本文是基于輸入和輸出理論,對(duì)《牛津初中英語》(譯林出版社2013年版)八年級(jí)上冊(cè)第八單元閱讀部分的側(cè)重于將輸入和輸出結(jié)合起來的閱讀課的教學(xué)設(shè)計(jì)。其理論基礎(chǔ)為系統(tǒng)理論、建構(gòu)主義學(xué)習(xí)理論。本教學(xué)設(shè)計(jì)的意義在于：展示視頻、圖片、音頻等,結(jié)合課內(nèi)和課外,開展多種課堂活動(dòng),以激發(fā)學(xué)生對(duì)英語閱讀課的興趣;提供多形式的可理解性的輸入和輸出機(jī)會(huì),以嘗試在英語閱讀課教學(xué)中將聽讀和說寫結(jié)合起來;為農(nóng)村普通初中英語閱讀課教學(xué)提供一些參考,在改變農(nóng)村普通初中英語閱讀課多重輸入、輕輸出,學(xué)生被動(dòng)學(xué)習(xí),學(xué)習(xí)興趣不高的現(xiàn)狀上做出一些嘗試。 本教學(xué)設(shè)計(jì)主要由三部分組成：前期分析、教學(xué)過程設(shè)計(jì)和教學(xué)反思。 前期分析重點(diǎn)在對(duì)學(xué)習(xí)者、教學(xué)內(nèi)容以及教學(xué)目標(biāo)這三個(gè)要素的分析。學(xué)習(xí)者為寶應(yīng)縣望直港初級(jí)中學(xué)(一所農(nóng)村普通初中)初二學(xué)生。他們大多基礎(chǔ)薄弱,學(xué)習(xí)興趣不高,缺乏自信,焦慮,但比較樸實(shí),有較強(qiáng)的好奇心和一定的分組學(xué)習(xí)的基礎(chǔ)。教學(xué)內(nèi)容為牛津初中英語八年級(jí)上冊(cè)第八單元閱讀部分。教學(xué)目標(biāo)主要包括語言技能、情感因素和學(xué)習(xí)策略。語言技能的重點(diǎn)在聽讀和說寫有機(jī)結(jié)合。情感因素涉及興趣、情緒和焦慮。學(xué)習(xí)策略包括總結(jié)和遷移。 教學(xué)過程由六個(gè)...

【文章頁數(shù)】：71 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Table of Contents
Chapter One Introduction
    1.1 General description of the instructional design
    1.2 Motivations for the instructional design
    1.3 Significance of the instructional design
    1.4 Overall structure of the thesis
Chapter Two Literature Review
    2.1 Key terms in the instructional design
        2.1.1 Instructional design
        2.1.2 Input hypothesis
        2.1.3 Output hypothesis
    2.2 Theoretical bases in this instructional design
        2.2.1 Systems theory
        2.2.2 Constructivism Learning Theory
    2.3 Related studies
        2.3.1 Related studies on middle school English instructional design
        2.3.2 Related studies on the reading teaching
Chapter Three Analysis of Major Elements in the Instructional Design
    3.1 Analysis of learners
        3.1.1 Analysis of learners in terms of cognitive characteristics
        3.1.2 Analysis of learners'cognitive characteristics in terms of learning style
    3.2 Analysis of teaching content
        3.2.1 Analysis of teaching content in terms of selection
        3.2.2 Analysis of teaching content in terms of the key points
        3.2.3 Analysis of teaching content in terms of the difficult points
    3.3 Analysis of teaching objectives
        3.3.1 Analysis of teaching objectives in terms of language skills
        3.3.2 Analysis of teaching objectives in terms of affective factors
        3.3.3 Analysis of teaching objectives in terms of learning strategies
Chapter Four Design of Teaching Proocess
    4.1 Brief design of teaching process
    4.2 Detailed design of teaching process
        4.2.1 Lead-in with a video about earthquake
        4.2.2 Integrating listening with speaking through the tape of the text
        4.2.3 Integrating reading with speaking through pair work on the text
        4.2.4 Integrating reading with speaking through group interview
        4.2.5 Group discussion on pictures in order to write suggestions on self-protection in earthquakes
        4.2.6 Homework of writing a report on the character's story
Chapter Five Reflections on the Instructional Design
    5.1 Reflections on teaching objectives
        5.1.1 Reflections of teaching objectives in terms of language skills
        5.1.2 Reflections of teaching objectives in terms of affective factors
        5.1.3 Reflections of teaching objectives in terms of learning strategies
    5.2 Reflections on the teaching process
    5.3 Revised instructional design based on the reflections
References
Appendixes



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