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1、信息技术环境下的信息技术环境下的教学模式与教学设计教学模式与教学设计北京交通大学北京交通大学邵钦瑜邵钦瑜提纲提纲v现代信息技术环境下的视听说教学模式现代信息技术环境下的视听说教学模式v现代信息技术环境下的视听说教学设计原则现代信息技术环境下的视听说教学设计原则v具体实例具体实例(新视野大学英语视听说教程）新视野大学英语视听说教程）教师教师知识的传授者知识的传授者主动的施教者主动的施教者教师是教学过程的组织者教师是教学过程的组织者学生意义建构的促进者学生意义建构的促进者学生学生知识传授的对象，知识传授的对象，外部刺激的被动接受者；外部刺激的被动接受者；学生是学习活动的主体，学生是学习活动的主体，
2、信息加工与情感体验的主体，信息加工与情感体验的主体，知识意义的主动建构者；知识意义的主动建构者；教学教学媒体媒体辅助教师教的演示工具；辅助教师教的演示工具；教学媒体既可以是辅助教师教的教学媒体既可以是辅助教师教的演示工具，也可以是促进学生自演示工具，也可以是促进学生自主学习的认知与情感激励工具；主学习的认知与情感激励工具；教材教材教学内容基本由教材决教学内容基本由教材决定，教材是学生的唯一定，教材是学生的唯一学习内容，是学生知识学习内容，是学生知识的主要来源。的主要来源。教材不是唯一的教学内容，通过教材不是唯一的教学内容，通过教师指导、自主学习与协作交教师指导、自主学习与协作交流，学生可以从多
3、种学习对象和流，学生可以从多种学习对象和多种教学资源获取多方面的知识。多种教学资源获取多方面的知识。信息技术带来了教学模式的改变信息技术带来了教学模式的改变传统的教学模式传统的教学模式任务型教学模式任务型教学模式教师为中心教师为中心讲授型教学讲授型教学单学科、脱离情境的封闭单学科、脱离情境的封闭的教学的教学固定性、复述性的学习固定性、复述性的学习贫乏的学习环境贫乏的学习环境个体学习个体学习（独立，竞争）（独立，竞争）事实性知识与离散技能的事实性知识与离散技能的评价评价学生学生为中心为中心自主、探索、交互型教学自主、探索、交互型教学交叉学科、带实际情境的交叉学科、带实际情境的开放的教学开放的教学
4、生成性、创造性的学习生成性、创造性的学习丰富的学习环境丰富的学习环境协同学习协同学习基于绩效（面向过程）的基于绩效（面向过程）的评价评价教学模式比较教学模式比较信息时代的学习特点信息时代的学习特点自主性自主性自主性自主性合作性合作性合作性合作性探究性探究性探究性探究性n n学习是以学生为中心的，学习是个性化，能满足个体需要的；学习是以学生为中心的，学习是个性化，能满足个体需要的；学习是以学生为中心的，学习是个性化，能满足个体需要的；学习是以学生为中心的，学习是个性化，能满足个体需要的；n n学习是在以课程知识为主线，学习是在以课程知识为主线，学习是在以课程知识为主线，学习是在以课程知识为主线，
5、围绕某个真实问题围绕某个真实问题围绕某个真实问题围绕某个真实问题或主题为中心或主题为中心或主题为中心或主题为中心而展开的；而展开的；而展开的；而展开的；n n学习者之间是协商的、合作的；学习者之间是协商的、合作的；学习者之间是协商的、合作的；学习者之间是协商的、合作的；n n学习是具有创造性和生产性的。学习是具有创造性和生产性的。学习是具有创造性和生产性的。学习是具有创造性和生产性的。任务型教学设计的原则任务型教学设计的原则v教学目标教学目标v问题情景问题情景v教学活动过程教学活动过程v教学资源与学习环境教学资源与学习环境v教学活动过程的评估教学活动过程的评估真实情景下真实情景下的真实问题的真
6、实问题v以团队为以团队为基础的协作基础的协作v面向学习过面向学习过程的质性评估程的质性评估v丰富有效丰富有效的活动过程的活动过程v以学生为以学生为本的学习环本的学习环境境Task任务型教学是基于问题驱动的学习；任务型教学是基于问题驱动的学习；提出有意义与提出有意义与有价值问题有价值问题，是教学设计模式的核心和重点；，是教学设计模式的核心和重点；学习问题可以是一个真实的问题、案例、项目，它学习问题可以是一个真实的问题、案例、项目，它们都代表连续性的复杂问题；们都代表连续性的复杂问题；提出问题的原则：问题要有意义，真实情景下的问提出问题的原则：问题要有意义，真实情景下的问题；问题要有明确的目标要求
7、，解决要题；问题要有明确的目标要求，解决要隐含所要传隐含所要传授的知识授的知识；问题要有一定的复杂性与歧义性；问题；问题要有一定的复杂性与歧义性；问题要有开放性；问题要与学习对象的认知特征相匹配，要有开放性；问题要与学习对象的认知特征相匹配，要结合学生的最临近发展区；要结合学生的最临近发展区；学习主题具有学习主题具有可挑战性可挑战性，问题具有，问题具有可争论性！可争论性！设计学习任务设计学习任务Task-basedActivitiesBuilding gaps:information-gapinterpretation-gapopinion-gap,etc.Real world activit
8、iesBuilding contexts:situational context,topic-based contextskill-needed contextfunction-using context,etc.视听说课采用视听说课采用视听说课采用视听说课采用教学模式教学模式教学模式教学模式 Online learningvClassroom meetingLead-inListening SkillsListening InSpeaking outteacher assessmentpeer assessmentself assessmentpracticerole playreportd
9、ialogueFurther Listening and SpeakingLets talkUnit 1,Book 2Roll over,BeethovenMusic should strike fire from the heart of man,and bring tears from the eyes of woman.Ludwig Van BeethovenUnit 1,Book 2Roll over,BeethovenObjectives:learn something about music and musical instruments express likes and dis
10、likes make inferences and suggestionsThree principal phasesvPre-task phase vDuring task phasevPost-task phasePre-task phasevOn general cognitive demands of the task 对任务要求的总体感知对任务要求的总体感知vAn emphasis on linguistic factors 关注语言因素关注语言因素 Pre-task phasevSupporting learners in performing a task similar to
