课堂教学策略、评估与深入研究.pptVIP

* * * * * * * * * 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, translating, interpreting, describing, and stating the main ideas Application: applying acquired knowledge, facts, techniques and rules in a different context Analysis: identifying relationships, causes or motives, and finding evidence to support main ideas Synthesis: combining elements in a different way and proposing alternative solutions, creative thinking Evaluation: present and defend opinions by making an informed judgement about information or ideas based on a set of criteria 获知、理解、应用、分析、综合、评价 A Process approach to writing Before writing creating a motivation to write brainstorming mapping free writing Writing outlining drafting After writing editing revising proofreading conferencing Before writing Motivating interests Reading samples Languages preparation Discussing topics Brainstorming, mind mapping Writing Outlining Drafting After writing Peer and self editing Revising Proofreading Conferencing 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