教学法提纲
英语教学法第二版 复习提纲
Unit 1 Language and Learning1. Language:” Language is a system of arbitrary vocal symbols used for human communication.”5. The language learning theory underlying an approach or method usually answers two questions:1) What are the psycholinguistic and cognitive processes involved in language learning?2) What are the conditions that need to be met in order for these learning processes to be activated?6.1) Process-oriented theories are concerned with how the mind processes new information, such as habit formation, induction, making inference, hypothesis testing and generalization.2) Condition-oriented theories emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, what kind of input learners receive, and the learning atmosphere.2. Three views of languageStructural view: language as a linguistic systemThe functional view: a linguistic system but also as a means for doing things.The interactional view:a communicative tool3. Four Language Learning Theories1Behaviorist theoryA stimulus-response theory of psychologyAudio-lingual methodCognitive theoryLanguage as an intricate rule-based systemLanguage competence (knowledge of language system)Constructivist theoryThe learner constructs meaning based on his/her own experiences and what is already known.Socio-constructivist theory“Zone of Proximal Development” (ZPD); scaffoldingEmphasizing interaction and engagement with TL in a social context4. What makes a good language teacherprofessional competenceEthic devotion: warm-hearted, caring, enthusiastic, hardworking, well-prepared Professional qualities: resourceful, well-informed, professionally-trained, authoritative, disciplined, accurate, creativePersonal styles: patient, attentive, flexible, humorous, dynamic, intuitive5. How can one become a good language teacherW allace’s (1991) ‘reflective modelStage 1: language developmentStage 2: learning, practice, reflectionGoal: professional competenceUnit 2 Communicative Principles and Activities1. The ultimate goal of foreign language teaching is to enable the students to use theforeign language in work or life when necessary.1. The goal of CLT is to develop students‟ communicative competence.2.What is communicative compentence?3.Try to list some of its components and their implication to teaching.Communicative compentence refers to both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations. According to Hedge, it includes five components.Linguistic competence --- knowledge of the language itself, its form and meaning Pragmatic competence --- the appropriate use of language in social contextDiscourse competence--- one‟s ability to create cohere nt written text or conversation and the ability to understand them (ability to express or to understand a topic logically and coherently by effectively employing or comprehending the cohesive markers used in the discourse /ability to initiate, develop, enter, interrupt, check, or confirm in a conversation)Strategic competence--- strategies one employs when there is communication breakdown due to lack of resourcesFluency---- one‟s ability to …link units of speech together with facility and without strain or inappropriate slowness or undue hesitation4.Implications for teaching and learning:Linguistic competenceTeachers need to help learners----achieve accuracy in the grammatical forms of the language;----pronounce the forms accurately;----use stress, rhythm, and intonation to express meaning;----build a range of vocabulary;----learn the script and spelling rules;----achieve accuracy in syntax and word formation.Pragmatic competenceTeachers need to help learners---learn the relationship between grammatical forms and functions;---use stress and intonation to express attitude and emotion;---learn the scale of formality;---understand and use emotive tone;---use the grammatical rules of language;---select language forms appropriate to topic, listener, or setting, etc.Discourse competenceTeachers need to help learners----take longer turns, use discourse markers and open and close conversations;----appreciate and be able to produce contextualised written texts in a variety of genres; ----be able to use cohesive devices in reading and writing texts;----be able to cope with authentic texts.Strategic competenceTeachers need to enable learners----to take risks in using the language;----to use a range of communicative strategies;----to learn the language needed to engage in some of these strategies, e.g. …What do you call a thing that/person who…‟Teachers need to help learners-----deal with the information gap of real