课程设计Instructional Design
课程设计7模型
一、ISD模型ISD(Instructional System Design)即教学系统设计，ISD模型即教学系统设计模型，它是以传播理论、学习理论、教学理论为基础，运用系统理论的观点和知识，分析教学中的问题和需求并从中找出最佳答案的一种理论和方法。
问题的提出从心理学角度看,教学是促进学习的有目的行为,它可能在学习过程中设计出来或是在学习前预先设计出来。
为此,罗兰德(G o r d o n R o w l a n d)提出教学设计(instructional design)这个概念,即将学与教的原理转化为具体的教学材料与教学活动。
具体来说,是用系统的方法对有效的教学计划、设计、创建、执行和评价。
随着学习心理学和认识论与教学设计的整合,教学设计理论已经和现代教育技术、学习理论最新进展紧密地联系在一起。
经过30多年的发展历程,教学设计理论得到了检验、修正和优化,并形成当今在教学系统设计领域盛行的迪克——凯瑞模型(Dick and Carey model)。
最终形成并完善了集系统工程学、传播学、学习心理学与技术为一体的ISD理论与ADDIE模型[。
该模型包括分析(Analysis),设计(Design),3]开发(Development),执行(Implementation)与评估(Evaluation)几个环节。
教学设计理论已经在世界各国的教育教学改革中广泛应用。
操作步骤模型示意图二、HTP模型HPT模型是以一种结构化（而不是线性的文字描述或列表）的形式，为提高人类绩效提供指南。
绩效技术模型在于揭示工作环境的复杂性和所有要素之间的相互影响，从而为绩效技术从业人员说明如何在工作中提高绩效的操作步骤。
绩效技术模型的构成要素：系统方法和绩效问题。
HPT模型的操作步骤包括以下五个方面HPT模型的工作流程为三、PRM模型PRM是现象呈现（phenomenon）---原因分析（reason）----措施及解决方案的简称，也称“咨询式培训”模型。
Instructional Design for ‘Phonics’四年级语音教案
Instructional Design for ‘Phonics’I. Teaching material：Combination of P2，P16 , P26 and P40(PEP, Grade Four)II. Analysis of the lessonThis lesson is an integration of learning the pronunciation of words with ‘o-e’，‘i-e’,‘a-e’and ‘u-e’. The main purpose of this lesson is to lead the students to know how to read and write the words with ‘o-e’ ,‘i-e’,‘a-e’and ‘u-e’. It can improve the ability of spelling words and lead the students to enjoy the fun of spelling. Finally students can read a story by themselves with the rules of phonics they learn in this class.III．Analysis of the learnersThe students in Grade Four are very active in class. They are eager to express their opinions. it is not difficult for them to read the words with ‘o-e’ ,‘i-e’‘a-e’and ‘u-e’. But the teacher should remind them to pronounce the sounds correctly time and again. Also, it is a big challenge for them to write the words and read the story. So they need more chances in class.IV. Learning goals1. Knowledge goals1）All the students will be able to know the rules of ‘o-e’ ,‘i-e’‘a-e’ and ‘u-e’.2）80% of the students will be able to read the words with ‘o-e’ ,‘i-e’‘a-e’and ‘u-e’correctly.3）50% of the students will be able to spell and write the words correctly.4) 30% of the students will be able to read and understand the story.2. Ability goal：Students will be able to use the rules of phonics freely.3. Emotion goal: Students will enjoy spelling and reading.V. Key points and difficult points:1）The correct pronunciation of ‘o-e’ ,‘i-e’‘a-e’ and ‘u-e’2）The right understanding of the story.VI. Teaching procedures:Step 1 Warming up and revision1. Greetings.2. Sing a song.Demonstration: Students sing a song and try to remember the words with ‘o’.3. Test the memory.Demonstration: Show some pictures from the song and lead students to describe the picture using a word with ‘o’.【Purpose】Review the pronunciation of ‘o’ and lead in the learning of ‘o-e’.Step 2 Presentation1. Learn the rules of ‘o-e’.1) Read the words with ‘o-e’ quickly.Demonstration: Show the calendar card and change the letters quickly and know the rules of ‘o-e’ by themselves.2) Read a poem about RoseDemonstration: Introduce the naughty girl , Rose , and show her poem:I put a rose on my nose.I put a Coke on my note.I hope the rose can sit on my nose.I hope the Coke can sit on my note.Oh, my nose!Oh, my note!