教学设计

(中学篇)2017年第06期:译林版《英语》九年级上册Unit 4 Reading The Shortest Player in the NBA阅读教学设计探究(江苏:唐利平)一文涉及的教学内容

 
The Shortest Player in the NBA
 
 
Spud Webb was born in Texas, the USA, in 1963. He was very small — much smaller than the other kids at school. However, he had a big dream — he wanted to play in the NBA.
 
While attending junior high, Spud tried out for the school team, but he was refused to ploy at first because he was too small. He did not lose heart. When he finally got the chance, he scored 20 points in his first game.

(中学篇)2017年第03期:例谈补充阅读在高中英语课堂教学中的应用(浙江:王轶丽)一文涉及的教学内容(附:带修订标记版PDF下载)

 
附录:
 
 
Pre-reading
 
Pete Hamill (born June 24, 1935) is an American journalist, novelist, editor and educator. Widely traveled and having written on various topics, he is perhaps best known for his career as a New York City journalist.

(中学篇)2016年第03期:外研版《英语》选修七Module 3 Literature之Reading and Vocabulary教学设计(辽宁:胡颖)一文涉及的教学内容


Oliver Asks for More

The room in which the boys were fed was a large stone hall, with a large pot at one end. The warden, helped by two women, served the soup from this pot at meal times. Each boy was allowed one bowl of soup and no more, except on special holidays when he was given another 60 grams of bread. The bowls never needed washing, as the boys cleaned them with their spoons, trying to eat every bit of soup. This never took very long, as the spoons were almost as large as the bowls. When they had cleaned their bowls in this way, they would sit staring at the pot with eager eyes, as if they wanted to eat it. Boys usually have excellent appetites.

(小学篇)2015年第01期:小学英语单元整体教学的思考(江苏:阮正军)

【摘 要】本文以译林版《英语》教材为例,分析了小学英语单元整体教学中存在的问题,并结合具体课例从单元板块功能、单元教学目标以及单元整体教学设计等方面,阐述了单元整体教学的有效策略,以探讨提高小学英语单元整体教学的有效途径。

【关键词】板块功能;教学目标;教学设计;单元整体教学
 
一、引言

(小学篇)2014年第05期:小学英语课堂学情分析的建议(北京:刘剑)

【摘 要】根据对小学英语教师开展学情分析的调研发现,绝大多数教师能够认识到学情分析的重要性,但是有较多教师不清楚学情分析的方法和内容,而且在实践操作层面存在时间紧张等实际困难。小学英语课堂学情分析应注重“明晰学情分析内容,加强具体学情的分析”以及“灵活调整学情分析方式,经验判断和实证分析相结合”两个要点。
【关键词】学情分析;教学设计;学生分析;教学分析;教案  
一、引言
学生在教学过程中的重要地位决定了教学设计中学情分析的重要性。学情分析是教学设计的重要步骤。学生在教学过程中处于中心位置,因此要取得教学实践的成功,要提高课堂效率,必须重视对学情的分析。
2013年5月,笔者对北京市朝阳区96名小学英语教师开展学情分析的情况进行了调研,调研由问卷调查和教学设计文本分析两部分组成。从问卷调查的统计数据来看,绝大多数教师能够认识到教学设计中学情分析的重要性,但是有较多教师不清楚学情分析的方法和内容,并且在实践操作中存在工作量大、时间紧张的实际困难。教学设计文本分析反映出绝大多数的教学设计中存在学情分析缺失的现象。另外,教学设计中学情分析主要集中于年龄特点、认知特点、学习兴趣等一般性的学生情况,只有少数教师能够关注学生的学习起点。许多教师在教学实践中重视一般学情的分析,忽视具体学情的分析,这说明这些教师不清楚学情分析的内容。这次调研的启示是,明晰小学英语学科学情分析的具体内容,探索简便、省时、有效的学情分析方法,有助于提高学情分析的实效性。  
二、小学英语课堂学情分析的建议
根据朝阳区小学英语教师学情分析的调研结果及其分析,笔者对小学英语课堂的学情分析提出以下建议:
1.
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