文秋芳输出驱动假设与英语课程体系省公开课金奖全国赛课一等奖微课获奖课件.pptx

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,*,*,*,1,“,输出驱动假设”与课程教学创新,中国外语教育研究中心,文秋芳,全国高校大学英语教学发展学术研讨会,.4.20-21,1/71,2,讲话提要,“输出驱动”解释及其理据,“输出驱动”课程体系,“输出驱动”教学方法,“输出驱动”教学案例,总结,2/71,3,1.1,对“输出驱动”解释,年,外语界,第,2,期,2-9,页,输出驱动假设与英语专业技能课程改革,对“输出假设”有了深入思索,输入与输出辩证关系,输入与输出在学习不一样阶段作用,对大学英语教学现实状况思索,3/71,4,1.1,对“输出驱动”解释,假设所针正确人群,中级外语学习者,中高级外语学习者,高级英语学习者,不适合初级学习者,假设基本理念,输出是目标，又是伎俩,以输出驱动，既能够促进产出能力提升，又能够改进吸收输入效率,4/71,5,1.1,对“输出驱动”解释,经济学术语：以需求促供给,5/71,6,课程论三个依据,1.2,提出,“,输出驱动,”,理论依据,学生需求,社会需求,学科需求,学生发展需求,社会发展需求,学科发展需求,6/71,7,1.2“,输出驱动,”,理论依据,7/71,8,学生需求,学业需求,心理需求,1.2,提出,“,输出驱动,”,理论依据,8/71,9,学业需求,年入校大学生全部接收了新课标训练,课程目标全方面,课型多样化,课程要求高,9/71,10,新课标三维度目标,认知维度,情感与价值维度,方法维度,这表明中学英语教学遵照是“全人教育”思想，同时突出课程工具性与人文性。,10/71,11,新课标课程体系特点,7,级,8,级,9,级,课型多样化,11/71,12,高中阶段,语言要求高,单词,3300,，短语,400-500,24,个话题,66,个功效概念项目,每个单元；听说读写都有要求,比原纲领增加了,8,个话题、,23,个功效概念项目和,1500,个词汇,12/71,13,新课标实施成效基本预计,全国高中生平均英语水平有了显著提升,全国发展极不平衡，差异很大，不能盲目乐观,大学入学新生中大约有,10%-15%,英语水平,比很好,不少学生反应大学英语教学不如中学英语教学,大学英语教学必须改革创新,13/71,14,学生需求,心理需求,成人学习：问题驱动；目标驱动,中高级学习者需要有“饥饿感”,、“新鲜感”、“挑战感”,1.2,提出,“,输出驱动,”,理论依据,14/71,15,表示,性知识,接收性知识,表示性知识,接收性知识,15/71,16,1.2“,输出驱动,”,理论依据,16/71,17,1.2“,输出驱动,”,理论依据,问题一,在职场中人们以何种英语技能（听、读、说、写、译）完成工作任务？,外资企业雇员,政府公务员,媒体工作者,教师,律师,医生,工程师,会计师,旅馆、饭店工作人员,驻外人员,.,17/71,18,1.2“,输出驱动,”,理论依据,在职场上表达英语交际成效终止伎俩是说、写、译能力，而不是听和读。,18/71,19,1.2“,输出驱动,”,理论依据,19/71,20,学科需求,二语习得理论发展,从输入假设,(Krashen,1985),到输出假设,(Swain,1985),上个世纪,90,年代中期二语习得社会转向,(Ortego,:167),20/71,21,从输入假设到输出假设,1.,提升注意程度,2.,检验假设、反思元,语言功效,3.,提升流利度与自动,化程度,二语习得过程中输出作用（,Izumi,：,188,）,21/71,二语习得社会转向,认知派强调二语习得研究是,acquisition/learning,而不是,language use,社会文化派认为二语学习应该是学用一体，边学边用，边用边学，学中用，用中学,社会文化派认为二语学习过程需要,collective scaffolding,22/71,1.2“,输出驱动,”,理论依据,理据总结,新入校大学生要求大学英语教学要与高中衔接，同时要有所不一样,从未来就业需要，大学生急需要培养产出能力,中高级学习者需要用产出促输入，需要边用边学,23/71,24,讲话提要,“输出驱动”解释及其理据,“输出驱动”课程体系,“输出驱动”教学方法,“输出驱动”教学案例,总结,24/71,25,2输出驱动新课程体系,ESP,EGP,从课程视角看英语课程教学内容和教学目标,25/71,2.,输出驱动新课程体系,26/71,2.,输出驱动新课程体系,普通级,普通级,较高级,口头表示,笔头表示,口译,笔译,通用英语（,EGP,）,学术英语（,EAP,）,较高级,口头表示,笔头表示,口译,笔译,口头表示,笔头表示,口译,笔译,口头表示,笔头表示,口译,笔译,口头表示,笔头表示,口译,笔译,从院系角度，每个系最少在一、二年级开设出,32,种类型课程,27/71,思索题一,是否每个大学生都必须学习学术英语？,大学生是否有权选择学习,EGP or EAP,or EGP and EAP?,大学生是否有权选择学习说、写、译技能不一样组合？,28/71,有多少大学毕业生未来要从事学术研究？,考研年份,报考人数,录用人数,本科毕业生人数,年,年,年,151.2,140.6,124.6,56,53.8,51,279.6,国家降低学术型硕士,3.8,万名，增加专业型硕士,3.8,万名，而且计划往后几年继续降低学术型硕士名额用以增加全日制专业型硕士。教育部计划往后几年逐步到达全日制专业型和全日制学术型硕士百分比为,7,：,3,。,260,245.5,百分比,1,：,5,1,：,5,1,：,5,不一样学校百分比应该不一样，比如,985,、,211,学校百分比应该高得多，所以各校课程体系应该有差异。