【Purpose】Students can consolidate the rules of ‘o-e’ by reading.2. Learn the rules of ‘i-e’1) Find out the rules of ‘i-e’ through ‘o-e’.Demonstration: Lead students to find out the rules of ‘i-e’ by themselves.2) Listen to a tongue twister about Rose and find out the words with ‘i-e’. Demonstration: Find out the words with ‘i-e’ by listening to the tongue twister.3) Students try to read the tongue twister about Rose.【Purpose】Students can find out the rules of ‘i-e’by themselves. And they can consolidate the rules of ‘ i-e’ by saying a tongue twister.3. Learn the rules of ‘a-e’ and ‘u-e’1) Find out the rules of ‘a-e’ and ‘u-e’ through ‘o-e’ and ‘i-e’.Demonstration: Lead students to find out the rules of ‘a-e’ and ‘u-e’ by themselves. 2) Lead students to say the words they learn with ‘a-e’ and ‘u-e’. Demonstration: It can stimulate the students’ thinking and understand the rules.3) Read the words with ‘a-e’ and ‘u-e’ quickly.4) Read Rose’s dairy.Demonstration: Rose likes to do many things. But she is not very lucky.I like to make a cake.But I hate to be late.I like to play by the lake.But I hate to see the snake.I like to play the lute.But the lute is mute.I like to play with Duke.But Duke is not cute.【Purpose】Students can consolidate the rules of ‘a-e’ and ‘u-e’ by reading.Step 3 Practice1. Play a spelling game.1) Listen carefully.2) Spell the words.3) Show time.Demonstration: Show an example of spelling words and then lead students to listen and spell the words in groups.【Purpose】Practice the rules of ‘o-e’ ,‘i-e’‘a-e’ and ‘u-e’ in different ways and evaluate the learning effect.Step 4 Production1.Listen and write.Demonstration: Students write down four different words according to the recording. 【Purpose】Improve the students’ writing ability and evaluate the learning effect.2. Read a story about Rose.1) Students can read the story by themselves.2) Ask individuals to read the story.3) Think and answer.a. What makes Rose smile?b. Can she have her dinner?4) Read the story with emotion.【Purpose】Students can read the story by themselves using what they learn in this class. They can also find pleasure of reading.Step 5 SummaryLead students to recall the words and sentences they learn in this class. 【Purpose】Emphasize the key points in this class.Step 6 Homework1.Read the story with emotion.2.Play the spelling game after class.。
instructional design
Learning strategies
Memory strategies ----creating mental linkage (e.g. placing new words into a context) Cognitive strategies ---- Practicing (e.g. using formulas and patterns) Compensation strategies ----Guessing intelligently (e.g. using contextual clues to guess meaning)
教学设计与传统教案
教学设计旨在为学生创设丰富的教学情境， 以培养学生的学习兴趣，激发学生的学习动机， 同时要设计出学生易于理解并能调动学生积极 主动参与的教学方式，将学生的被动学习方式 转变为主动学习方式。
教学设计与传统教案
传统教案
教学设计
教学理念：教师中心----学生中心 课堂焦点：教师教学----学生学习 教学成果：被动学习者----主动学习者
Learning strategies (cont.)