discourse;-----process language and respond appropriately with a degree of ease;-----be able to respond with reasonable speed in …real time”.5. Richards and Rodgers(1986:72)three principles of Communicative language teaching1) Communication principle: Activities that involve real communication promote learning.2) Task principle: Activities in which language is used for carrying out meaningful taskpromote learning.3) Meaningfulness principle: Language that is meaningful to the learner supports he learning process.16. Littlewood’s (1981)classification of communicative activities:1). Functional communicative activities:2). Social interaction activities:(1). Functional communicative activities:~ Identifying pictures~ Discovering identical pairs~ Discovering sequences or locations~ Discovering missing information~ Discovering missing features~ Discovering "secrets"~Communicating patterns and pictures~ Communicative models~ Discovering differences~ Following directions~ Reconstructing story-sequences~ Pooling information to solve a problem(2). Social interaction activities:~ Role-playing through cued dialogues~Role-playing through cues and information~Role-playing through situation and goals--Role-playing through debate or discussion~ Large-scale simulation activities~ Improvisation17.Ellis (1990) has listed six criteria for evaluating communicative classroom activities:1). Communicative purpose:2). Communicative desire:3). Content, not form:4). Variety of language:5). No teacher intervention:A task is believed to have four components:a purpose,a context,a product.任务情景化:有需要解决的问题;需要行动或语言+非语言类任务目标化学会行动;完成语言+非语言类任务复杂性;复杂成果;难以预料短期内不明显练习情景化:无需要解决的问题;纯语言练习（理想的是，一次解决一个语言难点）目标化学会行动;完成纯语言练习复杂性;单一成果;事先预设，明显但有限度（对/错）6.Differences between PPP and TBLT1.The way students use and experience language in TBLT is radically different from PPP. Free of language controlA genuine need to use language to communicateA free exchange of ideasAppropriateness & accuracy of language form in general, not production of a single form A genuine need for accuracy and fluency2TBL can provide a context for grammar teaching and form-focused activities.A task-established contextEncouraged to think, analyze, not simply to repeat, manipulate and apply A more varied exposure to natural languageLanguage forms not pre-selected for focusLearner-free selection of languageFluency accuracy (+fluency)Integrated skills practisedProblems with CLT1.Is it practical in the Chinese context?2.How to design the syllabus for classroom teaching?3.Is it suitable for all age level of learners or all competence level of learners? Constraints of TBLT1.It may not be effective for presenting new language items2.Time: teachers have to prepare task-based activities very carefully.3.Culture of learning4.Level of difficultyUnit 3National English Curriculum3.1 A brief history of foreign language teaching in China1A phase of restoration (1978-1985)2A phase of rapid development (1986-1992)3A phase of reform (1993-2000)4A phase of innovation from 20002,Designing principles for the National English Curriculum1) Aim for educating all students, and emphasize quality-oriented education.2) Promote learner-centeredness, and respect individual differences.3. Develop competence-based objectives, and allow flexibility and adaptability4) Pay close attention to the learning process, and advocate experiential learning and participation5. Attach particular importance to formative assessment, and give special attention to the development of competence.6. Optimize learning resources, and maximize opportunities for learning and using the language.3.3Goals and objectives of English language teachingThe new curriculum is designed to promote students‟ overall language ability3.4 Design of the National English CurriculumNine competence-based levelsLevel 2,For 6th gradersLevel 5,For 9th gradersLevel 7,For senior high school leaversUnit 4 Lesson Planning18. Lesson planningLesson planning means making decisions in advance about what techniques, activities and materials will be used in the class.19. Why is lesson planning necessary?1)Makes teachers aware of the aims and language contents of the lesson, so as to plan the activities and choose the techniques accordingly;2)Helps teachers distinguish the various stages of a lesson and see the relationship between them so that the activities of different difficulty levels can be arranged properly and the lesson can move smoothly from one stage to another;3)Gives teachers the opportunity to anticipate potential problems so that they can be prepared;4)Gives