新课标与教师素质与课堂教学2.ppt

单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,新课标背景下英语教师素质与课堂教学,教育理念,学习方法,评价体系,理念,解决认识问题,方法,提供技术支持,评价体系,政策保障,三者缺一不可,教育理念：全民素质教育,从精英教育,-,大众教育,从统一教育,-,多样化教育,从科举御用,-,个人与职业发展,从学校教育,-,到终身教育,从围绕,“,教学,”,到围绕,“,学习,”,从,“,学科中心,”,、,“,教师中心,”,-,以学生发展为中心,中国外语教育向何处去去,面向现实,保存古典,教育目标：,四个学会,1.learning to be,2.learning to do,3.learning to know,4.learning to live together,思维方法：三个学会,Learn to analyze,Learn to classify,Learn to associate,教学方法：任务型教学方法,复杂问题简单化。,Make it easy!,高度重视情感因素,仁义教学法,communicational flexible language teaching,什么是任务？,任务是人们在日常生活中所从事的有目的的活动（广义的）,是人们在学习、理解、体会语言之后所展开的活动（语言学角度）,什么交际型任务？,交际型任务是一种涉及到学习者理解、运用所学语言进行交流的课堂活动。学生的注意力主要集中在语言的意义上，而不是语言的形式上,什么是任务型教学？,以具体的任务为载体，以完成任务为动力，把知识和技能融为一体，学生通过听、说、读、写等活动，用所学语言去做事情，在做事情的过程中自然的使用所学语言，在使用所学语言做事情的过程中发展和完善自己的语言能力。,3.,循序渐进,为用而学,用中学,学了就用,外语教学的基本原则,Practice is the first thing,Recognition is the second,语言首先是感性的，但好的语言是理性的,学而不思则罔 思而不学则怠,learning without thinking will be lost,Thinking without learning will be dead,复杂问题简单化。,Make it easy!,英语教学应以教会学生应用英语为目的，既不能培养会说英语的文盲，或不懂语法的没有受过教育的人，也不能培养应考机器，只会鹦鹉学舌，不会自由表达的书呆子。,高度重视情感因素,再好的方法离开了情感都难以实现目标，从一开始教学生时就不应把他们当成一种知识接收器，而应是一种文化提高的交际对象。,Relax,Enjoy,Study with relaxation will help the students learn to learn.,*When they have learned how to study they will enjoy study.Then they will reach a stage where they will forget.Forget that they are studying,;forget that they are learning foreign languages.,（,news report competition;class activities;rule plays;text reading or retelling competition;,）,Enjoy is not the purpose of our teaching.The target of teaching is to give the students the method of fishing.,仁义教学法,communicational flexible language teaching,仁,-,把学生当作完整的人来对待，当作有个性，有完善人格的人来对待。,义,-,易，容易,Top language teaching,生成语言学。乐到学会英语素质教育,乐不是一种庸俗的乐，而是一种追求的乐，要有刻苦学习的一面，给学生要有一种目标的追求，在追求当中感到目标实现的快乐。,教学中要宽严结合，这样才能使学生在成功中培养信心，在挫折中养成细致严谨,评价体系：发展性评价体系,教学评价发展的趋势,评价与教学的协调统一,强调评价的诊断与发展功能，弱化评价的选拔与淘汰功能。,强调评价的内在激励功能，弱化评价的外在诱因和压力作用。,改变过分追求评价的标准化和客观化的倾向，,评价的原则：,Assessment is fun!,激励性原则,参考性原则。,活动性原则,国家有关部门考虑的相应措施,考级（二级小学；五级初中；七级普通高中；九级特殊高中）,高校招生不仅看总分，还要看专科成绩，结合部分高校自主招生（命题考试）,重点高中不以分数划段，改以各初中人数为参考分配指标。,小学考试各校自主命题，全部就近升入初中。,目标：培养创造性,创造性与捣乱性,如何既保护学生的创造性又将有害的捣乱性引导成无害的捣乱性,如何培养创造性,鼓励,开导,引导,指导,放手,打破权威，特别是教师的权威。,发挥人的因素,提高,基础,英语教育水平,英语教育是素质教育的一部分,什么是素质,？,狭义的素质,是指生理学和心理学意义上的素质，即,“,遗传素质,”,。辞海写道：,“,素质是指人或事物在某些方面的本来特点和原有基础。在心理学上，指人的先天的解剖生理特点，主要是感觉器官和神经系统方面的特点，是人的心理发展的生理条件，但不能决定人的心理内容和发展水平。,”,广义的素质,指的是教育学意义上的素质概念，指,“,人在先天生理的基础上在后天通过环境影响和教育训练所获得的、内在的、相对稳定的、长期发挥作用的身心特征及其基本品质结构，通常又称为素养。主要包括人的道德素质、智力素质、身体素质、审美素质、劳动技能素质等。,素质教育中的素质,指的是广义素质,新课标对英语课程,内容和目标,的,表述,基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力。这种能力的形成建立在学生语言技能、语言知识、情感态度、学习策略以及文化意识等素养整体发展的基础之上。,打铁先得自身硬,目前有待提高的能力,母文化素养,与跨文化交际能力,文化无处不在,文化的价值,跨文化交际的内涵,Who speak what to whom and where and when,要完成某一门语言的交际能力的培养，就不可避免地要对使用这种语言的国家的文化进行了解与学习，因为语言与文化是密不可分的。美国现代语言学家萨丕尔（,Edward Sapir,）说：,“,语言不脱离文化而存在，就是说，不脱离社会流传下来的，决定我们生活面貌的风格和信仰的总体。,”,“母文化，也就是养育一个民族的、自己的文化,”-,郑敏。它包括一个民族的价值观、道德观、英雄观、信仰、习俗、禁忌、礼节、思维方法、情感态度等各种模式，是跨文化交际的基础和平台。母文化的差异，使得跨文化交际变得必要和多彩。