Metacognitive strategies ----Arranging and planning your learning (e.g. setting goals and objectives) ---- Evaluating your learning Affective strategies ---- Lowering your anxiety ---- Encouraging yourself Social strategies ---- Cooperating with others
Instructional design
Instructional designName:龚文茜Grade:Grade 8 Subject:Where did you go on vocation ?Lesson type:Listening and Speaking Teaching time:40 minutes Overall Design and Guiding PrinciplesTeaching Context(1) (1) (1) (1)(1) (1)1. text book2. power point3. a video clip4. listening recording.5.blackboard writingTeaching ProcedureStep 1：Lead-in: (2 minutes)Have a small conversation with students on travels:Do you like traveling?Can you speak out some places you have visited before?Have you been to some interesting places on your vacation? Would you please share your happy experiences with your partners?Then I will show students a video clip concerning something a person did on vacation. Name each activity and ask students to repeat.(stayed at home, went to mountains, went to New York City 6. went to the beach, visited her grandparents, visited museums, went to summer camp.)Where did he/she/they go on vacation ?He / She /They …The purpose of my design:(1) to catch students’ attention and arouse their interests.(2) to liven up the lesson and lead in the topic-----vacation.Step 2: Pre-listening: 2 minutesShow students some pictures about vacation. Now, please match each phrase with one of the pictures next to the name of the activity，point to the sample answer. Then check the answers. Answers: 1. e 2. b 3. d 4. c 5. a 6. f 7. gThe purpose of my design: (1) to impress students the key words by showingpictures.(2) to reinforce students’ impression of the key words by ranking.Step 3: Extensive listening: 4 minutes1. Point to the picture on the screen.Say: Look at the picture A. Where did Tina go on vacation? She went to mountains. Ask: What did the person do in each picture?2. Play the recording the first time.3. Play the recording a second time.Say: There are three conversations. The people talk about what did on vacation. Listen to the recording and write numbers of the names in the right boxes of the picture.4.Check the answers. (e b d c a f g)The purpose of my design: (1) to enable students to grasp the main information, especially the key words (home,museum,the New York city,beach,summer camp,mountains,and uncle) of the listening material.（2）Meanwhile, it is an excellent way to examine if students had a good command of the words they had had learned in the pre-listening part.（3）the form of the answers which are exhibited in the map will furnish students’ the pleasure of listening process, and therefore build their confidence of listening.5．Pair work1. Point out the sample conversation. Ask two Ss to read the conversation to the class.2. Now work with a partner. Make your own conversation about the people in the picture. √3. Ss work in pairs. As they talk, move around the classroom and give any help they need.4. Let some pairs act out their conversations.Step 4:Intensive listening: 4 minutes1. Tell Ss they will hear a conversation about three students’ conversations. Listen for the first time and fill in the chart. Then listen again and check Yes, or No.2. Let Ss read the phrases in the chart of 2b.3. Play the recording the first time. Ss listen and fill in the chart.4. Play the recording a second time for the Ss to check “Yes, I did.”or “No, I didn’t.”5. Check the answers with the Ss.Did you …Yes, I did.No, I didn’t.Nancy go to Central Park ?√Kevin play basketball ?√swim ?√Julia go to the movies√study for exams ?