teachers, esp. novice ones, confidence in class;5)Raises teachers‟ awareness of the teaching aids needed;6)Planning is a good practice and a sign of professionalism21. There are four major principles behind good lesson planning:AimVariety means planning a number of different types of activities and where possible introducing students to a wide selection of materials so that learning is always interesting, motivating and never monotonous for the students.Flexibility means planning to use a number of different methods and techniques rather than being a slave to one methodology. This will make teaching and learning more effective and more efficient.Learnability means the contents and tasks planned for the lesson should be within the learning capability of the students. Of course, things should not be too easy either. Doing things that are beyond or below the students' coping ability will diminish their motivation (Schumann, 1999).Linkage means the stages and the steps within each stage are planned in such a way that they are somehow linked with one another. Language learning needs recycling and reinforcement.24. Lesson planning should be done at two levels:Macro planning is planning over time, for instance, the planning for a month, a term, or the whole course.micro planning: is planning for a specific lesson, which usually lasts 40 or 50 minutes. 25.Macro planning involves:1) Knowing about the course:2) Knowing about the institution:3) Knowing about the learners:4) Knowing about the curriculum/syllabus5)Knowing about the textbook6)Knowing about the objectives26. The advantage of a concrete teaching plan:Teachers can follow it in the class and check what they have done;The plan will be the basis of a record of what has been covered in class;It will make it easier to make achievement tests later;It will be good records for the entire course.4.4 Components of a Lesson Plan1.Background information2.Teaching aimsnguage contents and skills4.Stages and procedures5.Teaching aids6.end of lesson summary7.optional activities and Assignments8.after-lesson reflection28. The aims of a lesson include:language components to present,communicative skills to practice,activities to conductmaterials to be usedteaching aids to be used.Unit 5 Classroom Management1.What is classroom management?Classroom Management refers to the way teachers organize what goes on in the classroom.1. Teachers’ roles:Before the class---PlannerDuring the class—1 Controlle2 Assessor3 Organizer4 Prompter5 Participant6 Resource-providerAfter the class---Evaluatornew roles:facilitatorsguidesresearcher s2.Rules to follow for making instructions effectiveTo use simple instructions and make them suit the comprehension level of thestudents.To use the mother-tongue only when it is necessary. (to explain grammar rules or rules for a game or task which may be too complicated to explain in the targetlanguage)3. What are the most common types of Ss grouping?Whole class workPair work,Group work,Individual study:4.How to maintain discipline?P.79When students are engaged in learning, they will be disciplined.Q: How to engage students in learning?1)Ss are clear about learning purpose;2)Ss are able to do the work but find it challenging;3)Ss are emotionally, physically and intellectually involved by the tasks;4)The presentation, variety and structure of the work and activities generate curiosity and interest;5)Ss have opportunities to ask questions and try out ideas;6)Ss can see what they have achieved and how they had made progress;7)Ss get a feeling of satisfaction and enjoyment from the work.4. Harmer’s suggestions on measures for undisciplined acts and badly behaving Ss:1). Act immediately2). Stop the class3).Rearrange the seats4).Change the activity5).Talk to Ss after class6).creat a code of behavior5. In order not to hurt the Ss,Ur’s advice on problems in class:1).Deal with it quietly2).Don‟t take things personally 对事不对人3).Do not use threats6. What are the functions or purposes of questions?To focus students‟ attentionsTo invite thinking or imaginationsTo check understandingTo stimulate recall of informationTo challenge studentsTo assess learning7How to ask effective question1)Questions should be closely linked to the learning objectives in the lesson;2)Questions should be staged so that the level of challenge increases as the lesson proceeds;3)There should be a balance between closed and open, lower-order and higher-order questions;4)Wait time is important to allow students to think through their answers;5)Ss should be provided opportunities to ask their own questions and