,29/71,大学生对未来就业期待不一样,EGP,学习并不比,EAP,轻易,学生可选择不一样组合，比如：,EGP,普通，,EGP,较高，,EAP,普通，,EAP,较高,EGP,较高，,EAP,普通，,EAP,较高,EGP,普通，,EGP,较高，,EAP,普通,EGP,普通，,EAP,普通,EGP,较高，,EAP,较高,EAP,普通，,EAP,较高,大学生是否有权选择,EGP or,EAP?,30/71,社会各行各业对英语技能需求多元化,欧洲语言共同参考框架,提出部分能力概念,破除了外语学习上,“,全能型超人,”,神话,无须为听说读写能力发展不平衡而惭愧,（傅荣，,）,3.,大学生是否有权选择说、写、译,?,31/71,2.,输出驱动新课程体系,普通级,普通级,较高级,口头表示,笔头表示,口译,笔译,通用英语（,EGP,）,学术英语（,EAP,）,较高级,口头表示,笔头表示,口译,笔译,口头表示,笔头表示,口译,笔译,口头表示,笔头表示,口译,笔译,口头表示,笔头表示,口译,笔译,32/71,2.,输出驱动新课程体系,普通级,普通级,较高级,口头表示,笔头表示,口译,笔译,通用英语（,EGP,）,学术英语（,EAP,）,较高级,口头表示,笔头表示,口译,笔译,口头表示,笔头表示,口译,笔译,口头表示,笔头表示,口译,笔译,口头表示,笔头表示,口译,笔译,33/71,34,讲话提要,“输出驱动”解释及其理据,“输出驱动”课程体系,“输出驱动”教学方法,“输出驱动”教学案例,总结,34/71,3.“,输出驱动”教学法,综合技能法,教师辅导渐减法,35/71,3.1,综合技能法,综合技能各种技能叠加,听英文汇报后，向同事传达,在外资企业，代表小组向领导汇报项目进展,36/71,3.1,综合技能法,采取综合技能法理据,语言在职场上综合利用,技能综合对语言学习促进,37/71,38,3.1,综合技能教学活动举例,口头表示,1,2,3,4,5,6,复述故事,教学活动,边听故事，边记关键点，练习后复述,学生活动,传达汇报,边听汇报，边记关键点，练习后口头传达,复述新闻,主题演讲,边看录像边统计，练习后复述,查询相关文件阅读，写出关键点，口头汇报,召开迎新会,查询相关文件阅读，写出关键点，口头演讲,辩论,/,讨论,查询相关文件阅读，写文字稿，参加辩论,38/71,39,3.1,综合技能教学活动举例,全方面实施“综合技能教学法”,:,笔头表示,1,2,3,4,5,6,读故事写梗概,教学活动,读故事，列出主要情节，撰写故事梗概,学生活动,边听故事，边记关键点，依据笔记写梗概,读文件写小结,听汇报写小结,阅读文件，标出关键点，撰写汇报小结,边听边记，依据统计撰写汇报小结,写案情分析,读侦探小说，统计主要线索，写案情分析,写案例分析,阅读商务,/,法律案件，撰写案例分析,听故事写梗概39/71,40,3.1,综合技能教学活动举例,全方面实施“综合技能教学法”,:,口译（交传）,1,2,3,4,口译大会讲话稿,教学活动,依据文字稿进行书面翻译，然后边听边译,学生活动,边听、边记，后翻译（中英互译）,口译谈判,普通外事接待,边听、边记，后翻译（中英互译）,边听、边记，后译,（,中英互译,）,口译大会提问,40/71,41,3.1,综合技能教学活动举例,全方面实施“综合技能教学法”,:,笔译（编译）,1,2,3,4,5,科技产品,教学活动,阅读了解原文，再进行翻译,学生活动,阅读了解原文，再进行翻译,外刊新闻,旅游景点介绍,阅读外刊原文，然后进行编译,阅读相关材料，进行编译,文学作品章节,为电视节目主持人撰写讲话稿,听、读相关材料，再进行编译,（,如国际时讯）,41/71,3.“,输出驱动”教学法,综合技能法,教师辅助渐减法,42/71,3.2,教师辅导渐减法,理论依据,维果斯基“社会文化理论”,最近发展区（,the Zone of proximal development),脚手架,(Scaffolding),43/71,Fig.1 Conceptual model of scaffolding,（,van de Pol,，,et al.:274),44/71,3.2,教师辅助渐减法,当前教学中存在问题,擅长于阅读教学，但有时帮助过多,对学生表示技能培养，缺乏帮助，更谈不上有意识地逐步降低帮助,45/71,3.2,教师辅助渐减法,Teaching testing,Teaching=provide scaffolding at the right time and in the right manner,Scaffolding,Understand the learners current level and his/her potential level(,了解学情）,Take the measures to push the learner to reach his/her potential level(,想方设法挖掘学生潜力）,Reduce the teachers help gradually so that the learner will become autonomous gradually,（逐步放手，逐步提升学生学习自主性）,46/71,3.2,教师辅助渐减法,Criteria for scaffolding,1.,从教到评定学生表现一定要有教过程,低层次要求：有清楚教学步骤,高层次要求：有针对学生困难所提供帮助,2.,要依据学生表现，有意识地逐步降低帮助,47/71,在这么流程中，教师提供帮助表达在何处？这算是,teaching,，还是,testing,？