基于输入输出理论侧重于将输入和输出结合的The Taiwan Earthquake教学设计
发布时间：2024-02-21 17:12
本文是基于输入和输出理论,对《牛津初中英语》(译林出版社2013年版)八年级上册第八单元阅读部分的侧重于将输入和输出结合起来的阅读课的教学设计。其理论基础为系统理论、建构主义学习理论。本教学设计的意义在于：展示视频、图片、音频等,结合课内和课外,开展多种课堂活动,以激发学生对英语阅读课的兴趣;提供多形式的可理解性的输入和输出机会,以尝试在英语阅读课教学中将听读和说写结合起来;为农村普通初中英语阅读课教学提供一些参考,在改变农村普通初中英语阅读课多重输入、轻输出,学生被动学习,学习兴趣不高的现状上做出一些尝试。 本教学设计主要由三部分组成：前期分析、教学过程设计和教学反思。 前期分析重点在对学习者、教学内容以及教学目标这三个要素的分析。学习者为宝应县望直港初级中学(一所农村普通初中)初二学生。他们大多基础薄弱,学习兴趣不高,缺乏自信,焦虑,但比较朴实,有较强的好奇心和一定的分组学习的基础。教学内容为牛津初中英语八年级上册第八单元阅读部分。教学目标主要包括语言技能、情感因素和学习策略。语言技能的重点在听读和说写有机结合。情感因素涉及兴趣、情绪和焦虑。学习策略包括总结和迁移。 教学过程由六个...
【文章页数】：71 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
Table of Contents
Chapter One Introduction
1.1 General description of the instructional design
1.2 Motivations for the instructional design
1.3 Significance of the instructional design
1.4 Overall structure of the thesis
Chapter Two Literature Review
2.1 Key terms in the instructional design
2.1.1 Instructional design
2.1.2 Input hypothesis
2.1.3 Output hypothesis
2.2 Theoretical bases in this instructional design
2.2.1 Systems theory
2.2.2 Constructivism Learning Theory
2.3 Related studies
2.3.1 Related studies on middle school English instructional design
2.3.2 Related studies on the reading teaching
Chapter Three Analysis of Major Elements in the Instructional Design
3.1 Analysis of learners
3.1.1 Analysis of learners in terms of cognitive characteristics
3.1.2 Analysis of learners'cognitive characteristics in terms of learning style
3.2 Analysis of teaching content
3.2.1 Analysis of teaching content in terms of selection
3.2.2 Analysis of teaching content in terms of the key points
3.2.3 Analysis of teaching content in terms of the difficult points
3.3 Analysis of teaching objectives
3.3.1 Analysis of teaching objectives in terms of language skills
3.3.2 Analysis of teaching objectives in terms of affective factors
3.3.3 Analysis of teaching objectives in terms of learning strategies
Chapter Four Design of Teaching Proocess
4.1 Brief design of teaching process
4.2 Detailed design of teaching process
4.2.1 Lead-in with a video about earthquake
4.2.2 Integrating listening with speaking through the tape of the text
4.2.3 Integrating reading with speaking through pair work on the text
4.2.4 Integrating reading with speaking through group interview
4.2.5 Group discussion on pictures in order to write suggestions on self-protection in earthquakes
4.2.6 Homework of writing a report on the character's story
Chapter Five Reflections on the Instructional Design
5.1 Reflections on teaching objectives
5.1.1 Reflections of teaching objectives in terms of language skills
5.1.2 Reflections of teaching objectives in terms of affective factors
5.1.3 Reflections of teaching objectives in terms of learning strategies
5.2 Reflections on the teaching process
5.3 Revised instructional design based on the reflections
References
Appendixes
本文编号：3905699
【文章页数】：71 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
Table of Contents
Chapter One Introduction
1.1 General description of the instructional design
1.2 Motivations for the instructional design
1.3 Significance of the instructional design
1.4 Overall structure of the thesis
Chapter Two Literature Review
2.1 Key terms in the instructional design
2.1.1 Instructional design
2.1.2 Input hypothesis
2.1.3 Output hypothesis
2.2 Theoretical bases in this instructional design
2.2.1 Systems theory
2.2.2 Constructivism Learning Theory
2.3 Related studies
2.3.1 Related studies on middle school English instructional design
2.3.2 Related studies on the reading teaching
Chapter Three Analysis of Major Elements in the Instructional Design
3.1 Analysis of learners
3.1.1 Analysis of learners in terms of cognitive characteristics
3.1.2 Analysis of learners'cognitive characteristics in terms of learning style
3.2 Analysis of teaching content
3.2.1 Analysis of teaching content in terms of selection
3.2.2 Analysis of teaching content in terms of the key points
3.2.3 Analysis of teaching content in terms of the difficult points
3.3 Analysis of teaching objectives
3.3.1 Analysis of teaching objectives in terms of language skills
3.3.2 Analysis of teaching objectives in terms of affective factors
3.3.3 Analysis of teaching objectives in terms of learning strategies
Chapter Four Design of Teaching Proocess
4.1 Brief design of teaching process
4.2 Detailed design of teaching process
4.2.1 Lead-in with a video about earthquake
4.2.2 Integrating listening with speaking through the tape of the text
4.2.3 Integrating reading with speaking through pair work on the text
4.2.4 Integrating reading with speaking through group interview
4.2.5 Group discussion on pictures in order to write suggestions on self-protection in earthquakes
4.2.6 Homework of writing a report on the character's story
Chapter Five Reflections on the Instructional Design
5.1 Reflections on teaching objectives
5.1.1 Reflections of teaching objectives in terms of language skills
5.1.2 Reflections of teaching objectives in terms of affective factors
5.1.3 Reflections of teaching objectives in terms of learning strategies
5.2 Reflections on the teaching process
5.3 Revised instructional design based on the reflections
References
Appendixes
本文编号：3905699
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