,目前，人们普遍认为跨文化交际是,“,求同交际,”,，而不是,“,求异交际,”,，但,笔者认为“存异交际”才是跨文化交际的重点，,正因为,“,有异,”,，才有,“,求同,”,的必要。脱离了母文化，跨文化交际将成为无源之水，无本之木，失去其存在的意义。,母文化造诣的高低对跨文化交际的效果有着举足轻重的作用,一个人的异文化领悟能力，和自身文化水平密切相关。笔者在英语教学实践中深切体会到，学生外语学习、或对异文化理解的障碍，在很大程度上是缘于母文化学养的限制，单纯以提高外语学习技巧和异文化理解能力，来提高跨文化交际能力，有时显得力不从心，投入大而效果差，相反，在外语教学中有效地融入母文化内容，加强母文化教育，提高受教者的母文化素质，往往可以收到事半功倍的效果。,1.The man must be killed,1,）这个人必须被杀死,2,）他该死,3,）非杀了那厮不可。,2.God helps those who help themselves,1,）自助者天助,2,）天行健，君子以自强不息,3.,不成功便成仁,do or die,4.Do as you would be done,5.one good turn deserves another,6.over shoes over boots,一不做，二不休,7.Let bygones be bygones.,既往不咎,Old lover -James.Whilecomb Riley,When I should be her lover for ever and a day,And she my faithful sweetheart till her golden hair was gray,And we should be so happy when eithers lips were dumb,They would not smile in heaven till others kiss had come,老情人,-,林语堂译,同心相牵挂，一缕情依依。岁月如梭逝，银丝鬓已稀。,幽冥倘异路，仙府应凄凄。若欲开口笑，除非相见时。,Old lover,When I should be her lover for ever and a day,And she my faithful sweetheart till her golden hair was gray,And we should be so happy when eithers lips were dumb,They would not smile in heaven till others kiss had come,老情人,同心相牵挂，一缕情依依。岁月如梭逝，银丝鬓已稀。,幽冥倘异路，仙府应凄凄。若欲开口笑，除非相见时。,文化差异,会导致对同一语言理解的差异,You are very sexy tonight.,I can buy you,了解文化差异是,保证正常交际的基础,Can I open your letter?,We cut off the enemies heads like cutting off cabbages.We fear nothing.,跨文化交际能力的培养,要识别所学文化特有的言语与非言语行为，并能够熟知它们的功能,了解不同社会背景的人的语言特征，并能用适当的语言表达,熟悉英语词汇的内涵和外延及其跨文化含义,表达能力,口语表达能力,书面语表达能力,肢体语言表达能力,口语表达能力,教师的教学效果很大程度上取决于他们的语言表达能力，于漪老师说：,“,语言不是蜜，但是可以粘住学生。,”,（语言要准确明白，符合语法习惯，逻辑性强，以保持英语的规范化，真正成为学生学习英语的典范。当然，要让学生能听得懂，能用短句不用长句，能用简单词不用复杂词。其次是感染力。要有高低变化，有感情变化。同时还要配以肢体语言。,书面语表达能力,It was raining hard,they could not work in the fields.,A man is judged not only by what he says but also by his deeds.,She told my sister what she is wrong.,Looking out of the window,the grassland stretches as far as the eye can see.,I read an interesting story in a magazine about sportsman.,In my opinion,I think your plan is feasible.,Mr.Smith likes to drink all kinds of wines that are produced in France.,It is often windy and dusty here in spring,In spring there is often a very strong northwest wind.It carries so much fine dust with it that sometimes the sun becomes obscure.There is no escape from the fine dust:it gets into your eyes,your ears,your nostrils,and your hair.It goes through the cracks of closed windows and covers your desks and chairs.,交际能力,语言交际能力,非语言交际能力,应变能力,教师应变能力通常是指教师正确处理课堂上突然发生的意外情况，使教学进程继续并取得良好效果的能力。,教师随机应变能力是教育机智的集中体现。这种能力大致包括三个方面的内容：,(1),对教育突发情境作出积极反应的能力,;,(2),对教育突发情境作也果断决策的能力,;,(3),如何处置教育活动的突发情境的能力。,应变能力的本质是创造力，即教师所具备的创造性地把握教材、创造性地应用教法以及创造性的教学应变能力。,教师的应变能力具体表现在以下几个方面,能从学生的需要和实际水平出发因势利导,能在教学情境中，迅速判明情况，并作出决断，采取措施，有效地影响学生,能对症下药，能根据针对学生个体实际情况，灵活使用教学策略,能掌握教育分寸，讲究科学性和有效性,如何提高教师的应变能力,扩大自己的知识面,充实和丰富自己的专业知识；,研究学生的认知规律,熟悉学生在不同年龄阶段的心理特征；,全面深入的对教学内容的钻研把握,整合能力,是指教师在在教学实践中，将分散的知识和技能整合起来，使之形成,1+12,的能力。