师个人发起的那些事件。人发起的那些事件。” （加涅，（加涅，1999） 2） 教学设计是以学习理论为基础的现代的教学研究的产物。教学设计是一种以学习者为中心的预设教学活动的理念. 教学设计是以分析教学需求为基础，以形成解决问题的步骤和方案为目的 教学设计

10、是一个系统计划的过程，有一套具体的操作程序 教学设计形成方案或产物，必须按照程序进行检验评价 教学设计过程的具体产物是经过验证的教学系统，这个系统是一种包含多种要素的能实现某种目标的，具有一定功能的不同层次的综合体。 它可能是一门课程、一个教学方案、一种教学软件或一组教学资源等。Language Learning Theories Behaviorist Theory Cognitive Theory Constructivist Theory Social-constructivist TheoryBehaviorist TheoryBehaviorism as a theory was p

11、rimarily developed by B. F. Skinner. In essence, three basic assumptions are held to be true.First, learning is manifested by a change in behavior. Second, the environment shapes behavior. And third, the principles of contiguity (how close in time two events must be for a bond to be formed) and rein

12、forcement (any means of increasing the likelihood that an event will be repeated) are central to explaining the learning process. For behaviorism, learning is the acquisition of new behavior through conditioning.Behaviorist TheorySkinner was the founder of modern behaviourism who believed that learn

13、ing was a question of hatbit formation. Hence he denied the involvement of the observable work of the “mind” .His three basic behaviourist ideas about learning are:ConditioningHabit formationThe importance of environment ( 1904.3 1990.8) An American psychologist, author, inventor, advocate for socia

14、l reform, and poet. )Cognitive Theory The term cognitivism is often used loosely to describe methods in which students are asked to think rather than simply repeat. “If all language is a learned behavior, how can a child produce a sentence that has never been said by others before?”(Chomsky)Accordin

15、g to the cognitive theory, learning is a process in which the learner actively tries to make sense of data. This theory treats the learners as thinking beings and puts them firmly at the center of the learning process, by stressing that learning will only take place when the matter to be learnt is m

16、eaningful to the learners. So the basic technique associated with a cognitive theory of language learning is the problem-solving task. Cognitive theory seeks to explain 3 main aspects of learning* how knowledge is established* how knowledge becomes automatic* how new knowledge is integrated into the

17、 learners existing cognitive system( 1928 .7present)American linguist, philosopher,cogni-tive scientis,political activist, author and lecturer.Constructivist Theory Constructivism views learning as a process in which the learner actively constructs or builds new ideas or concepts based upon current

18、and past knowledge or experience. In other words, learning involves constructing ones own knowledge from ones own experiences. Constructivist learning, therefore, is a very personal endeavor, whereby internalized concepts, rules, and general principles may consequently be applied in a practical real

19、-world context. John Dewey was born in Burlington, Vermont, in eighteen fifty-nine, died in nineteen fifty-two. . He was influenced by the scientific work of Charles Darwin. Dewey was perhaps the best known philosopher, educator and public intellectual of the twentieth century. Social-constructivist

20、 Theory The major theme of Vygotskys theoretical framework is that social interaction plays a fundamental role in the development of cognition. Vygotsky (1978) states: Every function in the childs cultural development appears twice: first, on the social level, and later, on the individual level; fir

21、st, between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals. (p57). A second aspect of Vygotsky

22、s theory is the idea that the potential for cognitive development depends upon the zone of proximal development (ZPD): a level of development attained when children engage in social behavior . Full development of the ZPD depends upon full social interaction. The range of skill that can be developed

23、with adult guidance or peer collaboration exceeds what can be attained alone. ScaffoldingLanguage Teachers Development of professional competence The core dimensions of skill and expertise in language teachingWallaces Reflective ModelStage1 Stage2 Goal Core dimensions of skill and expertise in langu

24、age teaching 1. Developing appropriate linguistic competence 2. Acquiring relevant content knowledge 3. Developing a repertoire of teaching skills 4. Acquiring contextual knowledge 5. Developing identity as a language teacher 6. Developing learner-focused teaching 7. Acquiring specialized cognitive

25、skills 8. Learning how to theorize from practice 9. Joining a community of practice 10 Becoming a language teaching professionalDeveloping appropriate linguistic competenceComprehend texts accuratelyProvide good language modelsMaintain use of the target in the classroomMaintain fluent use of the tar

26、getGive explanations and instructions in the target languageProvide examples of words and grammatical structuresGive accurate explanations (e.g. of vocabulary and language points) Use appropriate classroom language Monitor ones own speech and writing for accuracy Give correct feedback on learner lan

27、guage Provide input at an appropriate level of difficulty Provide language-enrichment experiences for learners (i+1) Access target-language resources (e.g. newspapers, magazines, internet)Acquiring relevant content knowledgeDisciplinary knowledge ( core knowledge that relates to the knowledge base o

