王海啸–解读新大学英语教学课程标准.pptVIP

* * * * * * * * * * Ellis, Rod (2003). Task-based Language Learning and Teaching. Oxford, New York: Oxford Applied Linguistics. ISBN?0-19-442159-7. * Chi Cheung Ruby Yang (2009). Theme-based Teaching in an English Course for Primary ESL Students in Hong Kong. Electronic Journal of Foreign Language Teaching. Vol. 6, No. 2, pp. 161–176. * * * * * * * * * * * * 教学设计举例： 课前分组完成以下任务，并将结果上传至教学系统 同主题资料选择，并组织基于主题的讨论 课文/音视频的结构/内容分析 提出5~10个基于内容的问题 提出5~10个基于语言的问题 … * 教学设计举例： 课中分组或集体完成以下任务： 汇报讨论结果 讨论对教学材料的理解 选择并解决共同关心的问题 解决其他需要解决的问题 课后分组或独立完成以下任务： 基于单元主题的实际任务 通过公开社交网站发布成果 在公开门户网站或校内教学平台组织讨论 * * * * * * * Black, P.J. Wiliam, D. (1998) Inside the Black Box: Raising standards through classroom assessment. King’s College, London. * * * * * * * * * * * 终结性评价与形成性价 …all assessment begins with summative assessment (which is a judgement) and that formative assessment is in fact summative assessment plus feedback which is used by the learner. (Taras, 2005) 终结性评价与形成性价 It is possible for assessment to be uniquely summative where the assessment stops at the judgement. However, it is not possible for assessment to be uniquely formative without the summative judgement having preceded it. (Taras, 2005) 终结性评价与形成性价 To date, FA has been presented as an assessment process, and FA has also been presented as a classroom learning and teaching process. (Taras, 2005) 反馈 Definition Feedback is information about the gap between the actual level and the reference level of a system parameter which is used to alter the gap in some way. (Ramaprasad, 1983) 反馈 Types Motivational (evaluative) Substantive (descriptive) 反馈 Features Timeliness Continuous With reference to the standard or goal Targeted on specific problematic areas Targeted to individual students With suggestion of a route of action students can take to close the gap 反馈 Non-features Marks or grades feedback in terms of marks or grades alone does not enhance learning (Gipps, 2005) Impersonal feedback … if e-learning emphasises summa