√The purpose of my design:to make students understand the details of the listening tape. Based on the information that students got in extensive listening, the main purpose of this section is to check up whether students have understood where the speaker has been.Step 5: Focused listening and writing: 8 minutes1. Let students listen to the record for a third time and fill in the blanks.Conversation 1Boy: Where did you go on vacation, Nancy?Nancy: I went to _____.Boy: Oh, really? Did you go to _____?Nancy: Yes, I did. It was really nice.Conversation 2Girl: Where did you go on vacation, Kevin?Kevin: I _____ to the beach.Girl: Oh, that’s nice. Did you play volleyball?Kevin: No, I didn’t.Girl: Well, _____did you swim?Kevin: Yes, I did. The water was really warm.Conversation 3Boy: Where did you go on your vacation, Julie?Julie: I _____ at home.Boy: Oh. So, did you go to the movies or_____?Julie: No, I _____.Boy: Did you study for exams?Julie: Yes, I did.2.Pair work1. Let two Ss read the conversation between Nancy, Kevin and Julie.2. Let Ss work in pairs and try to role-play the conversation.3. Ask some pairs to act out their conversations.Grammar FocusWhere did you go on vacation?I went to summer campWhere did they go on vacation?They went to New York City.Where did he go on vacation?He stayed at home.Where did she go on vacation?She visited her uncleDid you/he/she/they go to Central Park?Yes, I/he/she/they did.No, I/he/she/they didn’tThe purpose of my design: this section aims at training students’ ability of transforming what they have heard into the words that they could write. At the same time, by the way of filling the blanks, students’ will subconsciously master the sentence structure--------Did you go to the ……, and grasped the methods of talking about past experience.Besides, students can be familiar to the place of traveling by pair work.And through writing the structure of sentences, students can consolidate what they learned.Step 6: memory game:8 minutesI will divide the whole class into two groups: group A and group B, and each group chose five students as competitors.Take group A as an example. Firstly, competitor A in group A shares his experience using the sente nce pattern:” I went to……”, then competitor B are supposed to retell what competitor A has already said and unfolded his own experience in the way like “ A went to……,and I went to……”.then competitor C、D and E proceeded the game as competitor B have done in turn. When finished, I will compute the time. Then, it’s group B’s turn. Finally, the group which took the less time will be awarded.The purpose of my design: after the listening session, students have caught on the sentence structure”went to”, and th en the target of this game is to intensify students’ability of using the structure. Meanwhile, it is a preeminent way to examine students’ability of transforming the input through listening into the output by speaking.Step 7：role play and reporting : 8 minutesMake students form a group of three by themselves. Then student A acts as an interviewer, and he is supposed to choose two places of our text book we have learned and ask the other two students:Where did Nancy/ Kevin/ Julie go on vacation?------He / She went to…Did he/ she/ they go to The Great Wall?-----Yes, he/ she/ they did.-----No, he/ she/ they didn’t.Place 1Place 2Place 3Nancy√KevinJulieAfter interviewing student B and C, student A are supposed to report the result: Example: Nancy went to ……, But Kevin didn’t go ….Neither of them went to….Both Kevin and Julie went to…The purpose of my design: (1) after the game section, students have managed to use the sentence structure” went to/ did……” , thus, in this step, I create a circumstance to examine their ability of applying the sentence structure they have learned into daily conversations.(2) What’ more, the retelling session aims at training students’ ability of talking about past experience .Step 8: Homework: 2 minutesYou can ask your best friends for where did she/he go on vacation in English,and what did she/he see ?A: Where did you go…？B: I went to…A: Did you see…B: Yes, I did. / No, I didn’t.The purpose of my design: this section is a sublimation of the lesson, it is aimed at guiding students to form the habit of active learning and reinforce what they have learned in the class.Teaching EvaluationEvPower by YOZOSOFT。