seek their own answers;6)A secure and relaxed atmosphere of trust is needed and ss‟ opinions and ideas are valued..6. correct dealing with errors and mistakeswe need to be clear whether the task or activity is focusing on accuracy or fluency.How to correct error：Direct teacher correctionIndirect teacher correctionSelf correctionPeer correctionWhole class correctionUnit 6Teaching Pronunciation1.The role of pronunciationOn the value of teaching pronunciation, there are different opinions:1.Students do not need to learn pronunciation because pronunciation will take care of itself as the students develop overall language ability.2.Failure in pronunciation is a great hindrance to language learn.2. The goals of teaching pronunciation:目的Consistency 连贯性: To be smooth naturalIntelligibility可理解性:To be understandable to the listenersCommunicative efficiency: To help convey the speakers‟ meaning3. Three aspects of pronunciation to teach? Stress, intonation, rhythm4. One common problem in learning English of Ss: (Neglect stress and intonation)5. Ways of practicing soundsPerception practice :Using minimal pairs,Which order,Same or different,Odd one out, CompletionProduction practice: Listen and repeat,Fill in the blanks,Make up sentences,Use meaningful context,Use pictures,Use tongue twisters6. Practicing stress:1).Two kinds of stress: word-level stress ; phrase-level stress2).Three ways to show stress pattern of words:Use gestures, use the voice, use theblackboard7. Practicing intonation:1). There are many subtle ways: surprise, complaint, …sarcasm讥讽，friendliness, threats etc.2). Two ways to make intonation:Use hand or arm movement to indicate change of intonaton: rising/falling arrows; draw linesUnit 7. Teaching Grammar1. What are grammar presentation methods? 演示法Deductive method演义法; Inductive method归纳法the guided discovery method (引导发现法2. Deductive method1). Definition: It relies on reasoning, analyzing and comparing.2). Steps: giving rules/definition------giving examples3). Advantages:To be successful with selected and motivated students;To save time;To help to increase students‟ confidence in some exam.4). Disadvantages:To teach grammar in the isolated way;To pay little attention to meaning;To be often mechanical practice.3. Inductive method1).Definition: the teacher induces the learners to realise grammar rules without any form of explicit explanation2). Steps: give examples-----induce rules4). Advantages: Inductive method is more effective in that students discover thegrammar rules themselves while engaged in language use,4. Ur’s definition of grammar practice:"Practice may be defined as any kind of engaging with结合/保证the language on the part of the learner, usually under the teacher supervision, whose primaryobjective(aim/task) is to consolidate learning "(Ur, 1988:11).5. Ur’s six factors contribute to successful grammar practice:1) Pre-learning.2) Volume and repetition(容量/重复).3) Success-orientation成功性联系.4) Heterogeneity多样性.5) Teacher assistance.6) Interest.6. Two categories of grammar practice:Mechanical practiceMeaningful practice.1).Mechanical practice involves activities that are aimed at form accuracy.Two drills in mechanical practice:(1) Substitution drills (2) Transformation drills2). Meaningful practice.In meaningful practice the focus is on the production, comprehension orexchange meaning though the students "keep an eye on" the way newly learnedstructures are used in the process. Meaningful practice usually comes aftermechanical practice.7. Using prompts for practice:1). Using picture prompts. Ss produce sentences based on the pictures provided2). Using mime or gestures as prompts.3).Using information sheet as prompts. E.g.:4). Using key phrases or key words as prompts.5). Using chained phrases for story telling.6). Using created situations.Unit 8 Teaching Vocabulary1. What does knowing a word involve?Knowing a word means knowing its pronunciation and stress;Knowing a word means knowing its spelling and grammatical properties;Knowing a word means knowing its meaning;Knowing a word means knowing how and when to use it to express the intended meaning.Vocabulary learning “involves at least two aspects of meaningThe first aspect involves the understanding of its denotative and connotative meaning.The second aspect involves understanding the sense relations among words.”Collocation , Synonyms,antonyms,hyponyms, Receptive and productive vocabulary2. List some ways of presenting new words1) Try to provide a visual or physical demonstration whenever possible,2) Provide a verbal context to demonstrate meaning.3) Use