十个教学致命伤.pdfVIP

十个要命的教学致命伤(The ten worst teaching mistakes) 致命伤十：问问题时，马上问有谁志愿要回答 致命伤九：讲课讲一半，冷不防地就抽问学生问题 致命伤八：把教室变成show powerpoint 的地方（这个经典，超具警惕！！） 致命伤七：一成不变的教学形式（这点也超赞！尤其是美国教学，重视critical thinking) 致命伤六：学生集体合作，但独立分工不明，责任不清 致命伤五：未能建立所学与现实生活的关连性（真是又一个赞！！） 致命伤四：考卷又臭又长 致命伤三：陷入老套，一成不变 （中文教学也许没有机会有万年讲义，但是可以想想，有没有用到烂的数字教学 法？） 致命伤二：没有明确的教学目标 （这个也很重要，有时候看起来有些教学内容都很有趣，又是power point，又是动 画又是影片的，再来个Blog 和Moodle，但是究竟我们的教学目标是不是清楚明确？ 是不是渐进？有没有阶层性的逻辑我有没有用适切的教学内容去达到我的教学 目标） 致命伤一：不尊重学生 （这个我倒觉得在华语文教学圈里比较少见，不过他的这一段例子说的很好，同样 的学科、同样的内容、教学方法，同一群人却可以被不同老师教后有不一样的结果， 关键在哪：关键真的在老师，尤其是老师的影响力）  致命伤十：问问题时，马上问有谁志愿要回答 Mistake #10. When you ask a question in class, immediately call for volunteers. 当问是否有人自愿回答，大部分学生会避免视线接触，即使有一两个平时自愿回答的学生回答 了，其余的学生还是不会去想这个答案，因为他们知道会有别人回答这个问题。 所以我们建议比较好的问问题方法， You know what happens when you do that. Most of the students avoid eye contact, and either you get a response from one of the two or three who always volunteer or you answer your own question. Few students even bother to think about the question, since they know that eventually someone else will provide the answer. We have a suggestion for a better way to handle questioning, but it’s the same one we’ll have for Mistake #9 so let’s hold off on it for a moment.  致命伤九：讲课讲一半，冷不防地就抽问学生问题 Mistake #9. Call on students cold. 讲课到一半突然问学生问题，也许有学生觉得这种方式ok，但如果你常常突然不给学生思考， 要学生马上回答 You stop in mid-lecture and point your finger abruptly: “Joe, what’s the next step?” Some students are comfortable under that kind of pressure, but many could have trouble thinking of their own name. If you frequently call on students without giving them time to think (“cold-calling”), the ones who are intimidated by it won’t be following your lecture as much as praying that you don’t land on them. Even worse, as soon as you call on someone, the others breathe a sigh of relief and stop thinking. A better approach to