如何提出假设.PPT

* * * * * * * * * * * * * 记录过程 分析结果 反思 提炼结论 发现问题与提出假设 参考书目 初步调查与问题确认 结论与反思 数据分析与研究结果 行动方案实施 行动方案及数据收集方法 行动研究 报告 课堂观摩 1. 要关注整节课的教学目标。 2. 要关注整节课的过程步骤。 3. 要关注整节课的课堂气氛。 （一）关注课堂整体 1. 要关注教师的教学语言。 2. 要关注教师对教材及其它教学资源的使用。 3. 要关注教师的课堂管理能力。 4. 要关注教师教态。  （二）关注教师教学 1. 要关注学生情绪、状态和学习态度。 2. 要关注学生课堂主体地位的体现。 3. 要关注学习活动的形式。 4. 要关注学生主导的课堂学习。 5. 要关注学生学习的质量。 （三）关注学生学习 优点建议 * * 针对几个问题，局部对比 * Cannot pause to work out the meaning * * * * * * Notes: Recent research has shown that by not giving Ss any task the first time they listen to a passage, it can take the anxiety out of listening. This can work well with stories or with any kind of material that is interesting, humourous, or dramatic, because listeners are likely to pay attention and try to understand in order to enjoy. 听主旨大意， 给学生创设情境，使其能将听力材料中所学融入已有知识，且能运用听力材料中的信息与他人进行交际 * * * * 这五个层次的理解相互联系，但不是排序关系。每个读者都可能具有每个层次中的部分能力。 * * * * What was the flester doing, and where? What sort of a flester was he? Why did the writer decide not to jorter him? How did she deaple? What did she hope would happen later? Yesterday I saw the new patient hurrying along the corridor. He seemed very upset, so I did not follow him, just called to him gently. Perhaps later he will feel better, and I will be able to talk to him. Comprehension text and questions (2) Read the text and answer the following questions. What is the problem described here? Is this event taking place indoors or outside? Did the writer try to get near the patient? What do you think she said when she called to him? What might the job of the writer be? Why do you think she wants to talk to the patient? 阅读问题的设置 封闭式 vs. 开放式 唯一答案 不同答案 展示性 vs. 真实性 已知答案 未知答案 低层次 vs. 高层次 信息回忆 分析 事实记忆 评价 Closed vs. open Display vs. genuine Lower-order vs. higher-order Bloom’s taxonomy questioning Knowledge: recalling facts, terms, and basic concepts Comprehension: understanding facts and ideas by organizing, comparing, tran