如何设计公关活动

2024-07-09

如何设计公关活动(共8篇)

如何设计公关活动 篇1

活动方案一般由活动主题、活动目的、活动方式(或形式)和活动步骤四个部分组成,设计时可遵循以下思路或方法,如何设计活动方案。

1.活动主题。有些活动方案的主题已经给定,我们只要围绕给定的主题设计其他部分即可。切忌偏离主题。当然,也有的没有给定主题,要求考生自拟主题。

自拟主题应该做到两点:第一,从内容上看,要与给定的材料密切相关,不可脱离材料设计活动主题。第二,从形式上看,要做到简洁明快,具有启发性、鼓动性和号召力。

2.活动目的。活动目的要从落实行动、激发情感、提高认识等方面作答。语言应简练、概括性强。

3.活动方式。活动方式可以多种多样,可以借助广播电视、网络或直接到公共场所进行环保宣传,可以向青少年学生发出环保倡议书,可以组织义务植树、种花、种草活动。可以以学校或班级、小组、个人为单位,开展诸如城镇环境调查、公共场所卫生大扫除、争做环保小卫士等一系列的环保活动,规划方案《如何设计活动方案》。

4.活动步骤。活动步骤是活动方案的主体,设计时必须考虑到活动的具体内容。使活动张弛有序。

【例题】胡锦涛同志曾经强调,全面落实科学发展观。进一步调整经济结构和转变经济增长方式。是缓解人口资源环境压力、实现经济社会全面协调可持续发展的根本途径。要加快调整不合理的经济结构,彻底转变粗放型的经济增长方式,使经济增长建立在提高人口素质、高效利用资源、减少环境污染、注重质量效益的基础上。努力建设资源节约型、环境友好型社会。

请你简要设计一个环保活动方案。

活动方案一般由活动主题、活动目的、活动方式(或形式)和活动步骤四个部分组成,设计时可遵循以下思路或方法。

1.活动主题。有些活动方案的主题已经给定,我们只要围绕给定的主题设计其他部分即可。切忌偏离主题。当然,也有的没有给定主题,要求考生自拟主题。自拟主题应该做到两点:

第一,从内容上看,要与给定的材料密切相关,不可脱离材料设计活动主题

。第二,从形式上看,要做到简洁明快,具有启发性、鼓动性和号召力。

2.活动目的。活动目的要从落实行动、激发情感、提高认识等方面作答。语言应简练、概括性强。

3.活动方式。活动方式可以多种多样,可以借助广播电视、网络或直接到公共场所进行环保宣传,可以向青少年学生发出环保倡议书,可以组织义务植树、种花、种草活动。可以以学校或班级、小组、个

人为单位,开展诸如城镇环境调查、公共场所卫生大扫除、争做环保小卫士等一系列的环保活动。

4.活动步骤。活动步骤是活动方案的主体,设计时必须考虑到活动的具体内容。使活动张弛有序。

【答案提示】

(1)活动主题:美好家园大家建(共创绿色人居环境,或保护环境,从我做起)

。(2)活动目的:使同学们认识到保护环境的迫切性,增强参与环保的主动性和自觉性,共同营造良好的生产生活环境。

(3)活动方式:开展公共场所卫生大扫除。

(4)活动步骤:①将参与的同学划分为若干小组,并指定各小组打扫区域。②各小组成员进行分工.有的负责捡拾垃圾,有的负责洒水,有的负责扫地。③将拾到的垃圾进行分类。④将分类后的垃圾分别投进相应的垃圾箱内。

如何设计公关活动 篇2

如皋教育推行的“活动单导学”模式也已经多年。所谓“活动单导学”是指以“活动单”为媒介引导学生在“活动”中自主、合作学习, 实现教学目标的过程。“活动单导学”有三个核心概念, 一是“活动”它是“活动单导学”的主题。二是“活动单”它是导学的主要手段。三是“导学”它就是教师通过创设情境、点拨启迪、评价提升等手段引导学生自主学习。“活动单导学”模式让学生成为课堂真正的主人, 学生根据教师课前设计的“活动单”在课堂中自主有效的学习, 在这样的教学过程中学生不仅是学习了应有的知识, 更为重要的是掌握了学习的方法。对于教师而言在教学过程中点拨学生, 启发学生, 在“活动单”的导学下完成学习, 扮演着“导演”的角色。同时也给“导演”提出一个新问题:“剧本”如何编写?

