InstructionalDesign教学设计

InstructionalDesign教学设计首都师范大学诸凌虹TheteachingandlearningprocessWillingnessUnderstandingApplicationTellme,Ijustforget.Showme,Ionlyremember.Involveme,Iwilllearn.ObjectivesDefinitionStagesPracticeWhatisInstructionalDesign?InstructionalDesignisthesystematicprocessoftranslatinggeneralprinciplesoflearningandinstructionintoplansforinstructionalmaterialsandlearningactivities.教学设计教学设计是教师依据教育教学理论，为了达到某阶段教学目标，根据受教育者认知结构，对教学课程、教学内容、教学组织形式、教学方法和需要使用的教学手段进行的策划。教学设计与传统教案传统教学中的备课，教师更关注的是如何将教材规定的知识“教”给学生，因此教案中所谓的教学方法更多的是教师单方面构思出的“教”的方法，而忽略学生“学”的方法，它体现了以教师为中心的教学理念。教学设计与传统教案教学设计旨在为学生创设丰富的教学情境，以培养学生的学习兴趣，激发学生的学习动机，同时要设计出学生易于理解并能调动学生积极主动参与的教学方式，将学生的被动学习方式转变为主动学习方式。教学设计与传统教案教学理念：教师中心----学生中心课堂焦点：教师教学----学生学习教学成果：被动学习者----主动学习者StagesofinstructionaldesignAnalyzingcoursecontent（教学内容分析）Analyzinglearnerfactors（学生情况分析）Settingtheobjectives（设定目标）Designingactivities（设计教学活动）Usingteachingaids（运用教学资源）Assessment(评价）AnalyzingcoursecontentWhatisitthatstudentsshouldknowbytheendofthecourse?Whatexamsarestudentsrequiredtotakeaftercompletingthecourse?Whatprofessionalrequirementsdoesthiscoursesatisfy?AnalyzingcoursecontentTask1:StudyUnit6andthinkaboutthecontentoftheunit.(5mins)Task2:Workingroupandtrytoanswerthefollowingquestions:A.Whatcontentiscoveredhere?B.DoyouthinkourstudentscanusethistodothingsinEnglishnow?Howwellcantheydo?C.DoyouthinkourstudentscanlearntodothesethingsinEnglish?D.Howisthematerialpresented?ExamplefromthecoursebookTick(√)therestaurantlexistoseewhatyouknowaboutrestaurants.()food()ball()chicken()waiter()waitress()menu()teacher()sunny()delicious()cloudy()juice()book()tomato()manager()meatExamplefromthecoursebook14.Lookatthepricesoftheitemsandguessthemeaningoftheunderlinedwords.Coca-colaischeap.OrangejuiceischeaperthanCoca-cola.Spriteisthecheapestamongthedrinks.Tomato&OnionSaladisexpensive.MixedLeafSaladismoreexpensivethanTomato&onionsalad.FruitSaladisthemostexpensiveamongthesalads.ExamplefromthecoursebookUnittask：Makeasurveytocomparethreerestaurantsnearyourschool.Unittask:Makeanamecardforyourselfin2030.Unittask:Workoutanapplicationformforyourselfin2015.StagesofinstructionaldesignAnalyzingcoursecontentAnalyzinglearnerfactorsSettingtheobjectivesDesigningactivitiesUsingteachingaidsAssessmentAnalyzinglearnerfactorsWhilelearningisthegoalofteaching,itisnotnecessarilythemirrorimageofteaching.Learnersbringtolearningtheirbeliefsandtheirlearningstyles,whichinfluencehowtheyapproachtheirlearning.Task:Thinkaboutyourstudentsandwriteyouranalysisoflearnerfactors.Shareyouranalysiswithyourgroupmembersandseehowinformativeandinstructiveisyouranalysis?Example学生构成为小学英语基础几乎为零的百分之百借读生，学习习惯和学习能力很差。学生学习上最大的特点是“学一个忘一个”。但有没有积极的一面？学生对动词be的is,am,are的三种形式及其相应的主语形式有较好的掌握。但在何种情况下去使用动词be，学生对此体会和理解的不好，做句子时经常丢掉动词be。什么句子容易丢？有原因吗？LearningInterests&LearningMotivationLearningforfun:﹤10%Learningforwork:﹥90%beingrelevanttotheSs’majorAnalysisonLearnersLevelsoftheStudentsAnalysisonLearnersSsGradesPercentageSsA60↑33%SsB40-5932%SsC39↓35%sittingingroupsofmixedlevelsThreelevelsoflearningobjectives:ForSsAForSsBForSsCFillinanapplicationformwithbasicinformationDesignandfillinanapplicationformDesignandfillinanapplicationform→InterviewAnalysisonLearnersQuestionstoconsiderQ1:Whatdotheyalreadyknow?Q2:Howdotheyknow?Whatdotheyalreadyknow?Theyalreadyknowwhatyouwantthemtoknow.-or-Theyhavethebackgroundknowledgeorexperiencesyoucanbringintoyourcoursetomakeiteasierforthemtolearnthecontentofyourcourse.ExamplefromthecoursebookTick(√)therestaurantlexistoseewhatyouknowaboutrestaurants.()food()ball()chicken()waiter()waitress()menu()teacher()sunny()delicious()cloudy()juice()book()tomato()manager()meat()beefHowdotheyknow?(Learningstrategies)Learningstrategiesarethespecificactionstakenbythelearnertomakelearningeasier,faster,moreenjoyable,moreself-directed,andmoretransferabletonewsituations.LearningstrategiesMemorystrategies----creatingmentallinkage(e.g.placingnewwordsintoacontext)(Act.2,19)Cognitivestrategies----Practicing(e.g.usingformulasandpatterns)(Act.17)Compensationstrategies----Guessingintelligently(e.g.usingcontextualcluestoguessmeaning)(Act.14)StagesofinstructionaldesignAnalyzingcoursecontentAnalyzinglearnerfactorsSettingtheobjectivesDesigningactivitiesUsingteachingaidsAssessmentSettingtheobjectives教学目标是通过某一具体的教学活动所要达到的某一具体的、可见的行为结果。DifferenttypesoftheobjectivesThestudentswillbeabletocarryonshortconversationalexchangesinvolvinggreetingandleavetaking.Toteachthelanguageofgreetingandleavetaking.TocoverthefirstsectionofUnit6.Todevelopstudents’confidenceinspeakingEnglish.课程目标帮助学生进一步学习英语基础知识，培养听、说、读、写等语言技能，使学生初步形成职场英语的应用能力；激发和培养学生学习英语的兴趣，提高学生学习的自信心，帮助学生掌握学习策略，养成良好的学习习惯，提高自主学习能力；引导学生了解、认识中西方文化差异，培养正确的情感、态度和价值观。语言能力学习策略情感态度文化意识Aspectsoftheobjectives•Languageabilities•Strategies•Affectfactors•CulturalawarenessWritinginstructionalobjectivesSpecificOperableObservableDescribingtheobjectivesThestudentsasthesubjectAnactionverbtodefinebehaviororperformancetobelearnedExampleStudentswillbeabletowriteashortparagraphaboutthemselvesusingverbsinthepresenttense,includ