英语专业院校的原版课件--英语教学论Unit_14_Moral_Learning.pptVIP

Unit 14 Moral Learning 14.1 Moral learning and English “Teachers are engineers of the soul.” Basic education should aim for better development of students, not only in knowledge, skills and abilities but also in values, attitudes, and emotions. Moral values Self control Good health and hygeine Kindness Fairness Self-reliance Sense of duty Reliability Truthfulness Good work attitude Team work Loyalty 14.2 Activities for moral learning Didactic model: students are explicitly and regularly taught moral behaviors, as determined by the teacher. Strong Educative model: Morality is a key focus of life in the class. Students are largely in control of the choice of issues and in forming their own views and moral values. Teacher centred Student centred Transmissive model: Little explicit teaching. Morality is an occasional focus, as determined by the teacher. Self-discovery model: Little explicit teaching. Students receive guidance and role models, but are allowed to form theirwon views and moral values. Light Activates for Moral Development Sharing Case studies for problem solving Posters Extension activities Debates Philosophy circle Comparison Spontaneous reflection Role plays Essays 14.3 The roles of the teacher Teacher as role model How we treat our students? Do we follow rules that we set for our students? Do we acknowledge our mistakes? Teacher as curriculum developer 14.4 The roles of the school Classroom activities Student-organized activities Extra-curricular activities Campaigns Performances Ceremonial events Sports events Field trips 14.5 Conclusion The unit discussed the values that might be developed in English lessons, either through a strong, explicit focus on moaral education, or through a light, implicit focus. The unit has also suggested ways in which moral values could be explored in an English lesson through a variety of activates. These activates could be linked to a whole school approach to make the school into a moral institution.