synonyms or antonyms to explain the meanings.4) Use lexical sets or hyponyms to show relations of words and their meanings.5) Translate and exemplify,6) Use word formation rules and common affixes7) Teach vocabulary in chunks.8) Think about the context in real life where the word might be used.9) Think about providing different context for introducing new words.10) Prepare possible misunderstanding or confusion that student may have.3. Some vocabulary consolidation activities that can be done in class. (12)1) Labeling2) Spotting the differences:3) Describing and drawing:4) Playing a game:5) Using word thermometers:6) Using word series7) Word bingo:9) word association10) Synonyms and antonyms:11) categories12) Using word net-work13)using the internet resources for more ideas4. Developing vocabulary building strategies.1). Review regularly:2). Guess meaning from context:3). Organize vocabulary effectively:4). Use a dictionary:5)keep a vocabulary notebook6).Discovery strategiesUnit 9Teaching Listening1.The reason why such difficulties arise can be quire complicated. however, one major reason for students‟ poor listening is often neglected in language due to1) Lack of teaching materials (audio and video tapes);2) Lack of equipment (tape players, VCRs, VCDs, computers);3) Lack of real-life situations where language learners need to understand spoken English;2 What do we listen to in everyday life? (Ur, 1996)Loudspeaker announcements1.Radio news2.Lesson, lecture3.Conversation, gossip4.Instructions5.Watching television6.Watching movies7.Telephone conversations8.Interview9.Shopping10.Story-telling11.Meetings12.Negotiations13.Theater show…3. One reason for students' unsatisfactory listening abilities:There is not enough variety in the materials that they listen to in class. In most cases, the listening materials are daily conversations or stories. But in reality we listen to far more things, regardless of which language is used.4. The characteristics of listening in real life (adapted from Ur, 1996:106-7):1) Spontaneity2) Context3) Visual clues4) Listener‟s response5) Speaker‟s adjustment5 Two major purposes in listening.*The first is for social reasons;*The second is for exchanging information.6 Principles of teaching listening:1). Focus on process:2). Combine listening with other skills:3). Focus on comprehending meaning:4). Grade difficulty level appropriately:7.dels for teaching listeningbottom-up model up- bottom modelthe teaching of listening generally follows three stages:pre-listening stagewhile-listening stage,post-listening stage.Unit 10Teaching Speaking1. What is speaking?Speaking is a skill that the students will be judged upon most in real-life situations.. 1.what are the differences between spoken and written language?SpokenspontaneousSentences are often incomplete, ungrammatical, and full of hesitations, false starts, and redundancies.If it is not recorded, spoken language can‟t be listened to again. It is expected to be understood immediately.WrittenWell-plannedSentences are often carefully constructed and well organized.Written language is comparatively speaking permanent. It can be read as often as necessary.3.There are four common features of spoken language:Using less complex syntax;Taking short cuts, e.g. incomplete sentences;Using fixed conventional phrases/chunks;Using devices such as fillers, hesitation devices to give time to think before speaking.4.Principles for teaching speaking1) balancing between accuracy-based practice and fluency-based practices :2) Contextualizing practice3) Personalizing practice4) Building up confidence5) Maximizing meaningful interactions6) Helping students develop speaking strategies7)making the best use of classroom learning environment to provide sufficient language input and practice for the students.5,factors should be considered in designing speaking tasksWhen we design speaking tasks, one important consideration is the language proficiency level of the students.6.how can we design speaking activities:1). Maximum foreign talk:2). Even participation3). High motivation4). Right language level4.Types of speaking activitiesLittlewood‟s (1981) framework for defining speaking activities:Pre-communicative activitiesStructural activitiesQuasi-communicative activitiesCommunicative activitiesFunctional communication activitiesSocial interaction activitiesSome speaking activities1)Controlled activities2)semi- Controlled activities3)communication activities1). Information-gap activities:2). Dialogues and role-plays3). Activities using pictures4). Problem-solving activities8,How to organise speaking activities.Using group work in speaking tasks☐Design small group work for three reasons:(1) it increases the time for each student to practise speaking in one lesson;(2) often ss are afraid of making mistakes or losing face or feel shy speaking in front of a whole class;(3) speaking in small groups is more natural in real life.