人教版 (2019)Unit 2 Looking into the Future完整版评课教学ppt课件

这是一份人教版 (2019)Unit 2 Looking into the Future完整版评课教学ppt课件，共46页。PPT课件主要包含了CONTENTS，点赞之处，商榷之处，困惑探讨，PART 01，学习者分析，PART 02，困惑研讨，PART 03等内容，欢迎下载使用。
说清了以下三个问题：1.本单元培养学生哪些学科核心素养？这些学科核心素养对学生有什么价值？2.如何培养上述核心素养？指导思想和做法是什么？3.上述做法的理论依据是什么？
已有基础——学习障碍——应对措施
问卷数据——学习障碍——应对措施
课前学情问卷调查，注重学情分析，精准制定教学目标。学情分析是教师制定教学目标和教学活动内容的重要依据，在教学过程中起方向性的作用。
（Activity 1 10分钟）？
Why text structures?
I dn’t knw hw t read and write.Why can’t I read and write?识别文本结构有助于提高阅读理解和信息保留。 理解文本结构有助于以书面形式组织信息和细节。
文本结构作为一种阅读策略
文本结构教学/有效提高信息文本的阅读理解（Gajria等人，2007）；明确地教授特定文本结构的特征，并提供有针对性的练习机会，学生对课程中遇到的文本的理解可能会得以提高（Williams等人，2016）；文本结构教学为学生提供了一种认知工具，用于组织内容领域文本中包含的信息和复杂词汇（Pyle等人，2017）；文本结构教学可以提高学生对不太熟悉的文本结构特征的关注（Hebert等人，2016）；最终提高对内容丰富的信息文本的理解（Burke等人，2015）。
Prblem and Slutin
Smetimes, an authr will want t explain a prblem, and then shw ne r mre slutins.This kind f text structure is called prblem and slutin.
有时，作者想要解释某一个问题，然后会给出一个或多个的解决方案。我们称这种文本结构为问题与解决方案。
A prblem and answer are suggested.
Require a license t buy spray paint.
The huse is being spray painted.
Dn’t cnfuse with cause and effect.It is presented as a PROBLEM.
Prblem and slutin: prblem and a way t fix it
Clue wrds: the delemma lies in, t slve, the questin is, t recmmend,
Reading is thinking
CnnectUse what I knw t understand the text better
QuestinAsk questins while reading
SummarizeDetermine which ideas are mst imprtant
PredictUse clues t infer what may happen
InferUse clues and what I knw t make sense f my reading
VisualizeCreate a mental images f what I am reading
Blm’s Taxnmy
I can remember facts abut the infrmatin.
I can explain the ideas in the infrmatin.
I can use the infrmatin in a new way.
I can break dwn the infrmatin t understand it better.
I can say what I think abut the infrmatin and back up my pinin.
I can use the new infrmatin t build new ideas.
Where des it say…? When / Why / Hw did…?
Hw culd yu say that in yur wn wrds…?
What questins wuld yu ask f …?
What evidence can yu find t…?
What wuld yu say is the imprtance f …?
Hw culd yu change the plt…?
Higher Order Thinking Skills(HOTS)
Lwer Order Thinking Skills(LOTS)
Epistemlgy 认识论
Reading Principle阅读理念
Methdlgy阅读策略
Technique 阅读技巧
布鲁姆分类法 Blm’s Taxnmy
寻脉络 Tracking Plts
抓观点 Capturing Pints
思道理Generating Themes
Guiding Questins
Think Alud Strategy
Summarizing
Visualizing
Plt Diagram
Read-Draw-Shw-Tell mde
整体阅读 Integrated Reading
Text structures
Details f reading skills
Use backgrund
Ask questins
Identify the authr’ purpse
Identify the main idea
Recgnize sequence
Recgnize cause and effect
Make inferences
Make predictins
Distinguish facts and pinin
Find facts and details
Recgnize cmpare & cntrast
Make cnnectins
Reread fr clarity
Adjust pacing
Cmpare and cntrast graphic rganizer
T rganize details frm a paragraph in cmpare and cntrast, use a Venn diagram.
Cmpare and cntrast clue wrds
Cmpare: bth, similarly, just as, likewise, in cmparisn, in the same way, alike,as well as, unlikeCntrast: althugh, despite, but, in cntrast, while, n the ther hand, as ppsed t
如何更科学更高效地达成以下课堂教学目标？ 在进行单元设计和分课时设计，内容的整合、活动的设计、评价量表的设计、评价的实施都基于目标并回归目标，评价贯穿整个学习过程并成为学习的一部分，形成教-学-评一体化体系。
一是发挥助学功能：提供阅读、思维、评价等学习工具。教会学生像学科专家一样思考。二是用透教材语篇：自然单元和专题单元双线交织并行。三是突显学生主体：从教学评一体到学教评一致。
教学评一致性的前提和灵魂是清晰的目标，教学评一致性的前提和灵魂是指向有效教学，其实现与否有赖于教师的课程素养与评价素养。让备课从经验走向专业。 进一步明晰学习目标，优化教学设计，体现学习目标、教学活动、评估任务三者内在的一致性，提升课堂教学质量，促进教师专业化成长。
学教评一致性最重要的核心思想是围绕课标定目标，围绕目标制定评估活动。 高品质的前置学习，一个最重要的点是学生要有深度思维的发生。可以充分利用课后的探究题。先学后教，以评定教。
学业质量提升的教师端工作
OK,I believe there can be many different factrs that affect students’ reading cmpetence and efficacy, amng which their reading skills and teachers’ teaching methds COUNT!
构建三部曲 模型
教了，不等于学了 学了，不等于 学会了——郭允漷
Remember Teacher’s Rles
Teacher’s respnsibility
Explicit instructin & mdeling f hw t read(setting,plt,etc.)
Guided instructin
Independent practice
Cllabratin between students
Students participate
Students’ respnsibilities
“I d it.” means the teacher des r shws it..
“ Yu d it tgether.” means the students d it tgether.
“We d it.” means the teacher and the students d it tgether.
“ Yu d it.” means the student des it alne.