对大学英语课程目标的再思考.pptVIP

1.1 “输出驱动”的内容 假设的基本理念 输出是目标，又是手段 以输出驱动，既能够促进产出能力的提高，又能够改进吸收输入的效率 “输出驱动假设”教学活动举例 Task 1 Output: To compare the Chinese spring festival with the westerner’s Christmas when you talk to the overseas students in your university Input: One or more passages about the Spring festival, one or more passages about the Christmas and one passage about how to make a comparison “输出驱动假设”教学活动举例 Task 2 Output: To explain how to make Jiaozi in English to your international friends Input: One passage about how to explain a process and the other one about the production of Jiaozi “输出驱动假设”教学活动举例 Task 3 Output: To talk about your favorite American song with your American friends Input: One passage about how to talk about one of your favorite things and the other one about the American songs 输出驱动假设与其它相关假设的区别 输出驱动 教学假设，不是习得假设 挑战先输入，再输出的教学程序 主张先输出，以输出促进输入接受的积极性和效率 不反对输入，但输入必须要为输出服务 新课标实施成效的基本估计 不少学生反应大学英语教学不如中学英语教学 大学英语教学必须改革创新 二语习得的社会转向 认知派强调二语习得的acquisition/learning,而不是language use 社会文化派认为二语学习应该是学用一体，边学边用，边用边学，学中用，用中学 社会文化派认为二语学习的过程需要collective scaffolding 1.2 “输出驱动”的理论依据 理据总结 新入校的大学生要求大学英语教学要与高中衔接，同时要有所不同 从未来就业的需要，大学生急需要培养产出能力 中高级学习者需要用产出促输入，需要边用边学，以克服“厌食症” 一般教学程序 Warm-up: predicting, or asking questions related to their personal experiences Skimming and scanning Explain the meaning of some phrases or expressions …. 学生反应 Why should we read this text? This text is much easier than the texts we learned in middle school. Diary of a fresher：口头表达 教师任务 设计真实且符合学生水平的任务 提供完成交际任务的输入材料并帮助学生理解 对学生的输出提供帮助 对学生的输出结果提出有针对性反馈 Warm-up activities How about your food at canteen? How about your living conditions in your dorm? Do you miss your parents? Do you think the freshmen in other countries have totally different experiences? Well, next week, a group of freshers from the University of Oxford will come to visit our university. They’d very much like to know your university life as freshmen and you are also eager to know their life experience. They will come next Friday. In order to have effe