设计类型英文翻译
设计设计是把一种计划、规划、设想通过某种形式传达出来的活动过程。
人类通过劳动改造世界，创造文明，创造物质财富和精神财富，而最基础、最主要的创造活动是造物。
设计便是造物活动进行预先的计划，可以把任何造物活动的计划技术和计划过程理解为设计。
常见类型沟通设计Communication Design 有时也称为沟通艺术Communication Arts 或是视觉传达设计Visual communication平面设计Graphic Design 是CI系统的视觉表现化，通过平面的表现，突出企业文化和企业形象三维设计3D Design ：是一个广泛的种类、然而并不常用、在三维设计当中、多以电脑动画、工业或建筑设计的三维模型为主要创作的项目。
设计的种类相当多种，设计在许多领域都有应用，涉及的方面也比较广泛。
下面列出历史较久、较广为人知的设计种类。
更多的设计种类请参看设计下面的目录。
例如：商贸领域（Commerce）商业设计（Business design ）新产品研发（New product development ）包装设计（Packaging design ）( Package Design)产品设计（Product design）服务设计（Service design）应用领域（Applications）体验设计（Experience design ）游戏设计（Game design）互动设计﹙又称交互设计﹚（Interaction Design）软件设计（Software design）软件研发（Software development）软件工程（Software engineering）系统设计（System design）用户体验设计（User experience design ）用户界面设计（User interface design ）人机界面设计 (Interface Design)网页易操作设计（Web accessibility）网页设计（Web design）网站设计（Web design)信息设计（Information Design）传达（Communications）设计领域书籍设计（Books Design）色彩设计（Color design）传达设计（Communication design ）内容/编排与内容设计（Content design）展示设计（Exhibition design）图形设计（Graphic design）资讯设计（Information design）教学设计（Instructional design）动态图形设计（Motion graphic design）新闻报刊设计（News design）制作设计（Production design）音效设计（Sound design）舞台设计（Theatrical design）字体设计（Typeface design）印刷设计（Typography ）视觉传达设计（Visual communication）影视动画设计Television animation design动画设计Animation Design广告设计平面设计(Graphic Design)形象设计(VI Design)科学和数学领域（Scientific and mathematical）组合设计（Combinatorial design）实验设计（Design of experiments）物质领域（Physical）建筑设计（Architectural Design）工业设计Industrial Design建筑工程（Architectural engineering）汽车设计（Automotive design）手机设计（Cellular manufacturing）陶瓷和玻璃设计（Ceramic and glass design）环境设计（Environmental Design）服装设计（Fashion design）（Clothes Design) 插花设计（Floral design）家具设计（Furniture design）园林设计（Garden design）工业设计（Industrial design）室内设计（Interior Design/redesign）景观设计（Landscape architecture）机械工程设计（Mechanical engineering）永续设计（Sustainable design）城市设计（Urban design）深化设计(Detailed Design)环艺设计(Environment Art design)机械设计(Machine Design)机器设计(ApparatusDesign)UI设计（User Interface Design）装修设计印刷设计工程设计通用设计（通用设计或全方位设计）(Universal design)。
《教学系统设计》名解
1 名词解释(Instructional System Design,简称ISD)也称作教学设计(Instructional Design,简称ID)是以传播理论、学习理论和教学理论为基础，运用系统论的观点和方法，分析教学中的问题和需求从而找出最佳解决方案的一种理论和方法。
又不使部分损失过大的方案，作为决策的依据，实现整体最优化的方法学系统设计的实践当中逐渐形成的一套程序化的步骤，其实质是说明做什么，怎样去做，而不是为什么要这么做，指出了以什么样的步骤和方法进行教学的设计，是关于设计过程的理论，与教学系统设计理论的本质区别在于他们关注的对象不同，前者关心的是设计问题，后者关心的是具体教学问题。
.这个目标可高可低按需而定（教育目标是培养人的方向和规格）。
对学习者通过教学后应该表选出来的课件行为的具体、明确的表达，它是预先确定的、通过教学可以到达的丙炔能够用现有技术手段测量的教学结果。
对于有意义学习的发生与保持具有至关重要的意义和最为直接意义的因素。
知识结构的表现方式。
直接推动学生进行学习的一种内部动力，是激励和指引学生进行学习的一种需要。
由学习者特有的认知、情感和生理行为构成，它是反映学习者如何感知信息、如何与学习环境相互作用并对之做出反映的相对稳定的学习方式。
在一定的教育思想、教学理论和学习理论指导下，为完成特定的教学目标和内容而围绕某一主题形成的，比较稳定且简明的教学结构理论框架及其具体可操作的教学活动方式，通常是两种以上方法策略的组合运用。
在不同的教学条件下，为达到不同的教学结果所采用的手段和谋略，它具体体现在教与学的交互活动中。
广义：为达到教学目的、完成教学人物，而采用的一切手段、途径和办法的总称。
即某种教学理论、原则和方法及其时间的统称。
狭义：教学方法的指导思想，是指为达到既定的教学目的，实现既定的教学内容，在教学原则指导下所进行的师生相互作用的活动方式和措施，既包括教师教的方法，也包括学生学的方法，是教法和学法的统一。
Instructional Design
