“输出驱动假设”与课程教学创新要求.ppt

“输出驱动假设”和课程教学创新要求 ;发言提纲;1.1 对“输出驱动”的解释;1.1 对“输出驱动”的解释;1.1 对“输出驱动”的解释;课程论的三个依据 ;1.2 “输出驱动”的理论依据;学生需求 学业需求 心理需求 ;学业需求;新课标的三维度目标;新课标课程体系的特点;高中阶段;新课标实施成效的基本估计;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 “输出驱动”的理论依据;1.2 “输出驱动”的理论依据;1.2 “输出驱动”的理论依据;1.2 “输出驱动”的理论依据;学科需求;*;二语习得的社会转向;1.2 “输出驱动”的理论依据;*;2. 输出驱动的新课程体系;; 2. 输出驱动的新课程体系;;有多少大学毕业生将来要从事学术研究？;大学生对未来的就业期待不同 EGP的学习并不比EAP容易 学生可选择不同的组合，例如： EGP一般，EGP较高，EAP一般，EAP较高 EGP较高，EAP一般，EAP较高 EGP一般，EGP较高，EAP一般 EGP一般，EAP一般 EGP较高，EAP较高 EAP一般，EAP较高;社会各行各业对英语技能的需求多元化 《欧洲语言共同参考框架》 提出部分能力的概念 破除了外语学习上“全能型超人”的神话 不必为听说读写能力发展不平衡而羞愧 （傅荣，2009）; 2. 输出驱动的新课程体系; 2. 输出驱动的新课程体系;*;3. “输出驱动”教学法;3.1 综合技能法;3.1 综合技能法;*;*;*;*;3. “输出驱动”教学法;3.2 教师辅导渐减法;Fig. 1 Conceptual model of scaffolding（van de Pol，et al. 2010: 274);3.2 教师辅助渐减法;3.2 教师辅助渐减法;3.2 教师辅助渐减法;在这样的流程中，教师提供的帮助体现在何处？这算是teaching，还是testing？;3.2 教师辅助渐减法举例;*;*;Diary of a fresher：口头表达;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. They’d 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.;Preparation for the meeting: three phrases Talk about the author’s life Talk about the Chinese student’s life Make a comparison between the author’s life and the Chinese student’s own life Holding a meeting（Who will play what kind of role will be decided only one day in advance）;Diary of a fresher：口头表达;;Diary of a fresher：口头表达;Diary of a fresher：口头表达;Step 5: Read the whole text and see whether the information they got from their students is right or wrong. Step 6: The