☐Small group work helps ss learn to work cooperatively and helps them develop interpersonal skills—”foste ring development of tolerance, mutual respect andharmony” (Cooke & Nicholson, 1992:34)2). The advantages of using group in speaking tasksSmall group work helps students learn to work cooperatively and it helps them develop interpersonal skills. They learn how to work with a wider variety of people Development of tolerance, mutual respect and harmonyUnit 11 Teaching Reading1. Two types of reading practice in classrooms:Reading aloud and Silent reading2. Effective readers do the following:1) have a clear purpose in reading;2) read silently;3) read phrase by phrase, rather than word by word;4) concentrate on the important bits, skim the rest, and skip the insignificant parts;5) use different speeds and strategies for different reading tasks;6) perceive the information in the target language rather than mentally translate;7) guess the meaning of new words from the context, or ignore them;8) have and use background information to help understand the text.3. What is readingreading is the construction of meaning from a printed or Written message..4. Skills readers need:1.Specifying a purpose for reading2.Planning what to do/what steps to take3.Previewing the text4.Predicting the contents of the text5.Checking predictions6.Skimming the text for the main idea7.Scanning the text for specific information8.Distinguishing main ideas from supporting details9.Posing questions about the text10.Finding answers to posed questions5.The role of vocabulary in reading:Day & Bamford (1998): efficient reading begins with a lightening-like automatic recognition of words, which frees one‟s mind to use other resources to construct meaning. Helping ss to develop the ability of automatic word recognition is the basis for developing their reading skills.The way to develop si ght vocabulary is to read extensively (…Familiarity breeds automaticity‟).6. Some principles for teaching reading(6):1)The selected texts and attached tasks should be accessible to the students.2)Tasks should be clearly given in advance.3) Tasks should be designed to encourage selective and intelligent reading for the main meaning4) Tasks should help develop students' reading skills5) Teachers should help the students not merely to cope with one particular text in front of them but with their reading strategies and reading ability in general.6)Teachers should help the students to read on their own.7.three models of teaching reading1). Bottom-up modelletters---words---phrases---clauses---sentences---paragraphs---whole discours2). Top-down modelbackground knowledge--- guess meaning from the printed page3)Interactive model8. Three stages of reading:Pre-reading activities;While-reading activities;Post-reading ActivitiesPre-reading activities;Predictinga). Predicting based on the titleb). Predicting based on vocabularyc). Predicting based on the T/F questions2). Setting the scene* Besides discussing culture bound aspects of the text, we can also set the scene by relating what students already know to what they want to know.3). SkimmingSkimming means reading quickly to get the gist, i.e. the main idea of the text. Some suggestions may help teachers to set up skimming activities:。
部队教学法提纲式教案怎么写
部队教学法提纲式教案怎么写教案标题：部队教学法提纲式教案撰写教案概述：部队教学法是一种高效的教学方法，它注重组织、纪律和实践，能够培养学生的自律性和团队合作能力。
本教案旨在通过提纲式的教学设计，帮助学生在课堂上更好地理解和应用部队教学法。
教案目标：1. 了解部队教学法的基本原则和特点；2. 掌握提纲式教学设计的步骤和要点；3. 运用提纲式教学法设计一堂能够培养学生自律性和团队合作能力的课程。
教学准备：1. 部队教学法相关资料和案例；2. 课程教材和教具；3. 学生学习笔记和作业。
教学步骤：一、导入（5分钟）1. 引入部队教学法的概念和背景；2. 提出学生对于部队教学法的认知和期望。
二、理论讲解（15分钟）1. 介绍部队教学法的基本原则和特点；2. 分析部队教学法在培养学生自律性和团队合作能力方面的优势；3. 解释提纲式教学设计的概念和目的。
三、案例分析（20分钟）1. 提供部队教学法的实际案例；2. 分组讨论案例，分析案例中的教学方法和效果；3. 总结案例中的教学要点和经验。
四、提纲式教学设计（25分钟）1. 解释提纲式教学设计的步骤和要点；2. 将学生分成小组，要求每个小组设计一堂能够培养学生自律性和团队合作能力的课程；3. 每个小组展示和分享他们的教学设计，并进行讨论和反馈。
五、课堂总结（5分钟）1. 总结部队教学法提纲式教案的要点和步骤；2. 强调学生在教学设计中应注重组织、纪律和实践。
教学延伸：1. 学生可根据提纲式教学设计的要点，设计其他课程教案；2. 学生可通过实践和观察，总结和分享部队教学法在实际教学中的应用经验。
教学评估：1. 学生小组设计的教学案例评估；2. 学生对部队教学法和提纲式教学设计的理解和应用能力评估。
教学反思：1. 教学过程中学生的参与度和理解程度；2. 教学目标的达成情况；3. 教学方法和教学资源的有效性。
通过以上教案设计，学生将能够全面了解部队教学法的特点和原则，并通过提纲式教学设计的实践，提高自身的自律性和团队合作能力。
小学数学教案写法大纲
小学数学教案写法大纲
一、教学目标
1. 知识目标：掌握小学数学相关知识点
2. 能力目标：培养学生的数学思维能力和解决问题的能力