11、the task they will perform in the during-task phase of the lesson 让学生做一些在后面完成任务时需要的准备让学生做一些在后面完成任务时需要的准备工作工作Pre-task phasevNon-task preparation activities-brain storming 大脑风暴大脑风暴-mind mapping 思维图思维图 Addressing linguistic demands of a task-predicting,i.e.asking learners to brainstorm a list of words
12、related to the task title or topic Unit 1,Book 2Roll over,BeethovenActivity 1Unit 1,Book 2Roll over,BeethovenActivity 1How many groups of instruments can be divided for a typical orchestra?Unit 1,Book 2Roll over,BeethovenActivity 2 Group work Work in groups of four,Your teacher will give you some ca
13、rds.Each card contains a ward of musical instruments.Place the card face down.One person takes a card and describe the instrument.The others have to guess the word.Whoever guesses the word keeps the cardand whoever owns the most cards wins the game.Unit 1,Book 2Roll over,BeethovenActivity 2Example:v
14、iolin:a small wooden musical instrument that you hold under your chin and play by pulling a bow(=special stick)across the strings.It is smallest,has the highest sound,and is most numerous Unit 1,Book 2Roll over,BeethovenActivity 2Unit 1,Book 2Roll over,BeethovenActivity 2Unit 1,Book 2Roll over,Beeth
15、ovenActivity 2 BrainstormingTo brainstorm the words related to musical instruments.Unit 1,Book 2Roll over,BeethovenActivity 3 Classificationsviolin viola cello double bass guitar Harp flute saxophone trumpet French horn drumbassoon oboe handbellClassify the instruments of the orchestra,or the instru
16、ments in a group you are familiar with,a c c o r d i n g t o S a c h s s y s t e m.Unit 1,Book 2Roll over,BeethovenActivity 3violin viola cello double bass guitar harp flute saxophone trumpet French horn drumbassoon oboe handbell classificationsstringswoodwindbrasspercussionkeyFive ways to learn a n
17、ew wordRepetition:Saying the word over and over again.Putting it in a sentence:Making up a sentence using the new word.Similar word or meaning:Finding a word that means the same.Spelling:Learning to spell the word e.g.using look,spell,write,and check.Link to topic:Finding a group it belongs in e.g.p
18、latform and timetable belongs in a group to do with trains.During-task phasevParticipatory structure 参与方式参与方式-individual or interaction 个人与互动-language learners or language users pair and group work are seen as central to task-based teaching,but not all tasks are interactive Task typesv1拼图式任务（拼图式任务（j
19、igsaw tasks）v2信息差型任务（信息差型任务（information gap tasks）v3解决问题型任务解决问题型任务 （problem solving tasks）v4选择决定型任务选择决定型任务 （decision making tasks）v5交换观点型任务交换观点型任务 （opinion exchange tasks）Pica,Kanagy Task typesv1 编目（列单子编目（列单子,Listing）v2 排序与分类排序与分类 (Ordering and sorting)v3 对比对比 (Comparing)v4 解决问题解决问题 (Problem solving
20、)v5 个人经历个人经历(Sharing personal experiences)v6 创造性任务创造性任务(Creative tasks)Willis(1996)You are directors of Slim Gyms.Study the file cards on the three-listed candidates.Hold a meeting to discuss the strengths and weaknesses of each person.Try to agree on who seems to be the best candidate for the job.M