我校现用的教材基本为“高等教育出版社”出版的中等职业教育国家规划教材。该套教材根据《教育部关于进一步深化中等职业教育教学改革的若干意见》 (教职成[2008]8号) 和《教育部关于制定中等职业学校教学计划的原则意见》 (教职成[2009]2号) 文件修订的新大纲而编写修订的新教材。该套教材采用章节形式规划组合知识点模块。知识点和理论实践相结合, 并相应介绍具有一定开发价值的新技术, 新理论。但是与我市推广的“活动单导学”模式教学要求有一定的差别。这给一线教学人员提出了一个新课题:在实施“活动单导学”模式教学过程中, 思考如何设计“活动”, 也即活动的主题!

结合“活动单导学”教学要求, 结合中等职业学校专业课程特点, 结合生产生活实际需要, 我们将生产过程中的某一具体活动设计成一个可行的教学“活动”。将本课程教学内容划分成相应的活动模块, 在活动模块下设立子活动 (树状结构为:活动模块—子活动) 。将每一个子活动设计成“活动单”形式。如此将教学内容完整的整合到“活动单导学”教学过程中, 而非简单的将过去以章节形式规划的知识点套用“活动单”形式。

以《电子整机装配》课程为例, 将《电子整机装配》按照“S66E收音机”--“插卡MP3音响”--“5.5黑白电视机”--“彩色电视机 (选修) ”这样四个活动模块来编写整合教材。每个活动模块中涵盖以下几个子活动:

1.理论知识简介 (含常用材料、常用工具、表面安装技术、焊接工艺等) ;

2.特殊元器件的介绍和检测, 比如收音机的中周;

3.装配工艺及工艺文件;

4.整机总装、调试及检测;

5.常见故障及处理;

6.印制板的设计与制作;

7.电子产品技术文件和安全文明生产。

这样遵循了从易到难的原则, 一方面兼顾了知识的连贯性、整体性, 另一方面也兼顾了整机产品的实用性和贴近生产的需要。

同时这样的课程内容设计将大大提高学生的学习兴趣, 因为在某一活动模块实施结束时, 学生得到的不仅是所学知识, 更能得到自己亲手完成的可以实际使用的某一作品。如S66E收音机”、“插卡MP3音响”、“5.5黑白电视机”, 试问在这一过程中, 学生会游离于课堂吗?学生会马虎应付吗?这样的教学让学生真正做到“做中学、学中教”!

因而如何去设计“活动”我认为关键在于找到一个能够激发学生学习的兴趣, 学习热情的“活动模块”, 同时这个“活动模块”又具有一定的典型性, 代表性, 更具有高度的可操作性。

找到这一“活动模块”前提下, 如何合理有效的安排教学内容, 这更多取决于教学人员对教学内容的熟悉程度, 对行业动态发展的把握, 对学生知识结构的把握。

在活动主题确定后, 我们需要的是将“活动模块”中的“子活动”设计成“活动单”。而如何去设计, 我们更多的是需要以探究、调查、访问、资料收集、操作、演示、实验、交流与讨论、反思、创作、体会等为基础开展多样化的活动。这需要的是我们教学人员的集思广益, 更需要我们转变教学思想和教学习惯。摆脱教学就是教师围绕教材传授、灌输知识等传统教学意识的束缚;摆脱只关注学生掌握知识的多少, 考分的高低等传统对学生考核评价的体系, 转而关注学生情感的发展, 价值观的建构以及综合素质的提高。建立新的全面符合学生身心发展的考核评价体系!

“活动单导学”的最终目的是“学”!对学生而言“学”, 是自主式学习, 是充分参与的快乐的学习, 在“做中学”!对教师而言是“导”, 引导与点拨学生学习的每一步, 充当学生学习过程中的“方向标”和“引路人”。而如何去引导, 如何在学生的“学”中“教”?我想每位老师都有自己的领悟, 有自己的绝活!