Instructional DesignTopic: Here are some ways to welcome themType of lesson: Reading and writingTeaching methods: Bottom-up approachAnalysis of students: Since this lesson is for Grade 7, they have the weak foundation of learning English and their English levels are very different, the teacher needs to speak Chinese properly to help students understand better and arrange different degrees’tasks for different levels’students.Analysis of textbook: This passage is quite simple and structure is very clear, and every activity has specific function, so teacher can make full use of the passage to develop students’ skills of reading comprehension, such as: prediction skill, skill for understanding the gist of the article, skill for grasping the tenor of each paragraph and so on.Teaching objectives:To understand the passage concerning body language and learn more about differences in body language in different countriesTo be able to use correct body language when meeting foreignersTo be able to understand imperative sentencesKey points:Key vocabulary --- finger, foot, leg, mouth, body, foreign, arm, arm in arm, hold, move, not at all, PoliteKey structures --- Don’t stand too close to North Americans!Give them more personal space.Be careful!Teaching aids: OHPBlackboard design:body language, personal space, arm in arm, hold your arm, move away, not ...at all, say goodbye to wave, be careful，in fact= actually=as a matter of fact.It’s (not) polite to do something.Reflection:I don’t know clearly about the overall quality of the students, and I use too much English to present the new knowledge so that most students can’t understand the meaning. And I speak a little fast so they can’t follow my pace. And I don’t consider the scale of the classroom, so my voice may be a little low , which results in that the students in the back of the classroom can’t hear me very well so they can’t follow my instructions.I should pay more attention on the students and know them better, and think things more fully.。
Instructional Design 教学设计
听说课教学设计说明Instructional Design一、教材分析（一）听说内容分析本课的阅读听力材料选自人教版教材高二年级第五单元“First Aid”的第三部分Using Language 的第一部分Learn to call emergency services。
课文以“学习拨打急救电话”为活动主题，引导学生不仅要学会拨打中国的急救电话，还用学会用英语拨打国外的急救电话。
该板块的听力录音为英国999救援机构的接线员与一个男孩之间的对话。
对话中呈现了英语急救电话的大致流程：接线员表明身份、询问需求求助人简要描述遇到的问题接线员确认位置接线员确认病人/ 伤者的基本情况接线员了解病人/ 伤者目前症状必要时指导求助人实施初步急救求助人致谢。
该听力对话基本符合上述流程。
通过该板块的学习，期望学生能够积累该语境下的常用表达和句式，听懂接线员的急救指令，并运用所学语言与同伴模拟拨打急救电话，通过对话的形式表达出来。
（二）听力特征分析在男孩与接线员的对话过程中，听力录音中通过男孩的语气、语调表达了他当时焦急、害怕的心情。
而接线员根据病人情况发出指令，指导男孩和他的妈妈实施急救时，为使表意更简洁、明确和有效，使用了不少祈使句，以及表示顺序的衔接词，比如：now, first, next 等。
二、学情分析本堂课授课对象为安丘实验中学高二年级学生，本堂课为借班上课。
三、教学目标结合本节课授课内容，本节课的教学目标设定为：听说课。
本节课完成后，希望学生能够：①掌握拨打急救电话的特征②习得如何打急救电话③在日常生活中能正确而合理的进行急救。
四、设计思路本节课落实课堂教学活动观，通过教学活动和教学任务的设计，由易到难，由总到分，通过多次反复听力练习训练学生掌握听指令的策略，把握对话中指令的特点，关注文本中祈使句和表示顺序的衔接词等，一步步引导学生挖掘听力对话的内容，体会急救电话的特点和要求，为后面的口语活动做准备。
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Equipment
1.Library 2.School 3.Classroom 4.PowerPoint presentation
5.Videotape
6.Websites for reference
4 styles
They each have own different advantages and disvantages.
CD CD Internet
Video
library library
无忧PPT整理发布 无忧PPT整理发布
Declarative Concept Principle Attitude
第一章：教师仪表行为的特点；教师仪表行 为的功能；第三章：教师着装的要求；第五 章：教育教学中教师情感的运用。 第一章：仪表行为的概念；教师仪表行为的 含义；什么是教师仪表行为艺术；第五章： 面部表情的基调。 第一章：教师仪表行为修养的原则；第三章： 着装的时间、地点、场合原则；第四章：教 师容貌修饰的原则。 序言中教师对自身的认识，社会对教师给予 的期待；教师仪表行为是教师形象不可或缺 的重要组成部分，是教师素养中表现内在素 质、对内在素质作重要补充的另一半。 第四章：如以115页问题为例，解释教师体貌 对学生的影响； 第五章：以167页材料“请您保持良好的情绪 ”为例，探讨教师情绪的调控问题；
Age Cultural background
About the prior kwonledge of learners
COMTEXT
LEARNER
TASK
Aanalysis
⒈A Brief Introduction Into Task ⒉Setting Goals and Objectives
Beijing Normal University Zhuhai Campus
internal resources
Education Department
Teaching facilities and equipments
Analysis of teachers Analysis of learners
• The emphasis is to create a good appearance and behavior for our target audience according to the expectations and requirements of education .
