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1、1,外语教师的课堂教学微技能发展点评技巧 教师培训:理论转换实践的技能 夏纪梅,2,主要内容,点评的条件点评的目的点评的依据点评的技能点评的程序点评的难度点评案例分析,3,一、点评的条件,真正以学生为中心的课堂真正彻底的任务型教学法的实践对学生有要求、有标准、有示范让学生有选择、有策划、有准备教师有观察与记录、分析与归纳、微观与宏观评价能力教师懂得现代外语教学理念原则和评价标准教师有评教评学和评讲经验,4,二、点评的目的,对学生：强化英语应用的评价标准、了解同学表现的优缺点作为对照参数，了解自己的水平能力和被认同的程度，对自己的表现得到鼓励和鞭策对教师：培养锻炼应用外语教学理论原则、观察学生应
2、用英语交际和做事的能力、分析和提炼优缺点、英语即场笔记和点评能力综合目的：刺激鼓励:good points,encouragement,sense of achievement 目标导向:criteria of excellence,areas to be improved,strength,weakness 合作学习：product of team work,role balance,problem solving,5,三、点评的依据,1 任务型教学法理念、原则、途径、标准2 外语交际教学法目标与培养方法3 高等教育人才培养目标与社会对实用人才的评价标准,6,四、点评的技能,学生在台上，教师
3、在台下：1 观察与记录的能力2 发现与分析的能力 3 归纳与评价的能力-细节微观评价-总体宏观评价,7,Observation sheet,8,观察记录中的三个观察点,3 C:contents,coherence,creativity-clear in content-coherent in organization-creative in designing3 P:preparation,presentation,power point slides3 tion:presentation,demonstration,interaction,9,观察分析的具体评价标准：,Presentatio
4、n:-contents:theme-based,text-related,content-extended，authors points of view,teams interpretation,class opinions,perspective,supportive-speech:well-prepared,fluent,clear,talk instead of read aloud,opening and concluding remarksDemonstration:-clear thought clue,well-arranged points,professional struc
5、ture composed of front page,content/outline page,acknowledgement and references,end page-creativity:ppt design,multi-media,variety of sources,activities,materials(e.g.internet download,media,TV,radio,movie,self-DV,VCD,newspaper,magazine,catalogue,photo,picture,ads,scanning documents,etc.)activities(
6、games,interview,role play,debate,contest,discussion,guess,etc.)Interaction:between team members,between classmates,10,评价标准（续）,Effects:-stimulating,motivating,activating,involving,interesting,language learning,communication practice,real-world like experienceStructure:-three-step presentation:Introdu
7、ctionbody-conclusion-six-part ppt pages:1）Front page:title,theme,presenters,background picture,2)Outline page:components3)Content pages:sources and means of materials4)Acknowledgement5)References6)End pageTiming:20 minutes at least.,11,任务要求与评价标准的一致性,Varieties for Designing:1)questions(warming-up,lea
8、ding-in,open-ended,connected,further down,back-up,developed,student-involving,common-sensed,etc.)2)games(interesting,interactive,dynamic)3)interview(DV,on-site,in-class,out of class)4)role play(prepared,live)5)comparison between China and West6)debate(for and against,pro and con,left vs right,differ
9、ent voices),12,指教性评价的六种能力,学生执行任务后，教师上台4R：Recall,Review,Respond,Reflect1 复述能力2 归纳能力3 寻找亮点的鼓励能力4 指出不足的策略能力5 结合实际应用标准原则的能力6 因材施教的能力,13,五、点评的程序,教师：4 RRecall:what the team did by replaying the pptReview:the criteriaRespond:comments about the good points first,then where and how to improveReflect:lack,nee
10、d,want,must学生：发表评论等级评定（优秀、良好、一般、合格、不合格（5-1）,14,六、点评的难度,教师的即席演说能力教师对弱队的点评能力教师应对复杂意外或临场问题的能力教师管理动态课堂的能力教师的交际能力教师的设计能力教师进行观察、笔记、分析性思考和全方位多观察点评价同时进行的能力全方位对外语教师的真功夫、真本事、真水平的考验和历练；对教师是否社会人和交际人的检验；对教师是否有教学研究能力和理论应用能力的评判,15,七、点评案例分析,强队案例展示与分析评价 job interview,security,making a living较强案例展示与分析评价 environment一般案例展示与分析评价 value弱队案例展示与分析评价 learning about English主教材：大学英语（全新版综合教程）上海外语教育出版社,
