近些年來，教學法更多研究的是教師的教法和學生的學法問題。對于課堂活動的組織問題涉獵很少，然而課堂教學的組織也是影響學生學習的一個變量。既然我們的教學目的是為了促進學習者的學習，那么我們就有必要將此變量進行探索，使之有利于學習者的學習。 課堂教學活動把教師，學生及教材緊密結合起來，因此活動組織是否得當，就會直接影響到二者的結合程度。本文旨在分析課堂教學活動并提出了一些教學組織策略。 文章的第三部分意在探索課堂活動程序，并在各步驟中提出了具體的活動順序，以供參考。為了更好地闡明這些活動策略，作者又對中學與大學教學活動作了比較，并說明產生不同點的原因。教師們應考慮到這些因素并找出適合自己課堂活動的組織策略。

【文章頁數】：73 頁

【學位級別】：碩士

【文章目錄】：
Abstract
Acknowledgements
1 INTRODUCTION
    1.1 Introduction
    1.2 Aims of present paper
    1.3 Majorconcepts
    1.4 The outline of this paper
2 A REVIEW OF RELEVANT LITERATURE
    2.1 Presentation activities
        2.1.1 Lead-in
        2.1.2 Elicitation
        2.1.3 Explanation
        2.1.4 Accurate reproduction
        2.1.5 Immediatecreativity
    2.2 Practice activities
        2.2.1 Verbalization, Automatization and autonomy
            2.2.1.1 Lockstep
            2.2.1.2 Group work
            2.2.1.3 Pair work
            2.2.1.4 Individual study or individualization
            2.2.1.5 Conclusion
    2.3 Communicative activities
        2.3.1 Exchanging information
        2.3.2 Consensus
    2.4 The relationship between the three different activities
3 ORGANIZATIONAL STRATEGIES IN CLASSROOM ACTIVITIES
    3.1 Introduction
    3.2 Pacing
    3.3 Sequencing
        3.3.1 Put the harder tasks earlier
        3.3.2 Have quieter activities before lively ones
        3.3.3 Students should study a grammar rule before trying to use it
        3.3.4 Students should practice using a tense or grammar structure before studying the rule that underlies it
        3.3.5 Activities involving receptive skills should precede those that involve productive skills
        3.3.6 There should be a progression within a lesson from mechanical or form-based activities to meaning-based activities
    3.4 Pacing
        3.4.1 Avoiding needless or over-lengthy explanations and letting students get on with the job of learning
    3.5 Closure
4 TWO VERSIONS OF CLASSROOM ACTIVITIE
    4.1 Teaching activities in middle school
        4.1.1 Revision activity
            4.1.1.1 Question bombardment
            4.1.1.2 Brainstorming
            4.1.1.3 Chain drill activity
        4.1.2 Presentation
        4.1.3 Drill
        4.1.4 Practice
        4.1.5 Consolidation
    4.2 Teaching activities in college
        4.2.1 Background information
        4.2.2 Introduction
        4.2.3 Language points
        4.2.4 Suggested activity
        4.2.5 Additional exercises
    4.3 Comments on these two versions
        4.3.1 Similarities
        4.3.2 Differences
        4.3.3 Possible reasons for the differences
    4.4 Conclusions
5 CONCLUSION
    5.1 Summary
    5.2 Limitations of this paper
    5.3 Suggestions for teachers



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