3. 情感目标：激发学生对数学的兴趣，培养学生的自信心和合作意识
二、教学重点和难点
1. 重点：掌握数学知识点，能够灵活运用
2. 难点：解决复杂的数学问题，培养良好的数学思维能力
三、教学方法
1. 示范法：通过示范解题，让学生了解解题思路
2. 合作学习法：组织学生小组合作，共同解决数学问题
3. 情景教学法：通过情景教学，提高学生的学习兴趣
四、教学过程
1. 导入：通过引入一个数学问题或实际情景，引起学生的兴趣
2. 讲解：介绍本节课的知识点，讲解解题方法和技巧
3. 练习：让学生进行大量的练习，巩固所学知识
4. 拓展：引导学生进行思考和讨论，拓展数学思维
5. 总结：归纳当天所学内容，引导学生总结解题方法和技巧
五、教学评价
1. 课堂表现：观察学生的学习态度和参与度
2. 作业评价：检查学生的作业完成情况，评价学生的学习情况
3. 测验考试：组织小测验或考试，检测学生的学习成绩
六、教学资料
1. 教材：准备教科书和相关资料
2. 工具：准备教具和实验器材
3. 板书：设计清晰的板书内容，便于学生理解
七、教学反思
1. 总结当天教学效果，发现问题和不足
2. 改进教学方法和策略，提高教学质量
以上是本节课的教学大纲范本，根据具体教学内容和教学情况可以做出适当的调整和修改。
祝您教学顺利！。
教案授课提纲模板
教案授课提纲模板
教案授课提纲模板
一、教学目标
本节课的教学目标是什么？学生应该掌握哪些知识和技能？这些目标应该与课
程标准和学生的实际需求相一致。
二、教学重点和难点
本节课的教学重点和难点是什么？教师应该在教学过程中重点讲解哪些内容，如何解决学生的难点问题？
三、教学内容
本节课的教学内容应该包括哪些方面？教师应该如何组织教学内容，使其有条理、易于理解？
四、教学方法
本节课的教学方法应该采用哪些？教师应该如何运用不同的教学方法，使学生能够更好地理解和掌握所学知识？
五、教学过程
本节课的教学过程应该如何安排？教师应该如何引导学生参与课堂活动，如何评价学生的学习成果？
六、教学评价
本节课的教学评价应该如何进行？教师应该如何评价学生的学习成果，如何给予学生反馈和指导？
七、教学资源
本节课的教学资源应该包括哪些？教师应该如何利用教学资源，使其更好地支持
教学活动？
八、教学反思
本节课的教学反思应该如何进行？教师应该如何反思自己的教学过程，如何改进教学方法和策略？。
教学工作计划提纲
教学工作计划提纲一、教学目标1. 培养学生的基本素质和能力，使其具备扎实的专业知识和综合能力，能够适应社会的发展需要。
2. 培养学生的创新意识和实践能力，增强学生的终身学习能力。
3. 培养学生的社会责任感和团队合作精神，提高学生的综合素质。
二、教学内容1. 确定教学内容，明确各门课程的教学要点和重点，制定教学计划。
2. 对教学内容进行分析和理解，梳理课程的知识结构，设计合理的教学流程。
3. 制定各门课程的教学大纲，明确课程目标、教学方法、评价标准等。
三、教学方法1. 采用灵活多样的教学方法，提高教学效果。
2. 注重实践教学，结合案例分析、实验教学等方式，增加学生的动手能力和实际操作能力。
3. 培养学生的自主学习能力和创新思维，鼓励学生主动参与课堂互动。
四、教学评价1. 采用多种评价方法和手段，全面评价学生的学习情况。
2. 注重对学生的平时表现进行评价，鼓励学生积极参与课堂活动。
3. 结合学科特点和教学内容，制定科学合理的评价标准，确保评价公正客观。
五、教学管理1. 制定严格的教学管理制度，加强课堂纪律管理，确保教学秩序。
2. 加强教学过程的监督和指导，及时发现并解决教学中的问题。
3. 组织教师教学培训，提高教师教学水平和素质。
六、教学改革1. 积极开展教学改革，探索创新的教学模式和方法。
2. 加强教学科研，促进教学理论和实践的结合，提高教学质量。
3. 加强对教学成果的评价和总结，推动教学工作不断向前发展。
七、教学保障1. 提供良好的教学条件和环境，确保教学设施设备完备。
2. 加强学生的学业指导，帮助学生解决学习中的困难和问题。
3. 加强与家长的沟通和交流，促进家校合作，共同关注学生的学业发展。
以上是教学工作计划提纲，同时也是对教学工作的指导和规划，希望能够对教学工作有所帮助。
教育学与教学法基础知识整理提纲
教育学与教学法基础知识整理提纲一、教育学基础知识1.教育学的定义和概念-教育学是研究教育现象、教育规律、教育理论和教育实践的学科。
-教育学的核心任务是研究和提供教育和发展的理论指导和实践方法。
2.教育学的历史渊源-古代教育思想的探索与试验：从古代文明至公元前4世纪。
-古代教育哲学的形成和发展：从苏格拉底至笛卡尔。
-现代教育学的形成和发展：从启蒙运动至现代教育学创始人杜威。
3.教育学的基本分类-教育学的基础理论：包括教育哲学、教育心理学、教育社会学等。
-教育学的相关学科：包括教育经济学、教育法学、教育史学等。
-教育学的研究方法：包括实证研究方法、文献研究方法、理论研究方法等。
4.教育学的研究对象-教育的本质和目标：教育的本质是对人的全面发展进行有意识的引导，教育的目标是人格的培养和社会角色的塑造。
-教育的主体与客体：教育的主体是教育者，客体是受教育者。
二、教学法基础知识1.教学法的定义和概念-教学法是根据教育学和心理学的原理和规律，以达到教学目标为导向，合理运用教学手段和方法的科学性规范。
-教学法的核心任务是提高教学效果，促进学生全面发展。
2.教学法的基本原则-适应性原则：教学方法应根据学生的年龄、认知水平、兴趣爱好等个体差异进行调整。
-渐进性原则：教学过程应由浅入深、由易到难，循序渐进地推进学生的学习。
3.教学法的分类-根据教学方法的逻辑关系：包括讲授法、讨论法、实验法、研究法等。
-根据教学内容的特点：包括理论教学法、实验教学法、实践教学法等。
-根据教学对象的特点：包括幼儿教学法、小学教学法、中学教学法、大学教学法等。
4.教学法的具体应用-教学目标的设定：确定学生需要达到的知识、能力和情感目标。
-课堂教学组织：合理安排教学内容、时间和活动，以激发学生的学习兴趣和积极参与。
-教学方法的选择：根据教学目标、教学内容和学生特点，选择合适的教学方法。
-教学评价与反馈：及时评价学生的学习情况，并根据评价结果提供相应的反馈和指导。
阅读教学方法论提纲
第一章阅读教学方法论第一节阅读教学概述一、概念诠释（一）阅读阅读是一种学习活动，也是一种程序。
阅读是“学习之母”。
“学习技能的五把刀子”：阅读；书写；计算；观察；表达（二）阅读能力阅读能力包括认读、理解、评价、记忆、运用能力（三）阅读教学阅读教学是语文教学的重点、核心（吸收是表达的基础）二、国际趋势阅读能力普遍下降美国阅读运动例：湖南李璐珂，三、四岁集中识字，四、五岁读小说。
三次休学，两次跳级，六年半完成基础教育十二年的学习任务。
十五岁考上清华大学，十七岁英语过六级，十八岁读研，专修建筑史，十九岁入党；二十岁成为最年轻的博士，主持两届博士论坛。
其特点是早期教育和超前教育。
其中有一点值得关注：她在集中识字后，四岁就读《安徒生童话》、《木偶奇遇记》、《青春之歌》，后来又读《约翰·克里斯多夫》。
学完小学至高中的课本外，主要读中国古典名著和外国名著。
其父认为，人生须读五十部经典，小学就应该接触《四书》《五经》。
正因为其阅读能力强了，所以自学容易，跳级多，学程短。
第一跳：由一年级到四年级；读完四五年级，第二跳到初二（地理历史未学过，学校要求考试再入校，家长借回教科书，孩子自学编提纲，两周后考试，历史78分，地理87分。
初三读完休学在家读王力《古代汉语》两本半；自学数理化，自学许国璋英语（还学拉小提琴）。
后来考取湖南重点高中理科实验班。
高中也仅读一年半。
上化学实验班后变27分为年级第一。
校方希望其参加化学竞赛，其父不让立刻占据过多时间，认为要让人生更有境界，须多读经典。
如鲁迅、郭沫若、毛泽东的等。
影响：“李氏私塾”，全国各地生源。
每人学习都有总体计划安排，然后各自自主安排具体进程。
90%学生跳级。
不同见解：个案而已；不要把午餐端到孩子的早餐桌上；缺少与人交流，没有童年------但有一点：注重阅读，且阅读经典，认识“阅读之母”的重要意义。
第一节单篇课文教学一、单篇课文教学模式（一）教学模式概述1．概念内涵教学模式是在教学实践基础上，以一定的思想理论为指导而建立的一整套组织、设计和调控教学活动的方法论体系。
对外汉语教学法提纲
有效对外汉语教学法温习内容第一章总论1.教学法的概念对外汉语教学法是实现对外汉语总目标和总任务、落实教育大体原那么的方式。
2.教学法的理论支柱包括哪些（一）语言学原理：语言学理论是对外汉语教学法的要紧理论支柱。
（二）心理学原理（三）教育学原理（四）教育心理学原理：教育心理学主若是对教育的心理学方面进行科学研究，为教育提供心理基础。
第二章语言教学法流派介绍各流派的代表人物、特点、代表教材等。
（一）语法翻译法：1.代表人物：德国语言学家奥伦多夫2.教学原那么和特点：（1）以语法教学为中心，强调系统语法的学习。
（2）语言材料的内容以可否突出某种语法形式为准。
（3）运用学习者母语进行课堂教学。
（4）以阅读和书面翻译为主。
（二）直接法：1.代表人物：1) 贝力子。
德国的直接法实践者。
主张按“幼儿学语”的进程和方式来教外语。
2) 叶斯珀森。
丹麦语言学家和外语教学法家。
3) 帕默。
英国外语教育家。
口传法的代表人物。
4) 韦斯特。
英国外语教育家。
阅读法的代表人物。
5) 艾克斯利。
英国闻名英语教材《基础英语》作者。
2.直接法的优势:是一种有开辟性的外语教学理论体系，把外语教学从书面语引向现代口语，把死记硬背语法规那么变成听说读写能力的培育。
有利于学生外语思维和言语能力的培育。
3.直接法的理论基础1) 语言学理论：句本位思想，许多词的具体意义只有在句子中才能取得确信；先口语后文字。
2) 心理学理论：冯特“语言心理中起要紧作用的不是思维，而是感觉”。
3) 教育学理论：夸美纽斯“由事实到结论”，“实例先于规那么”。
4.直接法的大体原那么1) 直接联系原那么2) 以口语为基础的原那么3) 以仿照为主原那么4) 句本位原那么5) 归纳途径教语法原那么6) 以今世通用语言为教材原那么（三）听说法：1.代表人物：（1）拉多。
（2）弗里斯。
3.听说法的理论基础（1）语言学基础：结构主义语言学（2）心理学基础：行为主义心理学4.听说法的大体原那么1) 听说领先2) 反复实践，形成适应3) 以句型为中心4) 排斥或限制母语5) 对照语言结构，确信教学难点6) 及时纠正错误，培育正确的语言适应5.听说法的教学进程：口传语言材料-->仿照经历练习-->句型练习-->对话-->读、写练习（四）视听法1.视听法的理论基础1) 语言学：结构主义语言学2) 心理学：关于感觉和知觉的论述。