28、f the profession )Pedagogical content knowledge (knowledge that supports teaching )Application of pedagogic content knowledge Understand learners needs Diagnose learners learning problems Plan suitable instructional goals for lesson Select and design learning tasks Evaluates students learning Design

29、 and adapt testsDeveloping a repertoire of teaching skills Opening the lesson Introducing and explaining tasks Setting up learning arrangements (group-work, pair-work, whole-class learning) Checking students understanding Guiding student practice Monitoring students language use Making transitions f

30、rom one task to anotherAcquiring contextual knowledge A key factor in understanding any teaching situation is the social and physical contextthe rules, facilities, values, expectations and personal background, which act as resources, constraints, and direct influences on teaching and learning. (Posn

31、er)What is the national language policy? What is the role of English in the community? What are community attitudes towards learning English? What kind of English program exists and what is its status? What is the learners cultural and linguistic background？ What are preferred learning and teaching

32、stylesWhat is the school culture like?Who makes key decisions and how?What are the roles of the teachers?What attitudes and values does the school support?Developing identity as a language teacher The differing social and cultural roles teachers enact through their interactions with students and oth

33、ers. These roles are not static but emerge through the social processes of the classroom. Shaped by many factors, including personal biography, gender, culture, working conditions, age, and the school and classroom culture.Developed learner-focused teachingThe amount of talking the teacher does duri

34、ng the lessonThe extent to which input from learners directs the shape and direction of the lessonThe extent to which the teachers primary preoccupation during the lesson is with such things as classroom management, control and orderThe degree of engagement learners have with the lessonThe quantity

35、of student participation and interaction that occursThe learning outcomes the lesson producedThe ability to present subject-matter from a learners perspectiveHow well they address learners needs?How they are able to reshape the lesson based on learner feedback?How they respond to learners difficulti

36、es?Acquiring specialized cognitive skills A teacher has just called in sick. You are going to teach her 50-minute spoken English class, lower intermediate level, in five minutes. Your only teaching aid is a glass of water. What will your lesson look like?Learning how to theorize from practice1. Arri

37、ving at generalizations and explanationsChildren are much better language learners than adultsthey are not worried about making mistakes and are more prepared to take risks.When we begin learning a language its better to follow a natural way, using imitation. But when you are more advanced then you

38、need to know more about the grammar.Error correction works best when you ask students to monitor their own language, rather than having them depend on the teacher all the time.The essential thing in language learning is to know how to say what you want to say but not why you have to say in a particu

39、lar way.Learners learn more when they work in groups because they can learn from each other and they get more opportunities to talk than when the teacher is conducting the class.2.Developing personal principals and teaching philosophyFollow learners interest to maintain the students involvement.Alwa

40、ys teach to the whole classnot just to the best students.Seek ways to encourage independent students learning.Make learning fun.Build take-away value in every lesson.Address learners mental processing capacities.Facilitate learners responsibility or autonomy.Every child is a winner. Joining a commun

41、ity of practice 1) It involves a group of people who have common interests and who relate and interact to achieve shared goals. 2) It focuses on exploring and resolving issues related to workplace practices that members of the community take part in. Collaborations with fellow teachers. Collaboratio

42、ns with university colleagues. Collaborations with others in the school.Becoming a language teaching professional Institutionally prescribed professionalism Independent professionalismReflecting on teachingWhat kind of teacher am I?What am I trying to achieve for myself and for my learners?What are

43、my strengths and limitations as a teacher?How do my students and my colleagues view me?Why do I teach the way I do?How have I developed as a teacher since I started teaching?What are the gaps in my knowledge?What role so I play in my school and is my role fulfilling?What is my philosophy of teaching

44、?How productive is my relationship with colleagues?How can I mentor novice teachers?Language Teaching Theories Science-Research Conceptions Operationalizing learning principles developing teaching principles from research on memory, transfer, motivation, and other factors believed to be important in

45、 learningFollowing a tested model of teaching Involving applying the results of empirical or experimental research to teaching.Doing what effective teachers do Deriving teaching principles from studies of effective teachers.1. Instruction is guided by a preplanned curriculum. 2. There are high expec

46、tations for student learning. 3.Students are carefully oriented to lessons. 4.Instruction is clear and focused. 5.Learning progress is monitored closely. 6. When students dont understand, they are retaught. 7. Class time is used for learning. 8. There are smooth and efficient classroom routines. 9.

47、Instructional groups formed in the classroom fit instructional needs. 10. Standards for classroom behavior are high. 11. Personal interactions between teachers and students are positive. 12. Incentives and rewards for students are used to promote exceliilence. Theory Philosophy Conceptions Theory ba

48、sed approaches Values-based approaches developing a teaching model from the values one holds about teachers ,learners, classrooms, and the role of education in society.Art Craft Conceptions Viewing teaching as an art or craft, and as something which depends upon the teachers individual skill and personality. The essence of this view of good teaching is invention and personalization. A good teacher is a person who assesses the needs and possibilities of a situation and creates and uses practices that have promise for that situation.