,可能出现问题,汇报人语音语气差,汇报内容混乱,听众不认真听或听不懂,听众评价不到位,教师做不出细致点评,口头汇报,48/71,3.2,教师辅助渐减法举例,49/71,50,讲话提要,“输出驱动”解释及其理据,“输出驱动”课程体系,“输出驱动”教学方法,“输出驱动”教学案例,总结,50/71,51,3.,“,输出驱动,”,教学案例,EGP,普通级：口头表示,新标准综合教程第,1,课,Active Reading One:Diary of a fresher,普通教学程序：,Warm-up:predicting,or asking questions related to their personal experiences,Skimming and scanning,Explain the meaning of some phrases or expressions,.,学生反应,51/71,Diary of a fresher,：,口头表示,Teaching objectives,Able to talk about students university life including,living conditions,library facilities,dining service,courses,study habits,after-class activities,roommates and classmates,teachers,etc.,Able to talk about students feelings about their university life,Able to compare Chinese freshers life with those in other countries,52/71,Create a situation where the activity you designed has genuine communicative values,Suppose a group of freshers from the University of Oxford who will come to visit your university.Theyd very much like to know your university life as freshmen and you are also eager to know their life experience.They will come next Friday.In order to have effective communication,you must have a good preparation for your speech.,You will hold a meeting at which some of you will play the role of oxford university students and some of you will be Chinese students.You will draw the lots at the meeting to decide what kind of role each of you will play.,Diary of a fresher,：,口头表示,53/71,Preparation for the meeting:three phrases,Talk about the authors life,Talk about the Chinese students life,Make a comparison between the authors life and the Chinese students own life,Holding a meeting,（,Who will play what kind of role will be decided only one day in advance,）,Diary of a fresher,：,口头表示,54/71,Diary of a fresher,：,口头表示,Step 1:Divide the students into six groups,55/71,Step 2:Give students a chart and ask them to answer the questions individually,Diary of a fresher,：,口头表示,Sunday,Where,What,How(feel),With whom,Comments,56/71,Diary of a fresher,：,口头表示,Step 3:Check with your group members,57/71,Diary of a fresher,：,口头表示,Step 4:exchange your information with the members from the other group.While listening,they take notes,58/71,Step 5:Read the whole text and see whether the information they got from their students is right or wrong.,Step 6:The students answer the questions raised by the teacher,Diary of a fresher,：,口头表示,59/71,60,讲话提要,“输出驱动”解释及其理据,“输出驱动”课程体系,“输出驱动教学方法,“输出驱动”教学案例,总结,60/71,61,总结,什么是“输出驱动假设”？该假设理据是什么？,输出驱动假设课程体系是什么？,输出驱动假设教学方法是什么？,最终给出了一个案例,61/71,62,谢谢大家！