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第一章学校教育基本理论第一节学校音乐教育的目标，理念以及价值一：学校教育及学校音乐教育（一）学校教育学校教育是由专职人员和专门机构承担的有目的、有系统、有组织的，以影响受教育学校教育者的身心发展为直接目标的社会活动（二）学校音乐教育通过有组织，有计划，有目的的学校教育所实施的以音乐为媒介的教育。
二：学校教育的目标，理念以及价值（一）目标概述：1：教育目的：总的教育方向，宏观教育价值2：教育目标：是教育目的的下位概念，体现不同类型，不同级别，不同阶段的教育价值学校音乐教育目标：指为学校音乐教育教学活动，是在教室引领下的学生进行音乐学习活动的具体行为变化表现和阶段性，特殊性的学习结果。
学段目标（三个学段）：1：情感态度与价值观2：过程与方法3：知识与技能（二）理念：音乐课程理念定义：对音乐课程实践的理性认识和价值的认同，属于一种具有相对稳定性和指向性的音乐认识和音乐课程理想的观念体系。
全日制理念的内容：以音乐审美为核心以兴趣爱好为动力面向全体学生注重个性发展重视音乐实践鼓励音乐创造提倡学科综合弘扬民族音乐理解多远文化完善评价机制普通高中课程理念内容：以音乐审美为中心，培养兴趣爱好面向全体学生，注重个性发展重视音乐实践，增强创造意识弘扬民族音乐，理解多元文化（三）价值：1，审美体验—丰富学生的情感世界2，开拓创造—发展学生的思维水平3，社会交往—提高学生的沟通能力4，文化传承—提高学生的人文修养第二节学校音乐教育的理论基础一，概述（一）教育理论1，定义：以教育思想的系统表述为内涵是教育思想的高级形态。
2，特征：实践性社会性历史性多样性与借鉴性3，功能：解释教育实践指导教育实践推动教育改革（二）20 世纪教育理论的发展美国出现了“新教育”运动，其教育理论是批判赫然巴特为代表的传统的教育，反对传统教育中以教师为中心，课程为中心的观点，主张以学生为中心，强调儿童学习的独立性和创造性，强调教学与生活的联系。
在达尔文进化论思想的影响和自然科学发展的促进下，教育改革者致力于教育研究和实验，并形成了广泛的运动，他们主张以儿童为中心，以活动课程代替分科教学，批判不顾学生的兴趣和需要，家培育内容脱离生活，、提出“教育即生活”，“学校即社会”，“从做中学”并称为“哥白尼式革命”二，20世纪学校音乐教育（一）外国的学校音乐教育美国：1986年修订《学校音乐方案;描述与标准》将基本思想概括为十条瑞士：达尔克罗兹音乐教育体系的理论与实践，强调发展音乐能力，把乐曲的情感化为具体的动作，节奏，声音德国：奥尔夫音乐教育体系，以节奏为内容基础的创造性的儿童音乐学习方式。
利用自然原始的音乐素材，给儿童一个综合的，自然的音乐体验。
匈牙利：柯达伊的音乐教育细想和实践立足于本国国情，他坚持音乐教育应立足于发扬民族文化精神。
“让音乐属于每一个人”的理念产生了很大影响，主要以歌唱为主。
日本：铃木镇一的才能教育运动，“以母语学习”的方式，开发和培养儿童的音乐潜能。
他认为学习音乐不一样要成为音乐家，而是通过学习音乐来培养人格，净化心灵。
（二）跨世纪中国学校音乐教育的改革行动1，跨世纪素质教育工程实施素质教育，推进教育民族化，实现教育现代化，是中国学校教育改革的时代追求。
2，跨世纪的中国学校基础教育音乐课程体系存在的问题以学科中心为主的课程体系结构课程内容还存在着“繁，难，偏，旧”现象教与学的过程还是传统教育（以课本为中心，以教师为中心，为课堂为中心）评价方式单一改革遵循的原则以提高国民音乐素质为宗旨，以培养创新精神和实践能力为重点，科学地制定音乐课程标准，在新的教育理念之下，建立合理的音乐课程结构，以促进学习方式的变革为目的，探索新的教学方式。
第二章学校音乐教育的历史发展改革第一节音乐课程与教学的发展一，国外音乐课程与教学的发展历史产生：古希腊时期：斯巴达课程：围绕军事体育教育设臵雅典教育：体现和谐教育的思想，其妻内容为“七艺”，包括了音乐课程，音乐课程在这里产生并发展。
发展：毕达哥拉斯学派：音乐史对立因素的和谐的统一，把杂多导致统一，把不协调导致协调。
柏拉图：音乐能渗透人们的心灵，可以教育人们达到精神上的和谐并抚慰人们的情绪，音乐的各种调式起着不同的伦理作品。
亚里士多德：音乐不仅有教育的作用，也有“净化”作用，提出音乐能够保持心理健康。
二，我国音乐与教学的发展历史产生：氏族社会末期最早的音乐学校：成均发展：夏商周：学校教育产生，大司乐当时的音乐学校，音乐教育主要以乐人的培养为目标。
，以技艺的传授为主要内容。
我国的音乐教育基本是师徒相传，代代相授第二节国外学校教育的改革与发展一，近现代外国外音乐教学的改革与发展（一）近现代课程理论的形成和音乐课程的改革与发展1，近现代课程理论的形成20世纪20年代，美国博比特出版《课程》，主张课程基本的原理和采取编制课程的方法。
1923年俄亥俄州立大学查特斯发表了《课程的建设》，之后，又出版了《课程编制》。
1926年美国教育研究会公布总结研究的年鉴，书名为《课程建设的原则和方法》。
1929年，哈拉普《课程编制的技术》1949年，，美国的教育学家，课程理论家，评论理论家，拉尔夫泰勒的《课程与教学的基本原理》做出了划时代的意义。
他被誉为“当代教育评价之父”，“现代课程理论之父”。
泰勒原理：确定教学目标，选择学习经验，组织学习经验，进行课程评价。
3，近现代音乐课程的改革与发展（1）美国：1,1838学校音乐课程确立2，南北战争后，得到普及3，19世纪末20世纪初，转向从儿童出发（2）俄国：1,19世纪初亚历山大时期的学校改革2，19世纪60年代“自由教育主义思想”，音乐得以发展（3）德国：1,19世纪初期，构成了小学音乐课程的主题2，魏玛共和国时期，进行了2次教育改革实践，实践了“缪斯教育”细想，3，奥尔夫创建了他的音乐教育体系。
（4）日本1，明治初期，确立小学教育中的唱歌课2，明治25年到43年，进步了歌唱教育的时代。
（二）近现代教育理论的形成和音乐教育的发展1，近现代教育理论的形成（1）夸美纽斯的教育思想（2）赫然巴特的教学思想（3）杜威的教学思想（4）凯洛夫的教学思想2，近现代音乐教学的改革的发展（1）美国19世纪60年代到80年代中期音乐教材与教法的探索19世纪80年代中期后的识谱教学理论与实践19世纪90年代中期到20世纪初的歌唱教学观念与方法的转变20世纪上半叶的改革（2）德国（3）日本二，当代国外教育的改革与发展（一），当代课程理论研究的深化与音乐课程的改革与发展1，当代课程理论研究的深化首先，课程理论不断丰富与分化，流派众多而且并存其次，理论本身日益丰富，深刻2当代音乐课程的改革与发展促进了今天世界范围的音乐课程实践的发展（二）当代教育理论研究的深化与音乐教学的改革发展1，深化赞科夫，布鲁纳，根舍因的教学论思想被视为当代教学论的三大流派2，当代音乐教学的改革发展主要从技艺的传授转变为艺术和审美的教育第三节我国学校音乐教育的改革与发展一，我国音乐课程的改革发展1862年兴办学堂1901年建立上海南洋公学附属小学，是最早的音乐课程的学校1902年上海，天津女塾的相继成立，均有音乐课程，音乐课程初具规模1949年，确立了音乐教育的重要地位1950年，教育部颁布了《小学音乐课程暂行标准（草案）》，《中学暂行教育计划（草案）》1952年，教育部颁布了《小学暂行规程（草案）》，《中学暂行规程（草案）》1957年，“左”思想的影响，美育被无视，音乐课被削减文革以后，音乐教育开始复苏1981年3月，国家修订发布中小学教学计划，调整了音乐课时。
2001年，废除了音乐教学大纲，制定了音乐课程标准，确立了新的音乐课程新概念，设计了新的音乐课程总体目标二，我国音乐教学的改革发展中国古代：师徒相传，代代相授20世纪初：以乐歌的教学为主第三章音乐学习与教学理论第一节音乐课程与教学的发展一，音乐审美（一）什么是音乐美1，音乐美的本质：是在一定的审美理想支配下的“”丰富而有序的感性样式“2，音乐美的是：音乐所具有的品位，他产生于主客观的完美结合之中，是音乐的形势和美容的高度统一。
（1）音乐的形式美：音高，音强，音色，音长（2）音乐的内容美：能够引起人们对某种视觉意象的冥想，或通过听赏者结合综合的经验和思想认识活动的介入产生相应的情感体验。
3，音乐美的特殊性体现在其非语义性，直观感受性和其听觉感受性（二）音乐审美1，音乐审美意识与条件（1）音乐审美意识是以音乐感知，情感体验和审美评价为基本环节的人类意识活动（2）音乐审美条件第一，主体必须基于审美目的来倾听音乐第二，要选择适合自己审美能力和趣味的音乐作品第三，对音乐作品的直接感性接触2，音乐审美体验与音乐审美趣味（1）音乐审美体验是指对音乐美的品味的体验，是在对音乐形式美与内容美的感受和理解中获得的（2）音乐审美趣味是指个体对音乐的兴趣与爱好3，音乐审美评价与标准依据音乐的复杂性二，中小学音乐审美心理的发展（—）音乐审美心理要素1，音乐审美感知2，音乐审美想象3，音乐审美情感4，音乐审美理解（二）中小学生音乐审美心理发展特征1，小学生音乐审美心理发展特征低年级：听觉最敏感时期中年级：音乐感知能力最佳时期高年级：运动觉，听觉，之力，理解力，变现力均全面发展2，中学生音乐审美心理发展特征他们情感世界丰富，逻辑分析能力增强，在审美过程中，能够对音乐作品的情感与内容给予深刻的理解和把握。
第二节音乐学习心理一，学习理论（一）学习的概念界定学习是通过实践或其他的经历，使个体的行为或按某种方式变现出来某种行为的能力产生持久的变化的过程（二）现代学习理论1，行为主义学习理论主张不同思想，情感之类的内部事件，而根据可观察的现象来解释学习2，认识理论在学习的过程中，心理过程的作用是巨大的，学习是一种内部心理现象，可以从人们说出的话和做过的事情中推断出来二，学习理论在音乐学习上的运用（一）音乐学习的态度—动机的激发与保持动机的功能：唤醒功能，指向功能学习动机的内驱力：认知内驱力自我提高的内驱力附属的内驱力（二）音乐学习的方法—知识，技能的获得，巩固和提高1，音乐知识的习得4个阶段：选择阶段理解阶段保持阶段应用阶段2，音乐技能的训练3个阶段：定向阶段分解与整合阶段协调完善阶段（熟练阶段）第三节音乐教学理论一，音乐教学原则教学原则：依据一定的教学目标，遵循教学过程的规律而制定的对教学的基本要求。
音乐教学原则：音乐教学得以正确实施的基本保证，是音乐教师为达到一定的教学目的，在课堂教学过程中必须遵守的基本要求。
（一）音乐本位原则音乐本位原则：指在音乐教学过程中自始至终应将音乐臵于音乐教育的中心位臵，这是音乐教学诸多原则中的主导型原则（二）协同融合原则（三）创造发展原则（四）情感体验原则（五）主动参与原则二，发展性音乐教学策略教学策略：是教学理论和教学实践紧密结合的产物，指建立在一定理论基础之上，为实现某种教学目标而实施的教学实施计划，其内容包括选择合理的教学方法，确定适合学生的教学材料，并设计合理的教学活动或行为的程序和手段等内容。