,课程的整合能力,知识整合能力,策略整合能力,课堂教学案例,body language,简笔画,游戏,Sentence Race,Level:Any Level,A good game for large classes and for reviewing vocabulary lessons.,Prepare a list of review vocabulary words.,Write each word on two small pieces of paper.That means writing the word twice,once on each paper.,Organize the pieces like bundles,2 bundles,2 sets of identical words.,Divide the class into 2 teams.get them to make creative team names.,Distribute each list of words to both teams.every student on each team should have a paper.Both teams have the same words.,When you call a word,2 students should stand up,one from each team.The students must then run to the blackboard and race to write a sentence using their word.,The winner is the one with a correct and clearly written sentence.,This is always a hit with kids.For more advanced students,use tougher words.,Noughts and croosses,nice,Beautiful,delicious,Handsome,Quiet,Important,rich,cold,Ugly,Pictionary,Divide the class into two teams.Each team needs an“artist”.,The two“artists”come to the blackboard.They take turn to draw a word shown to them by the teacher.The artist must,NOT,speak or use body language;they can only draw.the teams have exactly one minute to guess what the picture is.If they cannot guess,the other team can have a try.Teams win a point for every word they guess correctly.,Notice:Once the students are familiar with the rules,this game can also be played in smaller groups.,Simon says,Explain the simple rules to the class:you will give instructionif you say“Simon says”before the instruction,the students must do what you say.If you do,not,say“Simon says”before the instruction,the students must,not,do what you say.,You can use instructions to practice classroom language,for example“open your books”or“stand up”or you can give instructions which will wake the students up and create a lively atmosphere.For example“jump”,“dance”You can also practice other language such as“be angry”“be sad”“be exited”and so on.,Notice:Once the students are familiar with the rules,you can ask a confident student to come to the front and give the instruction.,Anagrams,Write a word with the letters mixed up on the blackboard,for example:dyhilao(holiday).,Students working individually,in pairs or teams must work out what the word is.Students win points for every correct word.,Notice:Once the students are familiar with the rules,they can make their own anagrams to play the game with in small groups or pairs.,Back to the blackboard,Invite a volunteer to come to the front of the classroom.The student must stand with his or her back to the black board.,Write a word on the blackboard.The student must not look!,The other students in the class must give clues to describe the word without saying the word or using body language.The student at the front must guess the word.,Notice:Once the students are familiar with the rules,this game can also be played in pairs or smaller groups.,What am I?,Invite a student to come to the front of the classroom.Stick a piece of paper with a word written on it to the students back.The students must ask yes/no questions(for example.