案例分析與小學(xué)英語教研

1、1會計學(xué)案例分析與小學(xué)英語教研案例分析與小學(xué)英語教研Teaching FocusTeaching MethodsTeaching ObjectivesCourse Course descriptionSpecialty of CoursenIt is a required course in English Education major and also central in educational curriculum. 1234Become familiar with the aim of primary English teaching.Understand children s ph

2、ysical, psychological and cognitive features. Know quality demands of a teacher from the point of primary English curriculum.Comprehend some relative theoretical knowledge.MethodsCase- analysisQuestionsExercisesGroup discussionConclusion Discussion Participation Developing students abilities in anal

3、yzing/ dealing with problems and cooperationImproving reflective learning and learning independenceStudents The teacher How do we learn our first language (L1) ?1 How do we learn English?2 The characteristics of children3 Childrens differences in learning4 Motivating children to learn English5 Treat

4、ing children as human beings6 The quality of a good English teacher7Lead-inCase-analysis and discussion Discussion pointsLanguage items Homework Qs:Case-analysis and discussionTopic: How do we learn our first language ?By imitationsBy repetitionBy playing gamesBy listening to storiesBy acting and pe

5、rformingBy songs and rhymesBy watching cartoonsInteraction and experimenting with the language in communication are very important factors for language development.Factors that may influence childrens L1 development:Language features when parents or teachers teach children Chinese: Few grammaticalBe

6、 shorterAvoid pronouns Natural process or pick up No conscious focusing on linguistic forms Participation in natural communication situations Conscious process Usually take place in the language classroom Error correction Rule isolationAcquisition Learning Lead-inCase-analysis and discussion Discuss

7、ion pointsLanguage items Homework English teaching methods Qs:L1L2Exposure to language Time Learning context Types of input Strategies for learningMotivation for learningNatural and adequate Not natural,native input is limited All day long Much shorter,usually in classroom Supportive, friendly, tole

8、rant Passive, formal, error correction, strange Natural and in context TV, radio, textbooks,selected from Ts, limited Listening before speaking Remain high for communicative needsInstrumental motivation for passing exams4 skills begin at the same timeDiscussion pointsL1L2Value of error correctionSup

9、port and guidance Opportunities for experimentsFeedback formsNot very much value Pay great attention Very patient and constant Impatient, off-and-on A lot of opportunities Not too much,no need Encouragement Not much encouragement,sometimes criticize Discussion points1. try to create a supportive sit

10、uation.2. be tolerant to our learners errors.3. provide more opportunities to hear the language.4. give more chances to experiment.5. design interesting activities.Things we can draw from L1 acquisition for L2 learning:斯金納發(fā)現(xiàn)兒童母語習(xí)得是一個習(xí)慣的形成過程，一般經(jīng)歷模仿-強(qiáng)化-形成三個階段。兒童的語言環(huán)境對其母語習(xí)得起決定性作用，其模仿能力和外界的強(qiáng)化作用決定了最終習(xí)得母語

11、的水平。 1957年喬姆斯基提出這一理論，認(rèn)為人腦中具有一種適于學(xué)習(xí)語言的習(xí)得機(jī)制（LAD），包含著一套適用于所有人類語言的語法（UG）。行為主義理論 （Behaviorism Theory） 認(rèn)知理論 （Cognitive Theory） 國外外語教學(xué)法介紹一、翻譯法（Translation Method） 用母語來教授外語的方法，又稱為語法翻譯 （Grammar-Translation Method） 特點(diǎn)與評價：1、以語法為教授的基礎(chǔ)，采用演繹法。 2、注重理論知識傳授和語法分析，培養(yǎng) 學(xué)生邏輯思維能力。 3、重視閱讀、翻譯能力的培養(yǎng)，主張通 過外語與母語的對比學(xué)習(xí)。 4、夸大母語的作用

12、，用母語授課，并將 翻譯作為教學(xué)手段和目的。 5、過分強(qiáng)調(diào)語言知識，忽視語言技能的 培養(yǎng)。 6、教學(xué)方式、方法單調(diào)，模式為注入 式。二、直接法（Direct Method）Lead-inCase-analysis and discussion Discussion pointsHomeworkQ:ChildrenAdultsAttention spanPurposeFocus onAttitude towards errors making or speaking in publicRegulating/self-studyUnderstanding contentshortLongNot c

13、learVery clearMeaningFormBraveSelf-consciousNeed developSimple, concreteAbstractBe good atDiscussion pointsTeaching children requires more energy and care into the understanding of how children think and learn.Take the development of “the whole child” into consideration, caring for childrens overall

14、 development.1. By planning our activities well which will facilitate development.2. By creating a classroom environment.3. By helping children learn how to learn.Teachers should do:Lead-inCase-analysis and discussion Discussion pointsLanguage items Homework Q:Word smartNature smartMusic smartBody s