21、anager Dynamic,flexible A strong interest in health and fitness The ability to work with people from different cultural backgroundMICHAEL Bolen Age:36Personality:Forceful determined,with strong views.Like to keep his distance from people until he knows them well.Some people find him too assertive an
22、d cold.Stephanie Grant Age:30Personality:Beautiful,clever and successful.Good sense of humor.On television,handles people well.She gave up competitive swimming,following rumors of drug-taking.Bob Wills Age:40Personality:Sociable,with a lot of friends.Enjoy parties and dancing.Speaks Spanish fluently
23、,but has tattoos.ReportTo:Time:Subject:Unit 1,Book 2Activity 4 Express likes and dislikesWork in pairs,discuss the following questions and then share your answers with the whole class.Unit 1,Book 2Activity 4 Express likes and dislikesVisualize it!Close your eyes,and listen to the different types of
24、music.First identify what kind of instrument or instruments used and then tell your partner whatever comes to your mind while listening,finally say which kind of music it is.12345Unit 1,Book 2Activity 4 Express likes and dislikesJazz Classical musicBluesRock musicRapCountry musicOperaPop musicRocknr
25、ollDance musicTraditional folk musicreggaeWhat types of music do you like/dont you like?Try to describe the characteristics of the music you Like most?Who are your favorite bands/singers/composers?Unit 1,Book 2Activity 5You are members of the Student Union.Some American College students will visit y
26、our University.You are asked to arrange a traditional orchestra for them and you have to arrange musical programs properly sequence and make the brief introduction to the programs,composers,conductor.弦乐四重奏String Quarteta.旱天雷旱天雷-ThunderAfteraDrought(ChineseFolkMusic)b.步步高步步高-HigherandHigher(ChineseFo
27、lkMusic)Yu FeiTian(小提琴小提琴I-violinI)YiFangCao(小提琴小提琴II-violinII)TiffanyLui(中提琴中提琴-Viola)LeeAnnSong(大提琴大提琴-Cello)(CAGT)女声独唱Vocal Solo但愿人长久-Forevermore you and I秦奋(BGSU)Fen Qing(BGSU)钢琴独奏Piano SoloMarriage de Amor王浙 Zhe Wang(MUO)The post-task phasevThree major pedagogical goals:-提供再做任务的机会提供再做任务的机会（to p
28、rovide an opportunity for a repeat performance of the task）-反思任务是怎样完成的反思任务是怎样完成的（to encourage reflection on how the task was performed）-关注语言的形式关注语言的形式（to encourage attention to form）Reflecting on the taskvPresent a report on how they did the task and what they decided or discovered oral or written v
29、Summarize the outcome of the taskvReflect or evaluate their own performance(fluency,complicity or accuracy)vMetacognitive strategies 元认知策略元认知策略(planning,monitoring and evaluating)Assignments1.Summarize the expressions used to 2.make inferences and suggestions in 3.groups and use them to make up some
30、 4.dialogues and then upload to our website.5.2.Translate the Chinese instruments into 6.English and classify them.(see handout)AssessmentMTeacher AssessmentMPeer AssessmentMSelf AssessmentConclusions1.Task-based teaching offers the opportunity for natural learning inside the classroom.2.It emphasizes meaning over form but can also cater for learning form.3.It is intrinsically motivating.4.It is compatible with a learner-centred educational philosophy.5.It can be used alongside a more traditional approach.Thank you!