更新时间：09-28 （王导）提供原创文章
Abstract
Based on situational teaching theory, interactive hypothesis and so on, the instructional design is about You’re supposed to shake hands in Unit 10 Go for it. The significance of the design consists of two points: first, the teacher uses learning materials about customs to improve students to have a better understanding of foreign culture. Second, the teacher integrates listening and speaking into one class, which conforms to the rule of language learning and improves students’ effectiveness.
The instructional design consists of three parts: pre-design analyses, design of teaching process and reflection on post-design.
Analyses of learners, teaching contents, and teaching objectives will be involved in pre-design. On learners, students are from a rural middle school. About teaching contents, the teacher chooses You’re supposed to shake hands. As for teaching objectives, aims are as follows. First, students can grasp words, phrases, and sentence patterns of this period. Second, students could listen to the topic well and extract useful information. Third, students can understand different ways of greeting at the first time and cooperating learning.
In order to realize teaching objectives and key points as well as breaking through difficult points, the teaching process is divided into leading in, Pre-listening, While-listening and Post-listening. First, watching and speaking which is beneficial for arousing students’ interest is to lead in the topic. Second, learning the words and sentences is for listening and discussing. Third, giving a listening material two times for general and specific questions and group work are to help students to comprehend ways of greeting and ability to gain information. Fourth, discussing and summarizing as well as giving a performing are beneficial to students’ oral English and memory.
Finally, author has reflection on the design which includes teaching objectives and teaching process. First, language knowledge is simple so that more words and sentences related to greeting should be added on teaching objectives and teaching process. However, this design has achieved great success on teaching objectives in terms of affective factors. Second, the design will be revised according to reflection.
Key words: Instructional design; situational teaching; junior middle school English
Contents
Abstract
摘要
1 Introduction-1
1.1 General description of the instructional design-1
1.2 Importance of the instructional design-3
1.3 Overall structure of the thesis-4
2 Literature review-5
2.1 Key terms in this instructional design-5
2.1.1 Instructional design-5
2.2.2 Situational teaching-6
2.2.3 Integrated teaching-7
2.2 Theoretical foundations of instructional design-8
2.2.1 Meaningful Learning Theory-8
2.2.2 Affective Hypothesis-8
2.2.3 Interaction Hypothesis-9
3 Analyses of major elements in the instructional design-10
3.1 Analysis of learners-10
3.1.1 Learners concerning their cognitive characteristics-10
3.1.2 Learners concerning their learning needs-12
3.1.3 Learners concerning their learning styles-12
3.2 Analysis of teaching objectives-13
3.2.1 Teaching objectives in terms of language knowledge-13
3.2.2 Teaching objectives in terms of language skills-14
3.2.3 Teaching objectives in terms of affective factors-14
3.2.4 Teaching objectives in terms of cultural awareness-15
3.2.5 Teaching objectives in terms of learning strategies-15
3.3 Analysis of teaching contents-16
3.3.1 Teaching contents in terms of selection-16
3.3.2 Teaching contents in terms of important points-17
3.3.3 Teaching contents in terms of difficult points-17
4 Design of teaching process-17
4.1 Design of teaching process-17
4.1.1 Design of leading in-18
4.1.2 Design of pre-listening-18
4.1.3 Design of while-listening-19
4.1.4 Design of post-listening-20
4.2 Design of blackboard-21
5 Reflection on the instructional design-25
5.1 Reflection on the teaching objectives-26
5.1.1 Reflection on the teaching objectives in terms of language knowledge-26
5.1.2 Reflection on the teaching objectives in terms of affective factors-26
5.2 Reflection on the teaching process-27
5.3 Revised instructional design based on the reflection-28
References-29
Acknowledgements-30
Appendix I-31
Appendix II-34