C2013.10.13目标与仁爱设计理念概述.pptVIP

英语课程标准·教材·课堂教学·考试 杨晓钰 西南大学外国语学院 We teach who we are —Harmer, J 影响教育质量有哪些因素？ 学生 教材 环境 教师 国家外语教学政策 联合国教科文组织（UNESCO=United Nations Educational Scientific and Cultural Organization）曾对外语教学质量提出了“5 个因素和一个公式”，所谓“5个因素”是： （1）国家对外语教学的政策 （2）学生的来源与素质 （3）教材的质量 （4）教学环境的条件 （5）教师的素质 “一个公式”就是： 教学质量（？分）=〔学生（1分）+ 教材（2分）+ 环境（4分）+教法（3分）〕×教师素质（？） Good teachers care more about their students’ learning than they do about their own teaching. 备课的定义 备课是教师根据学科课程标准的要求和本门课程的特点(英语教育最新研究成果），结合学生的具体情况，选择最合适的表达方法和顺序，以保证学生有效地学习。 1. 简单综合 (Simple integration) The easiest form of integration is within the same medium (either oral or written), from receptive to productive skills. 接受性技能 产出性技能 receptive productive Oral Medium 听 说 Written Medium 读 写 A receptive language skill serves as a model for a productive language skill. In other words, we use a listening text as a model for the students’ speaking, and a reading text as a model for the students’ writing. 2. 复杂综合(Complex integration) Complex integration is a combination of activities involving different skills, linked thematically. It involves constructing a series of activities that use a variety of skills. ? Macro planning Micro planning 宏观备课和微观备课 Ideally, lesson planning should be done at two levels: macro planning and micro planning. 1. Macro planning It is planning over time, planning for a month, a term, a year or the whole course. 让教师和学生得到同步发展 实现“导教”和“导学”的功能 学会学习 学会反思 学会合作 学会做人 为了学习的教科书 2. Micro planning It is planning for a specific unit or a lesson which usually lasts from one or two weeks o