英语课时教学设计(课时教案运思与撰写):理论与实践互动 毕业论文.docx
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1、英语课时教学设计(课时教案运思与撰写):理论与实践互动English Lesson Planning and Plan: Theory into Practice 班级:08级英语师范3班学号:20084033051姓名: 2011-01-10Part I 教学设计概要Lesson planning I Definitions of Lesson Planning 1 what is lesson planning?A lesson plan is a framework of a lesson in which teachers make advance decisions about wh
2、at they hope to achieve and how they would like to achieve it. In other words, teachers need to think about the aims to be achieved, materials to be covered, activities to be organized, and techniques and resources to be used in order to achieve the aims of the lesson. 2 Two levels of lesson plannin
3、gFrom lesson planning to lesson plan is a process from dynamic to static. Lesson planning is the movement of preparing for a lesson and lesson plan is the result of lesson planning, put it in another way that lesson planning is a process of planning and lesson plan is the final product of planning.
4、3 Some different definitions or understandings of lesson planningLesson planning is also known as Instructional Design. There are some definitions about Instructional Design:1) An Understanding of Instructional DesignInstructional Design is also short of ID.ID is interpreted broadly and includes a c
5、ollection of activities to plan, implement, evaluate, and manage events and environments that are intended to facilitate learning and performance. ID encompasses a set of interdependent and complex activities including situation assessment and problem identification, analysis and design, development
6、 and production, evaluation, and management and maintenance of learning process and the ID effort.Instruction design is the systemic process of planning instruction for effective and productive learning. It should lead the learners to reach the required learning stage with full of insights for furth
7、er learning.Instructional Design is the systematic process of translating general principles of learning and instruction into plans for instructional materials and learning.The term instructional system design was defined with a general description of the design process. Stages of design are often p
8、resented as a flow diagram or model to be followed in the design of instructional materials. The instructional system approach is a process of planning and developing instruction that makes use of research and learning theory and employs empirical testing as a means for the improvement of instructio
9、n.Instructional System Design (ISD) is an organized procedure that includes the steps of analyzing, designing, developing, implementing, and evaluating instruction.2) Conceptions about Instructional Design Abroad Instructional design is the entire process of analysis of learning needs and goals and
10、the development of delivery system (instructional materials and activities) to meet the needs. L. J. Briggs Instructional design refers to the systematic process of translating principles of learning and instruction into plans for instructional materials and activities. P. L. SmithInstructional desi
11、gn can be defined as the science of creating detailed specifications for the development; evaluation and maintenance of situations which facilitate the learning of both large and small unite of subject matter. R. RicheyInstructional design is a discipline that is concerned with understanding and imp
12、roving the process of instruction.The purpose of any design activity is to devise optimal means to achieve desired ends. Therefore the discipline of instructional design is concerned primarily with prescribing optimal methods of instruction to bring desired changes in students knowledge and skills.
13、C. M. Reigeluth3) Understanding Instruction Design from a Dynamic process ID as a Process: ID is the systematic development of instruction specifications using learning and instructional theory to ensure the quality of instruction. It is the entire process of analysis of learning needs and goals and
14、 the development of a delivery system to meet those needs. It includes development of instructional materials and activities; and tryout and evaluation of all instruction of all instruction and learning activities.ID as a Discipline: ID is that branch of knowledge concerned with research and theory
15、about instructional strategies and the process for developing and implementing those strategies.ID as a Science: ID is the science of creating detailed specification for the development, implementation, evaluation, and maintenance of situations that facilitate the learning of both large and small un
16、its of subject matter at all levels of complexity.ID as Reality: ID can start at any point in the design process. Often a glimmer of an idea is developed to give the core of an instruction situation. By the time the entire process is done, the designer looks back and he or she checks to see that all
17、 parts of the “science” have been taken into account. Then the entire process is written up as if it occurred in a systematic fashion.4) 国内的教学设计概念:教学设计是研究教学系统、教学过程和制定教学计划的系统方法。(电教司)教学设计是一种关于获得良好教学效果的方法论。(刘茂森)教学设计是用系统观点和方法,按照教学目标和教学对象的特点,仔细安排和组织各种学习资源,使之系列化。(南国农)教学设计是应用系统方法分析研究教学问题和需求,确定解决它们的方法和步骤,并对
18、教学结果做出评价的一种计划过程和操作程序。(李克东)教学系统化设计是运用系统方法分析教学问题和确定教学目标,建立解决教学问题的策略方案、试行解决方案、评价试行结果和对方案进行修改的过程。(乌美娜,1994)教学设计是运用系统方法,将学习理论与教学理论的原理转换成对教学目标、教学内容、教学方法和教学策略、教学评价等环节进行具体计划、创设教与学的系统“过程”或“程序”。(何克抗,2002)II Functions and meanings of lesson planning for the development of teacher教学设计对教师发展的功能和意义1 No matter how
19、experienced the teachers are, he also needs to plan his lesson simply because no teaching learning situation is really static. Social and educational circumstances change, view of methodology change, and resources available change.Language teachers benefit from lesson planning in a number of ways:1)
20、Makes the teacher aware of the aims and language concepts of the lesson.2)Helps teachers distinguish the various stages of a lesson and see the relationship between them.3)Gives teachers the opportunity to anticipate potential problems.4)Gives teachers, especially novice teachers, confidence in clas
21、s.5)Let the teacher becomes aware of the teaching aids that needed for the lesson.6)Being an aid to continuing development for the addition of a reflection or comment.7)Through these problems solving cycles, teachers actually develop themselves into professionals.2教学既是一门科学也是一门艺术。说它是一门科学,是因为教学是在科学理论的
22、指导下进行,是能够通过建立在系统论思想基础上的科学方法教学设计使理论转化为实践;说它是一门艺术,是因为教师可以凭借自己的经验和直觉选择适合的教学策略,通过自己的言传身教取得良好的教学效果,教师在教学中所展示的人格、语言魅力以及表现出来对课堂的游刃有余都给人一种艺术般的享受,这种“只可意会,不可言传”的艺术往往很难通过传授得到的。只有不断熟练,“熟能生巧”,才能最终成为一名教学专家。现在的课堂更加关注学生主体性的发挥,只靠一支粉笔、一张嘴、一本教材的课堂现象已不多见,这给有丰富经验的教师也带来了新挑战,无论是青年教师还是老教师都需要更新教育观念、提高教学技能,通过教学设计则可以实现新理论、新方法
23、的有效运用。由此可见,学习和运用教学设计的原理与技术可为师资队伍的培养提供一条有效的途径。教学设计,21世纪教学领域的代名词之一,值得我们好好利用。总而言之,教学设计的作用可以概括为以下几点:1) 把教学理论与教学实践结合起来。2) 使教学工作的科学化,促进青年教师的快速成长。3) 提高发现问题、解决问题的能力。4) 有利于现代教育技术应用的不断发展。III 教学设计的前提性考虑教学设计作为上好每一堂课的前提,是每一个教师的必要工作。然而要做好这项必要的工作,教师必须在教学设计之前做一些考虑,这些包括宏观层面的考虑,也包括一些微观层面的考虑。这些前提性考虑主要包括以下几个方面:1) 研究教学大
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