15、martPicture smartNumber/reasoning smartPeople smartSelf smartVerbal/LinguisticLogical/MathematicalVisual/SpatialBody/KinestheticMusical/RhythmicInterpersonalIntra-personalNaturalistic-Physical Y + Language items喜歡操作和移動物體，以及活躍的活動行為節(jié)拍和游戲，通過這些方式學(xué)習(xí)的人。TPR，跳舞，體育活動（打球、跳繩等），歌曲和游戲，剪紙，拼圖，捏橡皮泥，做表情（鬼臉等），打手勢（做手語

16、），字母操，折紙等等。一個善于通過成對或團(tuán)體活動采訪、游戲、調(diào)查等進(jìn)行學(xué)習(xí)的人。成對工作，群體工作，頭腦風(fēng)暴，同學(xué)互教活動，對話，采訪，調(diào)查，做小老師、小領(lǐng)導(dǎo)，拼圖學(xué)習(xí)，快樂傳真，交筆友等等。一個善于通過記日記等自我評價活動進(jìn)行反思的學(xué)習(xí)者，喜歡設(shè)計和陳述類需要獨(dú)立思考的工作，喜歡創(chuàng)造性的工作。日記，反思，創(chuàng)造性寫作，設(shè)計工 作，個人目標(biāo)設(shè)定，腦筋急轉(zhuǎn)彎，觀 察員，記錄員，出報刊，寫博客，心 理測驗等等。一個善于或者喜歡使用計算機(jī)的學(xué)習(xí) 者，擅長解決問題，喜歡分類，排序 和劃分等級的活動。字謎，閱讀難題，寫作難題，分類，劃分等級，排序，配對題，記憶力，列大綱，找規(guī)律等等。一個通過旋律、節(jié)拍和歌

17、曲學(xué)習(xí)得很好的人。歌曲，行動節(jié)拍，旋律，變化背景音樂，配樂朗誦，老歌新唱，升降調(diào)讀單詞，模仿聲音，聽音摘字母/辨物等等。一個有充足的詞匯量的學(xué)習(xí)者，一個善于從故事中學(xué)習(xí)，并且喜歡縱橫字謎的成功閱讀者。單詞游戲，閱讀游戲，寫作游戲，故事講述，表演和敘述，繞口令，縱橫字謎，值日報告，單詞接龍，造句，辯論，演講，看圖說話等等。喜歡繪畫的學(xué)習(xí)者，喜歡通過使用圖片、圖表、地圖等很好地學(xué)習(xí)，喜歡完成單詞圖或單詞網(wǎng)。繪畫，可視化圖表，拾建模型，地圖和地標(biāo)，通過錄像或CD學(xué)習(xí)，色彩搭配，出板報，魔方，拍照，連線題，實物認(rèn)單詞等等。善于辨認(rèn)事物中的樣式的學(xué)習(xí)者，能注意到事物之間的相同點(diǎn)和不同點(diǎn)，善于將事情分類和

18、分組。樣式，分類，資料分類，自然研究項目，做模型，天氣介紹，糾錯（大家來找碴），尋寶，比較單詞異同等等。 Teachers need to be aware of the childrens differences and try to help develop each students potentials and learn how to make good use of the theory of multiple intelligences to motivate students in learning.Lead-inCase-analysis and discussion Dis

19、cussion pointsLanguage items Homework Further learning Q:Attitude and motivation have been regarded as the most important factors affecting learning.I dont like English. Its difficult.I really like my English teacher, she is nice.I can sing English songs for my parents.Ive got 5 red flowers thisweek

20、 for myEnglish.I like to speakEnglish.Comments by childrenWhat we do in class is very Interesting.I feel nervous when I speak English.I cant recite the words and often fail in myspelling tests.I dont like my homework, always copying.Teaching methodsThe teacher Activities Environment FeedbackFactors

21、that may influence childrens attitude and motivation: Lesson designBuild up childrens attitude and motivationInvolve in Enjoy Success指學(xué)習(xí)者對目的語社團(tuán)有特殊興趣，期望參與或融入該社團(tuán)的社會生活。指學(xué)習(xí)者為了某一特殊目的，如通過某一考試，獲得某一職位等。Integrative Motivation（綜合型動機(jī)） Instrumental Motivation（工具型動機(jī)） 如何培養(yǎng)與激發(fā)小學(xué)兒童學(xué)習(xí)動機(jī)一、加強(qiáng)學(xué)習(xí)目的性教育 1 結(jié)合小學(xué)兒童特點(diǎn)進(jìn)行教育。 2

