教学目标的内涵课件.ppt

教师变学生 目标主体 目标维度 行为动词 双基变多维 笼统变具体 一、教学目标的内涵一、教学目标的内涵教学目标确定和表述方面的教学目标确定和表述方面的English Curriculum Goals For fundamental educationFor fundamental educationAffectiveAttitudesLearning StrategiesCross-cultureAwarenessLanguageKnowledgeLanguageSkillsThe ComprehensiveThe ComprehensiveAbility of using the Ability of using the LanguageLanguage-英语课程标准英语课程标准（实验稿）（实验稿） P6The Content Goals in The New Curriculum 5. Cultural awareness1. Language skills2. Language knowledge3. Affective attitudes4. Learning strategies综合语言运用能力情感态度情感态度学习策略学习策略文化意识文化意识语言技能语言技能语言知识语言知识国国际际视视野野祖祖国国意意识识合合作作精精神神自自信信意意志志兴兴趣趣动动机机交交际际策策略略资资源源策策略略调调控控策策略略认认知知策策略略跨跨文文化化交交际际文文化化理理解解文文化化知知识识话话题题功功能能语语法法词词汇汇语语音音写写读读说说听听中学英语课程目标Language KnowledgeThe five aspects of language knowledge:PronunciationVocabularyGrammarFunctionTopicLanguageknowledgeLanguage skills4. WritingThe four basic skills in language learning:1. Listening2. Reading3. Speaking(oral)(written)(oral)(written)Identify &understanding meaningExpress ideasExternalInternalInternalExternalWhy “function” and “topic” are language knowledge? Language usePronunciationGrammarVocabulary Language knowledgeFunctionTopic Language skillsThe relations between Language Skills & KnowledgeLanguage communicationOral languageWritten languageListeningSpeakingReadingWritingLanguage KnowledgePVGTFElementary stage:Teaching language knowledge in different stagesHabit-forming Compulsory stage:Language use & reflection on languageSecondary state:Language practice and useThe relationship between language & affective attitudesInterpersonal communicationAffective attitudeslanguageLearning strategiesMetacognitive strategies There are three kinds of learning strategies: Strategies involving planning, thinking about the learning process, monitoring of ones production/comprehension, and evaluating learning.Cognitive strategies Strategies limited to specific learning tasks & involving more direct manipulation of the learning material itself. Communication strategies The employment of verbal or nonverbal mechanisms for the productive communication of information.Cross-cultural AwarenessThere are four distinct types/levels of cross-cultural awareness:Level One: Cultural differences are exoticLevel Two: Cultural differences are frustratingLevel Three: The different culture is believableLevel Four: The different culture is believable as lived experience1、行为主体错误、行为主体错误二、教学目标设计中问题分析二、教学目标设计中问题分析 (2) To inspire the students to learn positive qualities from the great women.例：例：(1) To help the students to use the new words and expressions.以下目标以学生为主体：以下目标以学生为主体：The students can read and spell the vocabulary correctly.The students can give three or four examples of the Passive Voice. 二、教学目标设计中问题分析二、教学目标设计中问题分析 2、行为指向不明确、行为指向不明确二、教学目标设计中问题分析二、教学目标设计中问题分析 例：例：(1).Master the following new words and phrases.(2 ).Practise the use of the Attributive Clause. master 课文中的生词、短语及课文中的生词、短语及 practice 定语从句，应达到定语从句，应达到什么程度？什么程度？ 理解？理解？ 应用？应用？ 识记？识记？以下目标比较明确：以下目标比较明确：(1 ) The students can describe the differences between Active Voice and Passive Voice.(2 ) The students can summarize the main idea of the text by careful reading.二、教学目标设计中问题分析二、教学目标设计中问题分析目标怎样描述？目标怎样描述？ 目标要具体而明确目标要具体而明确 要具有可操作性和可检测要具有可操作性和可检测 要用可观测到的动词要用可观测到的动词二、教学目标设计中问题分析二、教学目标设计中问题分析 要确定学生对知识的掌握程度，要确定学生对知识的掌握程度，可以通过让学生描述、辨认、标可以通过让学生描述、辨认、标示、排列、命名、列纲、选择、示、排列、命名、列纲、选择、阐述等（阐述等（ describe, identify , label list, name, outline, select ,state ,）方式描述）方式描述二、教学目标设计中问题分析二、教学目标设计中问题分析 表表理理解解的的课课观观察察的的行行为为动动词词：谈谈论论、区区别别、描描述述、解解释释、扩扩展展、归归纳纳与与概概括括、举举例例、交交换换、小小结结等等（talk about, defend, distinguish, describe, explain, extend, generalize, give example, exchange, summarize, etc.）二、教学目标设计中问题分析二、教学目标设计中问题分析表表运运用用能能力力的的行行为为动动词词有有： 改改变变、演演示示、调调整整、预预测测、准准备备、展展示示、产产出出、使使用用等等（change, demonstrate, modify, predict, prepare, show, produce, use, etc.）二、教学目标设计中问题分析二、教学目标设计中问题分析表表综综合合能能力力的的行行为为动动词词有有：推推动动、分分离离、结结合合、分分析析、联联系系、设设计计、机机会会、该该校校、比比较较、结结论论、论论证证等等 （ infer, class, combine, analyse, device, plan. Rewrite, compare, conclude, justify, ect.）二、教学目标设计中问题分析二、教学目标设计中问题分析例：例：The students will be able to understand the new lexical items and guess the meaning of some words from their context.二、教学目标设计中问题分析二、教学目标设计中问题分析3.三三维维目目标标不不完完全全、情情感感态态度度、文文化化意意识识等等目目标标缺缺失失The students will be able to find the main idea and important details of the text by reading and discussing.The students will be able to be aware of the importance of environmental 对比以下教学目标：对比以下教学目标：技能目标举例：技能目标举例：1、学生在听完语料后完成关于宠物、学生在听完语料后完成关于宠物的采访内容的信息图，能够像不同年龄和生活的采访内容的信息图，能够像不同年龄和生活方式的人们推荐合适的宠物，并说明原因。

方式的人们推荐合适的宠物，并说明原因根据目标老师设计填充图和口语活动）（根据目标老师设计填充图和口语活动） 2、学生能够在阅读后列出当前各种领域发生的变、学生能够在阅读后列出当前各种领域发生的变化，以及该变化对人们的技能和品质提出的要化，以及该变化对人们的技能和品质提出的要求；能够以小组形式设计公司用人招聘广告，求；能够以小组形式设计公司用人招聘广告，并进行展示根据这样的任务设计三遍阅读并进行展示根据这样的任务设计三遍阅读及读后任务）及读后任务）二、教学目标设计中问题分析二、教学目标设计中问题分析4目标大、空、虚、笼统、模糊、难以检测目标大、空、虚、笼统、模糊、难以检测二、教学目标设计中问题分析二、教学目标设计中问题分析这类目标没有可操作性这类目标没有可操作性 缺乏可评价性缺乏可评价性 The students will be able to grasp the general idea of the text. The students will be able to develop their awareness.例：例： T。