,62/71,63/71,64/71,4.,“,输出驱动,”,教学案例,口头表示模块,Academic English for social sciences,Unit I Decision-making behaviors in,Economic activities,Text A:How people make decisions,教学目标：,Abl,The principle for people to make decisions in a market:If and only if the marginal benefit of an action exceeds the marginal cost.,Public policy makers change the costs or benefits that people face by setting up a new policy which is believed to produce incentives that can induce a person to act in an expected way.,65/71,4.,“,输出驱动,”,教学法,Ask the students to explain the following puzzling economic phenomenon:,Rice is more essential than gold for ones life.Why are people willing to pay much more for gold than rice?,Arouse interest,Notice the gap,Get input,Produce output,66/71,67,3.,“,输出驱动,”,新课程体系,基于,EGP,课文系列,以新标准综合课第,1,课为例,Active Reading One:Diary of a fresher,Reading across cultures:Settling down at college around the world,笔头表示模块（听,-,写,;,读,-,写,;,说,-,写）,Activity one:,Describe an oxford fresher experience in English and share it with your pen pal in other countries,Activity two,:Write one weeks diary and send to your pen pal,67/71,68,3.,“,输出驱动,”,新课程体系,基于,EGP,课文系列,以新标准综合课第,1,课为例,Active Reading One:Diary of a fresher,Reading across cultures:Settling down at college around the world,笔头表示模块,(,读,-,说,/,听,-,说）,2.Comparison activity,Do you think Chinese university freshmen behave in the same way as university students in other countries?,What kind of unique features might you have?,Activity 1:Compare you with an,Oxford university fresher.,How does an Oxford university fresher behave at the beginning of his/her university life?,What to be compared?,How to compare?,68/71,69,3.,“,输出驱动,”,新课程体系,基于,EGP,课文系列,以新标准综合课第,1,课为例,Active Reading One:Diary of a fresher,Reading across cultures:Settling down at college around the world,口译模块（听,-,译,:,英译中或中译英）,Situation:A group of university freshmen from different,Countries come to visit China and exchange their experience of university life at a meeting.You are asked to be an,interpreter for those participants whose English is not good.,69/71,70,3.,“,输出驱动,”,新课程体系,基于,EGP,课文系列课程,以新标准综合课第,1,课为例,Active Reading One:Diary of a fresher,Reading across cultures:Settling down at college around the world,笔译模块（读,-,译,:,英译中或中译英）,Situation:you are asked to write a short article for a Chinese journal introducing the life of the university freshmen from other countries.,学习：翻译和编译,70/71,71,3.,“,输出驱动,”,新课程体系,基于日常交际任务系列课程,口头表示模块,(,任务）,任务,1:Organize an orientation program for incoming international students,Your students are asked to give a talk to a group of international students who have just come to study Chinese in your university,High school graduates from Britain,first time to go abroad,A brief introduction to your university,Advice on daily life and after-class activities,Advice on academic studies,Supplementary reading materials,Search the relevant materials from the internet,71/71,