22、提出明確而又適度的期望和要求。 3 幫助學(xué)生制定適合自己的學(xué)習(xí)目標(biāo)。 4 定期考查。二、及時反饋與適當(dāng)評價相結(jié)合 1 反饋應(yīng)及時，特別是對于低年級的學(xué)生。 2 內(nèi)容應(yīng)包括學(xué)生對教師課堂提問的回答，課內(nèi)外作業(yè) 和各種考試的結(jié)果。 3 應(yīng)使學(xué)生知道什么是正確瓜，而不光是錯誤反應(yīng)。 4 應(yīng)隨時讓學(xué)生了解距離自己制定的學(xué)習(xí)目標(biāo)有多遠(yuǎn)。三、表揚(yáng)與批評相結(jié)合 1 要多表揚(yáng)，少批評。 2 對于學(xué)習(xí)較差而又很自卑的學(xué)生，可表揚(yáng)其某一方面 特長。 3 要考慮學(xué)生受表揚(yáng)和受批評的歷史。 4 尊重學(xué)生。Lead-inCase-analysis and discussion Discussion pointsRead

23、ing Homework Q:communicateneedsvirtues/shortcomingsmake mistakescuriosityfeelingshobbiescharactersthoughts developing 課間休息的時候，李老師正在辦公室批閱學(xué)生的作業(yè)。此時，一名女學(xué)生來到辦公室門口，抬手輕輕地敲了敲門，問道：“李老師，我能不能向您借個杯子倒點(diǎn)水吃藥，我感冒了，早上在家來不及吃藥了。”坐在椅子上批閱作業(yè)的李老師沒有挪動身子，抬頭看了看學(xué)生，用手指了指墻角的書柜，說道：“喏，杯子在抽屜的第二個格，自已拿吧！”這名女生有點(diǎn)喜出望外，滿心歡喜地找到了杯子，自已倒了杯水，

24、把藥吃了，并對老師說：老師，謝謝您！”然后帶著滿臉的感激，輕快地走出了辦公室。 上課鈴響了，李老師來到了教室。這是一堂自修課，學(xué)生們都忙著自己手上的學(xué)習(xí)任務(wù)，李老師則接著批閱學(xué)生的作業(yè)。還沒批閱完一本，李老師發(fā)現(xiàn)紅色筆芯不出油了。于是，他就輕聲地問前排學(xué)生：“誰有紅色圓珠筆，借來用用？”盡管老師的聲音壓得很低，但是許多學(xué)生聽到了。于是，坐在前幾排的學(xué)生都爭先恐后地找出筆。轉(zhuǎn)眼間，學(xué)生們握著圓珠筆的小手朝李老師伸過來：“李老師，用我的筆吧！”“李老師，用我的！用我的！”大家的眼中都充滿了真誠的渴望和期待。還是那個課間借杯子的坐第三排的女生手腳麻利，只見她一路小跑來到講臺，把筆遞到老師手中，在遞之

25、前，還小心地將筆芯從藍(lán)色旋轉(zhuǎn)到了紅色。 徐老師班上的學(xué)生White平時從不做家庭作業(yè)，教師多次進(jìn)行家訪并沒有見到好轉(zhuǎn)?？墒窃趯W(xué)習(xí)了“動物”這個話題后，徐老師布置了一道觀察設(shè)計題，要求學(xué)生根據(jù)所了解的動物園的情形，自已設(shè)計一個動物園的平面圖，第二天，White居然主動地將他完成的作業(yè)設(shè)計遞給老師批改。這可出乎徐老師的意料，緊接著她以一種懷疑的態(tài)度審視了這個孩子一番，然后不以為然地說道：“喲，太陽從西邊出來了嗎？說吧，你找誰為你效勞做家庭作業(yè)的？” White一臉茫然地解釋道：“老師，我喜歡動物，我經(jīng)常去動物園的。這個作業(yè)設(shè)計是我自己獨(dú)立完成的，不信，你可以打電話問我爸爸媽媽?！?.respect

26、 students.2.encourage rather than scold.3.understand and care for children.4.keep smile and be patient.5.be fair/equal.6. set a good example7. trust students Teachers should : 1.Treat children as human beings who have their own thoughts and needs.2. Never try to force our ideas into childrens minds

27、but try to think from the childrens point of view.3. Learn to offer children opportunities to try, to create and allow them to fail. Humanistic education is an educational approach. Humanistic education enhances the teaching of the basics.Humanistic education supports many goals of parents.Humanisti

28、c education teaches a wide variety of skills.Lead-inCase-analysis and discussion Discussion pointsFurther learning Homework Q: Qualities Be versatileBe competent in EnglishUnderstand childrenUse different teaching techniquesQualities of a good primary English teacher:1. 操作技能（導(dǎo) 入、操練、提 問、板書等）2. 組織技能（時 間、組織活動、 情境創(chuàng)設(shè)等）3. 藝術(shù)技能（唱、 畫、演、編導(dǎo)、 制作教具等）1. 示范性2. 提示性和啟發(fā) 性3. 配合教學(xué)內(nèi)容 和情境1. Care for “the whole child”.2. Understand how children think and learn. Knowing