我想只有从内容到形式全面转型的新课堂教学, 学生才能真正在课堂教学活动中, 活起来, 动起来!

摘要:结合我市“活动单导学”课程改革精神, 针对中职学校专业课程教学活动中教师如何设计合理有效的“活动”, 谈谈自己的想法!

关键词:活动单导学,自主学习,活动设计

参考文献

如何设计幼儿数学教育活动 篇3

一、确实把握本班幼儿的发展水平

这里所指的发展水平是指幼儿在数学教育方面的发展水平。有的教师认为,自己天天接触幼儿,已经很熟悉了,对幼儿的了解肯定很透彻,很深刻,其实不然。为什么这么说呢?这是因为,幼儿的身体、心理的发展和成人是不一样的,尽管我们许多教师长期从事幼儿教育工作,但对幼儿的了解往往还是从成人的角度来揣摸。要想真正了解幼儿,随时掌握他们的所思所想,教师就应该和他们保持密切的联系,和他们进行交谈(包括集体、小组和个别的交谈),也可以通过倾听幼儿的谈话来了解幼儿。

只有了解和掌握了幼儿的发展水平,教师才可考虑具体活动的目标,考虑所选择内容的范围和多少,考虑设计的合理性与新颖性,才能胸有成竹地去设计幼儿数学教育活动。

二、选择合适的具体活动的目标

幼儿数学教育的目标包括总目标(教给幼儿有关数学方面的粗浅知识和技能,培养幼儿学习数学的兴趣和良好的学习习惯,培养幼儿的智力,促进幼儿身心的和谐发展)、单元目标(10以内数及加减运算、量、几何 形体、时间、空间五个单元的目标)、年龄阶段目标(在每一个单元目标下,根据小班、中班和大班幼儿不同的年龄特点,提出的不同的教学目标)和具体活动目标(每一个具体的数学教育活动的目标)。

三、选择适当的教学内容,设计活动的具体步骤

在选择了合适的活动目标以后,教师就可以根据活动目标和各章的教法提示,先考虑教学内容的范围。还以“复习6以内的加减运算”为例,这方面的教学内容应包括:①交替出现加减运算的式题,让幼儿进行运算 ,要求算得又快又准确;②请幼儿列出得数不超过6的加法算式,引导幼儿进一步掌握加法交换律;③在进行6以内的加减运算时,注意引导幼儿进一步理解加、减法的含义。

在确定了教学内容以后,教师就可以设计活动的具体步骤了。在设计时,要根据幼儿的生理和心理特点来进行。如幼儿的大脑皮质在学习开始时,活动能力较低,以后会逐渐提高。根据这一点,在设计活动时要由易到难,循序渐进。在开始的活动时要吸引幼儿的注意力,引起幼儿的兴趣,以后再逐渐提高难度,把活动引向高潮。由此,在设计和安排活动时,教师应该注意教学内容的适当(不多也不少),难点不要大多;难点应该安排在活动的中间部分,不宜安排在活动的开始部分和结束部分。

在设计活动的具体步骤时,还要考虑活动的新颖性,并力求使自己教学的特点和优势体现出来。如有的教师善于用语言引导幼儿,在安排活动时,就可以多考虑如何运用生动、形象的语言启发和引导幼儿去理解和掌握数学知识。需要提醒的是,设计的新颖性不是要教师玩花样,不是要教师绞尽脑汁想出什么惊人之举。新颖 性是与合理性、可行性相结合的,离开了合理性和可行性的新颖只能导致教学活动的失败。