“Am I an animal?”)to discover what is written on the paper.,Notice:Once the students are familiar with the rules,this game can be played in pairs or small groups.,Bingo,Draw a grid of 9 squares on the blackboard.,Student copy the grid and write a different number(between 1 and 50)in each square.,For example:,16,8,5,28,20,40,30,18,48,Before the class prepare a plastic bag which contains 50 small pieces of paper with the numbers 1-50 written on them.,Pull the pieces of paper out of the bag and read them to the class,one by one.If the students hear a number which they have written in their grid.They cross the number out.,When a student has crossed out three numbers in a row,they shout“bingo!”The students wins a prize.,The game continues,but this time the students must shout“bingo!”when they have crossed out,ALL,the numbers.The first student to do so wins a prize.,Notice:This game can be used to practice the vocabulary-instead of numbers,students write words from a unit,or from a lexical group.For example,students write verbs in the past simple.,Word boxing,Ask two volunteers to come to the front.,Say a letterstudents take turns to say a word beginning with the letter as quickly as possible.,continue until one student pauses for too long-he or she loses!,Ask another student to challenge the winner and play again.,If a student can win three games in the row,he or she wins a prize.,Notice:Once the students are familiar with the rules,this game can be played in pairs.,Alphabet,Think of a word and present each letter of the word on the blackboard with a dash.For example _ _ _ _ _ _.Do not tell the class what the word is.,Students must guess letters.If the letter is in the word,the teacher writes the letter in the correct place._ _ _ _,o,_.If the letter is not in the word,the teacher draws one part of a stick person.Keeps a record of the incorrect letters so that students dont guess them twice.,This continues until either the students guess the word and win,or you complete the stick person and win.,Notice:Once the students are familiar with the rules,a student can come to the front and choose the word,or students can play this game in small groups or pairs.,I went to the market and bought,Divide the class into groups of 6-8 students.,Students take turns to say a sentence which always begins“I went to the market and I bought.”they complete the sentence with the item that they bought.,Students listen carefully,and repeat each others items before adding their own to the sentence.For example,student 1 says“I went to the market and I bought some shoes.”Student 2 says“I went to the market and I bought some shoes and a kilo of apples.”Student 3 says“I went to the market and I bought some shoes,a kilo of apples and some mushrooms.”and so on.,Students must try to continue for as long as possible without forgetting any items.,Notice:this game is not so effective if played with the whole class because the students can get bored quickly while waiting for their turns.,Thank you,