最新课堂教学：策略、评价与研究.pptVIP

The bottom-up model The top-down model The Pre-, While-, Post- model 听力教学的模式 * The bottom-up model In the bottom-up model, listening comprehension is believed to start with sound and meaning recognitions. This process expects the listener to have a very effective short-term memory as they have to make sense of every sound in order to figure out the meaning of words, phrases, and structures. 听力教学的模式 * The top-down model In the top-down model, listening for gist, making use of the contextual clues (knowledge about the speaker, the setting, the topic and the purpose of the talk) to construct meaning are emphasized. In other words, listening involves “knowledge that a listener brings to a text, sometimes called ‘inside the head’ information, as opposed to the information that is available within the text itself” (Hedge, 2000:232). 听力教学的模式 * The Pre-, While-, Post- model 听力教学的模式 * 头脑风暴：激活背景知识: 预测：使学生带着目的听; 预教生词：扫除部分障碍; 围绕话题展开讨论：激发已有知识，语言铺垫。 听前活动举例 * 检查预测 听主旨大意 连线/配对 完成表格/段落 听关键词 排序 记笔记 判断对错 回答问题 抓关键词 听中活动举例 * 多项选择 回答问题 讨论 角色扮演 访谈 辩论 听后活动举例 * 口语活动的设计 控制性练习 半控制性练习 半交际化练习 交际化练习 信息沟活动;解决问题式活动;讨论;角色扮演;新闻发布会;访谈; 小项目. * 读写教学 * 关于阅读素养 Reading literacy is: the ability to understand, use and reflect on written texts in order to achieve one’s goals, to develop one’s knowledge and potential and to participate effectively in society. --PISA 关键词：理解、使用、反思 * 阅读过程 - 阅读理解的五个层次 理解事实性信息 Retrieving information 理解整体意义 Broad understanding 发展诠释能力 Developing an interpretation 反思与评价所读内容-理解深层含义 Reflecting on content 反思与评价文体与特征 Reflecting on form 关键词： 获取信息、 理解、 诠释、 反思、 评价 * 读前可以预教词汇或激活背景知识； 阅读任务应以发展学生阅读策略为目标而非测试阅读理解； 教师应逐渐减少指导，帮助学生最终成为独立的阅读者。 阅读教学原则 * The Bottom-up Model The Top-down Model The Interactive Model 阅读教学模式 * skimming scanning predicting guessing meaning from the context understanding details understanding text organizations distingu