在上述的例子中,我们不妨这样设计:①根据教师口头应用题的题意列出得数不超过6的加减算式,在列 出算式后必须说出算式中的加数与被加数、减数与被减数分别表示题目中的哪一个数字,表示什么意义;然后 请幼儿算出算式的答案,并说说这个答案表示什么。例如,教师可出这样的一道题:“小平吃了3颗糖,小明吃了2颗糖,小平和小明一共吃了几颗糖?”请幼儿列出算式:3+2=,请幼儿说出算式中的3和2分别代表什么(3代表小平吃了3颗糖,2代表小明吃了2颗糖);然后请幼儿算出算式的答案:3+2=5,请幼儿说出5代表什么(代表小平和小明一共吃了几颗糖)。通过对算式中各个数字所代表的意义的分析,幼儿就进一步了解了6以内加减运算的含义。②出现许多得数不超过6的加减运算式题,让幼儿分组,以竞赛的形式进行运算。这部分的内容要多一些,时间要长一些。一旦幼儿出现运算错误,教师就要引导幼儿分析,看看错在哪里,为什么会错。在运算过程中,引导幼儿看清加、减符号,以免算错。③请幼儿列出得数不超过6的加减运算式题,然后将其中的加法式题找出来,请幼儿写出交换加数与被加数以后的加法式题。如幼儿写出3+2=5,教师就请幼儿将3和2互换 ,问幼儿答案有没有变,为什么不变(因为它们只是交换了位置,数字并没有变)。

四、考虑活动设计的合理性,进行必要的修改与充实

在活动基本设计好了以后,教师就要考虑设计的是否合理。此时,除了要考虑是否遵循了前面已提及的幼儿身心发展的特点外,还要考虑时间的长短是否合适。在小班,数学活动以20~25分钟为宜。在中班和大班, 数学活动以30~35分钟为宜。教师要考虑自己的活动设计是不是难点太多,如果太多,就有可能超出预定的时间;如果没有难点或难点太少,就可能达不到预定的时间。

此外,教师还要考虑在活动设计中,是否注重了调动幼儿的主动性与积极性,是否安排了幼儿操作活动、参与探索活动的内容,如果没有,势必影响幼儿主动性与积极性的发挥。

如何设计幼儿语言教育活动目标 篇4

幼儿语言教育目标是幼儿语言教育的纲领,而幼儿语言教育活动目标是为年龄阶段目标、语言教育目标服务的,语言教育目标正是通过每一个具体活动落实到幼儿身上。因此,正确设计语言教育活动目标是一次教育活动成功与否的关键,能够体现幼儿语言发展的预期成果。但在幼儿教育实践中,一些教师在设计语言教育活动目标时存在着现实问题,设计语言教育活动目标的能力还有待提高。因此,我们结合当前幼儿语言教育活动目标设计中存在的主要问题,阐述了我国幼儿语言教育的目标结构,分析了设计语言教育活动目标的方法。

一、当前语言教育活动目标设计中存在的主要问题 1.活动目标和活动内容、活动过程不对应

在幼儿教育实践中,语言教育活动目标有时在活动中不能得到很好的实现,或者通过活动根本就不能实现预先设置的目标。这具体表现为两个方面。

(1)活动目标与活动内容不对应。

活动目标是语言教育活动设计与实施的向导,是选择相应的活动内容、方法和途径的依据。这里所谓的“活动目标与活动内容不对应”指的是具体语言教育的活动内容不能成为实现该活动目标的载体,即忽略了活动目标在选择活动内容中的重要作用。最为典型的例子就是活动目标设置为“发展幼儿完整、条理讲述的能力”,而活动内容却是学习一个文学作品,这显然与活动目标相背离。(2)活动目标和活动过程不一致。

这是指教师设计的目标过大过泛,不能在活动过程中得到很好的体现;或者是活动目标与活动过程脱节,通过活动根本不能实现所设计的目标。也就是说,活动目标没有实现统领活动过程的作用,活动过程没有为实现活动目标服务。例如,活动目标是“体验长辈对自己的爱,并激发对长辈的尊敬之情”,要求在重阳节的背景下培养幼儿对长辈的尊敬之情,出发点确实很好,而且选择了一首儿歌《摇到外婆桥》,内容也与目标相呼应。但是在活动过程中,教师只是组织幼儿一遍遍倾听这首儿歌,然后让幼儿扮演爸爸妈妈,跟着儿歌哄小宝宝睡觉,重复了若干次„„这样的活动环节设置根本无法实现预期的目标。