At the end of this course, learners should be able to:
Group 4 The group leader: 郭梦雯
韦业 杨智敏 张曼 张淑婷 郭梦雯 杨文溢 Male Female Female Female Female Female
Group 5 The group leader: 章航
章航 徐露诗 许海珠 杨荟 王运 吴思梅 Male Female Female Female Female Female
Date September 7-13 The first week
Topic(s) 绪论 教师行为仪表概论
Chapter Objectives Explain what is meant by appearance and behavior. Discuss why it is important that teachers know the appearance and behavior principles associated with their field. Identify the three aspects of dress code. Be familiar with the general knowledge about several common clothes. Determine the proper costume trickery, jewelry fit for teachers The practice of facial makeup, hair design and dress and accessory arrangement Identify the facial expression which is a favorable requirement of employment. Describe how to maintain good eye contact with the students Identify the body movements. Outline the assisting means for education.
岑芳梅 陈梦琪 陈妙玲 陈佩珊
Female
Female Female Female Female
许海珠
杨荟 杨文溢 杨智敏 张曼
Female
Female Female Female Female
陈晓霞
扶晓立 高越 李璐 梁秋贤
Female
Female Female Female Female
张淑婷
郭梦雯 蔡佩欣 闻可嘉 张清燕
school roll
梁欣欣 林洁璇 陆文欣 宋雨童 王运 吴思梅 徐露诗
NAME 陈文骏 邓智杰 罗村生 韦业 章航 艾俊华
sex Male Male Male Male Male Female
Female Female Female Female Female Female Female
蔡美君
OUR MORDLE
OUR PROCESS
1 2 3
ANALYSIS
STRATEGY
EVALUTATION
COMTEXT
LEARNER
TASK
Aanalysis
context
NO.1 NO.2
internal resources
external resources
Beijing Normal University
Department of Education
Disciplines Teachers
Teaching facilities and equipments
• • • • • • • environment facilities teaching buildings library multimedia classrooms two types of classrooms the book
08’ preschool education
Questionnaire
Learners’ general characteristics The preference of learners Teaching facilities and equipments
About learners
Gender
internal resources
external resources
• Jinding primary school. • The teaching practice base of University of Education.
COMTEXT
LEARNER
TASK
Aanalysis
Our target Audience
• 1. Fully understand the intention of etiquette, understand the significanceof training modern manners. • 2. Discuss the techniques and approaches to enhance exterior appearance and behavior. • 3. Obtain the basic interpersonal skills and etiquette knowledge in school. • 4. Show a sense of good professional action and strengthen self-cultivation. • 5. Proficiency in applying the basic norms of manners to teaching practice.
The
Art of
Teachers’ Appearance and Behavior
To increase teachers’ consciousness of teaching in a manner consistent with modern etiquette standard.
教师的服饰选配艺 术 教师的容貌修饰艺 术 教师的面部表情艺 术 教师的眼神运用艺 术 教师的体态变换艺 术
Chapter 3 Chapter 4
Chapter 5
Chapter 6 Chapter 7
October 26-31 The eight week
November 1-7 The ninth week
教师的手势运用艺 术
教师的风度培养艺 术
Use the gesture to convey messages to students.
Identify the good manners and moral cultivation.
Chapter 8 Chapter 9
OUR PROCESS
1 2 3
Chapter Chapter 1
September 14-20 The second week
教师的着装艺术
Chapter 2
September 21-27 The third week September28-October 4 The fourth week October 5-11 The fifth week October 12-18 The sixth week October 19-25 The seventh week