教学的基本历程基本的教学活动一教师在整个教学.pptVIP

教學的基本歷程 一、 基本的教學活動 (一)教師在整個教學過程中所要處理的教學活動事件主要有： 1.決定教學的目標 2.決定教學的方法 3.設計教學計畫 4.準備教材 5.診斷學生起點行為 6.激發學習動機 7.班級經營管理 8.進行學習評量; 八種主要的教學事件乃是一連續不斷的活動歷程，並非彼此孤立的事件。教師面臨這些事件的處理乃一連串『做決定』(decision making)的過程。教師如何『做決定』，對於教學效果影響極大。 (二)師生互動的型態： 1.以『教師』為中心 在傳統的班級團體中，教師通常是教學的主體，決定目標、選擇教材、擬定教學計畫、進行評量活動等，學生在大班級團體教學中較傾向於被動的學習。 ;2.以『學生』為中心 在採用個別化教學的情境中，學生通常是教學活動的重心，教師扮演教學活動經理人(manager)或協助者(facilitator)的角??，由學生主動學習，課程、教材、評量都應適應學生的個別差異和需要。 ;二、 教學前的準備活動; 3.設計教學計畫 一般而言，教學計畫指單元計畫(unit plan)及每課計畫(lesson plan)。在教學單元計畫中通常包括預期學習目標的敘述、所要採取的教學方法、所要提供的教材內容及學習成果的評量方式等。 4.準備教材 教師應將教材內容有系統地安排，使其能配合學生的學習步驟而逐步呈現。教具和相關儀器更應在設計教學計畫的同時加以考慮並事先準備好。;三、實際教學行為分析;7;8;Event 1: Gaining Attention Learning cannot occur unless the learner is in some way oriented and receptive to incoming information. Gaining attention is accomplished by some sort of stimulus change: calling out particular students names, using verbal signals, turning the lights on and off... Event 2: Informing the Learner of the Objective Holding an expectancy about what one is to learn will influence subsequent processing of information related to that expectancy. If learners are aware and prepared to learn certain information, they will be more alert to any stimuli related to that goal. ;Establishing Expectancy: (1) simple statement of instructional goals (2) references to what students will be able to do after instruction (3) demonstrations of anticipated learning outcomes ;Event 3: Stimulating Recall of Prior Learning Students do not always call to mind and use relevant information when faced with a new learning task. Therefore, to prepare learners for encoding or transfer, instructor should assist them in recalling relevant and prerequisite information. Ways of stimulating recall of prior learning (1) quick reviews of what was studied the day before (2) reinstate the prerequisite knowledge or skills by some practice activity ;Considerable effort is often required for learners to transfer