2.活动目标描述不合理

(1)活动目标的层次结构难以体现。根据布鲁姆的教育目标分类说,活动目标一般应包括认知领域、情感和态度领域、能力和技能领域三方面内容。但是在一些语言教育活动目标中,不符合这一要求的现象屡见不鲜。如一位教师在设计中班讲述活动“家乡的建筑就是美”时拟定了以下两条活动目标:“①感受家乡建筑的美,产生爱家乡的情感。②能用语言和其他方式表达家乡建筑的特色。”显然,这样的目标设置缺少认知领域的目标。我们要求活动目标的层次结构尽量包含三大领域的内容,如果确实某一领域的目标在活动中无法体现或者是幼儿已经具备了这方面的目标要求,那么可以在目标中不予体现。但是,在上述活动中完全可以提出认知方面的目标,如“知道家乡著名建筑的名称,并能描述其主要特征”。

(2)活动目标的指向较笼统,无法进行评价与检测。设计活动目标的原则之一是可检测性。目标的可检测性可以帮助教师在活动后即时进行活动效果的评价,并成为其继续组织语言活动的依据。如果目标不可检测和评价,如“培养分析问题、解决问题的能力”或“发展创造性思维能力”等目标,太抽象,太笼统,无法操作也无法检测,那么活动结束后教师就无从了解自己的活动是否适合幼儿,也无法评价活动是否科学,是否实现了预期目标。

(3)活动目标的叙述不科学。语言教育活动目标的叙述缺乏科学性,在幼儿语言教育活动设计中也是屡见不鲜。最典型的表现就是从教育的角度来描述目标,而不是从幼儿发展的角度来描述活动目标。所谓教育目标就是从教育者的角度来提出需要达到的教育要求,而发展目标则是从受教育者的角度提出需要达到的教育要求。如中班文学欣赏活动“路上有个小水坑”的活动目标是:“①通过学习故事,使幼儿记住故事的主要情节,并且学会描述。②萌发幼儿的责任感,懂得做事要替大家着想。③培养幼儿分析问题、解决问题的能力。”事实上,幼儿发展目标的实现是幼儿自身的努力,并不完全由教师决定。因此,在设计活动目标时,从语言表述上就要端正态度,从幼儿的角度出发,预设通过活动使幼儿的语言知识、情感以及能力能够达到什么程度。仍以文学欣赏活动“路上有个小水坑”为例,可以将目标设计为:“①通过活动,记住并学会描述主要情节。②萌发责任感,懂得做事要替大家着想。③逐渐形成遇到困难要想办法解决问题的能力。”

二、明确幼儿语言教育目标的结构

幼儿语言教育目标的结构分为纵向的层次结构和横向的分类结构。从纵向的层次结构来看,幼儿语言教育目标可分为总目标、年龄阶段目标和活动目标。从横向的分类结构来看,幼儿语言教育目标是通过倾听、表述、阅读、欣赏四大块面来体现的,而每一块面又包括认知、情感、能力三个维度。

以倾听为例,《幼儿园教育指导纲要(试行)》(以下简称“新《纲要》”)中明确要求“注意倾听对方讲话,能理解日常用语;能听懂和会说普通话”。结合我国幼儿语言教育的实际情况,又可以从认知、情感和态度、能力和技能三个维度对倾听总目标进行分解。即:认知目标——懂得别人和自己说话时要注意倾听;情感和态度目标——乐意听,有礼貌地、集中注意力地听;能力和技能目标——能听懂普通话,能分辨不同的语音语调,能理解并执行别人的指令。教师只有熟悉语言教育目标的结构,并对总目标与年龄阶段目标之间的关系有清楚的认识,才能设计出科学、合理、适合幼儿发展特点的活动目标。

三、幼儿语言教育活动目标设计的要点

在理解幼儿语言教育目标结构的基础上,设计幼儿语言教育活动目标可以从以下几点人手。

1.关注社会的培养目标

社会和时代发展对人才培养和教育的要求,为确立幼儿语言教育目标指明了方向。在我国现阶段,制订幼儿语言教育目标应考虑以下问题:首先,语言教育目标要反映我国现阶段教育目标的取向,语言不仅是幼儿发展过程的有机组成部分,也是传递文化的有效途径。其次,语言教育目标要适应我国生产力发展水平对人才培养的要求。第三,语言教育目标要具有一定的针对性和前瞻性。这些原则都应在设计语言教育活动目标中加以体现。

