课堂教学活动的组织策略

发布时间：2023-05-26 21:02

　　近些年来，教学法更多研究的是教师的教法和学生的学法问题。对于课堂活动的组织问题涉猎很少，然而课堂教学的组织也是影响学生学习的一个变量。既然我们的教学目的是为了促进学习者的学习，那么我们就有必要将此变量进行探索，使之有利于学习者的学习。 课堂教学活动把教师，学生及教材紧密结合起来，因此活动组织是否得当，就会直接影响到二者的结合程度。本文旨在分析课堂教学活动并提出了一些教学组织策略。 文章的第三部分意在探索课堂活动程序，并在各步骤中提出了具体的活动顺序，以供参考。为了更好地阐明这些活动策略，作者又对中学与大学教学活动作了比较，并说明产生不同点的原因。教师们应考虑到这些因素并找出适合自己课堂活动的组织策略。

【文章页数】：73 页

【学位级别】：硕士

【文章目录】：
Abstract
Acknowledgements
1 INTRODUCTION
    1.1 Introduction
    1.2 Aims of present paper
    1.3 Majorconcepts
    1.4 The outline of this paper
2 A REVIEW OF RELEVANT LITERATURE
    2.1 Presentation activities
        2.1.1 Lead-in
        2.1.2 Elicitation
        2.1.3 Explanation
        2.1.4 Accurate reproduction
        2.1.5 Immediatecreativity
    2.2 Practice activities
        2.2.1 Verbalization, Automatization and autonomy
            2.2.1.1 Lockstep
            2.2.1.2 Group work
            2.2.1.3 Pair work
            2.2.1.4 Individual study or individualization
            2.2.1.5 Conclusion
    2.3 Communicative activities
        2.3.1 Exchanging information
        2.3.2 Consensus
    2.4 The relationship between the three different activities
3 ORGANIZATIONAL STRATEGIES IN CLASSROOM ACTIVITIES
    3.1 Introduction
    3.2 Pacing
    3.3 Sequencing
        3.3.1 Put the harder tasks earlier
        3.3.2 Have quieter activities before lively ones
        3.3.3 Students should study a grammar rule before trying to use it
        3.3.4 Students should practice using a tense or grammar structure before studying the rule that underlies it
        3.3.5 Activities involving receptive skills should precede those that involve productive skills
        3.3.6 There should be a progression within a lesson from mechanical or form-based activities to meaning-based activities
    3.4 Pacing
        3.4.1 Avoiding needless or over-lengthy explanations and letting students get on with the job of learning
    3.5 Closure
4 TWO VERSIONS OF CLASSROOM ACTIVITIE
    4.1 Teaching activities in middle school
        4.1.1 Revision activity
            4.1.1.1 Question bombardment
            4.1.1.2 Brainstorming
            4.1.1.3 Chain drill activity
        4.1.2 Presentation
        4.1.3 Drill
        4.1.4 Practice
        4.1.5 Consolidation
    4.2 Teaching activities in college
        4.2.1 Background information
        4.2.2 Introduction
        4.2.3 Language points
        4.2.4 Suggested activity
        4.2.5 Additional exercises
    4.3 Comments on these two versions
        4.3.1 Similarities
        4.3.2 Differences
        4.3.3 Possible reasons for the differences
    4.4 Conclusions
5 CONCLUSION
    5.1 Summary
    5.2 Limitations of this paper
    5.3 Suggestions for teachers



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