2.符合幼儿语言教育的总目标和年龄阶段目标

一般来说,幼儿教育的总目标和年龄阶段目标是由专门的机构制订的,但需要教师烂熟于胸。因为教师设计具体的语言教育活动目标必须以这两个目标为前提和基础,是对这两个目标的细化和具体化。

3.考虑语言教育活动的不同类型

如何设计公关活动 篇5

Good Work Organization 论文作者:留学生论文论文属性:thesis登出时间:2010-12-24编辑:anterran点击率:1654 论文字数:5178论文编号:org***590语种:English地区:China价格:免费论文

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关键词:Speaking abilityteaching activitiesanalysis method.Project title: Improving Students’ Speaking ability Through Good Work Organization Investigator

Infulfilment of the course Practical Project Design.Prepare for China Central Radio &Television University Anhui Radio and Television University Practical Project Design

Title: Improving Students’ Speaking Ability Through Good Work Organization

Name: Ma-Xiang Number: 011090227 School: AnQing Radio and Tv University Major: Education Tutor: Xuan-Sheng-Li Date: Mar.25, 2005 Student’s Tel :(0556)5374050

Acknowledgement

I am mostly grateful to my tutor Mrs.Xuan Shen Li, without whose support and patience this project would not have been finish.I am also grateful to my classmates Huang Xiaohong, Li Shuyuan and my colleagues for their time spent on panel discussions with me.No amount of thanks will be adequate for my students without whose will participation in the project implementation it would have remained on paper.Last but not least, big thanks go to my family who has shared with me my worries and uneasiness during my work time.Without them, I couldn’t have made it.Abstract The present study presents a detailed report of a project implemented to solve the problems that improve students’ speaking ability through good work organization.It is hypothesized that students’ speaking ability can be improved by creating more opportunities for them to speak.This hypothesis is verified by a four-week practice of well-organized activities.Among the methods of this project I have used analytic method, cause analysis, questionnaire and brainstorming.摘

这篇论文是关于如何精心设计教学活动来提高学生口语能力的项目实施的详细报告。假设学生的英语口语能力是能通过精心组织课堂口语活动来创造更多的对话机会而提高的。该假设通过了四个星期精心设计的活动来验证。在这篇论文里,我运用了分析法,因果法,问卷法和集体探讨法。Key Words: Speaking ability, teaching activities, analysis method.关键词:

口语能力,教学活动,分析方法。Main headings of the Project Report I.Introduction Ⅱ.Summary of the preliminary research Ⅲ.Project objective Ⅳ.Project Hypothesis Ⅴ.Project rationale Ⅵ.Project implementation Ⅶ.Data Analysis Ⅷ.Project evaluation Ⅸ.Conclusion

Appendix: A

The timetable of the project B The second questionnaire C Teaching diaries D Notes of attending a lesson E Teac hing notes F Oral test paper J Recording tap Ⅰ.Introduction

I have been teaching in a junior middle school.In my teaching I have come cross some problems, which have been troubled me for some time.I’ll have finished my study in Anqing TV University.I hope I can solve the problem through the action research so that I can apply my knowledge and theory into practice.I think if I design the activities well, I could improve the students Speaking ability.Ⅱ.Summary of the Preliminary Research 1.Problem The problem I have in my teaching is that most of my students are weak in speaking English.Every time when I have an oral class and ask them to do a speaking activity, some of them don’t seem interested in it.There are also some students are afraid of speaking in front of the whole class.Only a few students can answer in English when I raise questions during the speaking activities.It is common that students can get high marks in an exam cannot speak a complete and correct English sentence.2.Problem analysis This problem has been troubling me for quite a long time in my teaching, I tried every means to solve this problem.Eventually I worked out 3 main reasons that influence the students’ speaking ability.(1)The students are busy with their heavy lesson and ignored the importance of oral communication.(2)The students pay little attention to the training of speaking skill.(3)In the classroom learning, students lack training in speaking.1)Analytic method.Through careful analysis, my problem makes me think of this: Why a few students have good speaking English, while most of them haven’t? If my colleagues teach the same class, is it the same case? If it not the case, then it seems that the problem is actually caused by myself, not by my students.Probably the oral practice I asked my students to do was poorly designed.2)Cause Analysis I analyzed with a list of factors that may contribute to the causes.From my side: 1.The speaking tasks are poorly designed 2.I talk most of the time and leave very limited time for my students.3.I ignored the importance of oral communication.I placed more emphasis on doing written exercises in or outside the English textbook.4.Some of the tasks are not appropriate for a large class.From the student’s side 1.Some students paid little attention to the training of speak.There is no relevant part about oral English in an exam.They would do more written exercises rather than practise speaks.2.Students have little opportunity to practise their speaking in my English teaching.3.Some students don’t like speaking English.The classroom The room is too small for a large class..3)Questionnaire When I did my cause analysis, I tried to dig out all possible causes.But I think it’s just my own view.It’s does not mean that students also think in the same way.To find out what students think of the problem, I designed a questionnaire just like this : Questionnaire on oral English work Dear student: I’ll thank you for sparing 10 or 15 minutes in your busy study to answer this questionnaire.your opinion or suggestion will be helpful for my teaching of oral English and my better performance in turn help you to improve your speaking.Please tick the box next to the answer that expresses you opinion.1, Do you like oral English? □a.a.very much □ b.a litter □c..so so

□d.dislike 2, Do you want practise you oral English in class? □a.yes □ b.no

□c.don’t know 3, do you have opportunity to practise you oral English in my teaching? □a.No

□b.little □c.not much

□d.often 4, What do you think about the designed activities of oral English by me before? □a.lively □b.stiff □c.ordinary 5, Which designed activity do you like? □a.pair

□b.group.□c.retelling

□d.being plenary □e.the other 6, Can the well-designed activities increase your interest in oral English class”? □1.yes □2.no

□ 3.I don’t know 7, Do you think the well-designed activities can improve your oral English to practise in class? □1.yes □2.no

□ 3.I don’t know

I gave my questionnaires to my students and all of them, sixty students, returned their questionnaires.When all these date come in, I made some statistical evaluation.The results showed that over 70% of the students expressed that they liked oral English and wanted to exercise their oral English in class and that over 85% of them thought they have little opportunity to exercise their oral English in class and they thought my teaching was stiff lack of interest.Therefore I think the problem was caused by my self.I should change my pattern of teaching and getting my students more actively and interestingly involved in oral practice.4)Brainstorming activation When I was engaged in the problem analysis, I often talked to my colleagues about all the problem I met.Quite often they gave me a lot of advice so that I pondered the problem more deeply and carefully.Also I discussed with my students, collected them response and feedback.With the help of them, I realized that there were some problems in my teaching.After a lengthy problem analysis, I began to launch a project to solve the problem.Ⅲ.Project Objective

To improve students’ Speaking ability to a large class by good work organization.Ⅳ.Project Hypothesis.It is hypothesis that students’ speaking ability can be improved by creating more opportunities for them to speak.Ⅴ.Project Rationale: 1.The importance of oral English--Since China entered the WTO people are closely connected with foreigners.Oral communication in English is such a natural part of life.But many of us speak “dumb-English”.The professor Li Qiang who is the expert in researching Americanism said: The dumb-English is no use.I have studied the course of English language Teaching Methodology(1 and 2)and it made me realize the importance of speaking English.Because some of my students thought oral English was not important and not worthy of time-wasting.I thought I could change their mind by their progress in class.2.The role of the teacher-As a teacher.I should know the diverse roles I play, such as a controller, assessor, organizer, participant, and shouldn’t consider myself as the controller all the time when teaching, Besides, I should demonstrate those different roles so that students realize when I take a major instructional role in class and when I take only a minor helping role.In students’ speaking activities, I’d like to play a participant role more than others.During most of the class time, I’d like my students to be accustomed to being responsible for their own leaning.3.Grouping them.Deal with a large class, well-designed pair and group work tasks can be tried out to increase the participation of all the members.And I know the members in each group couldn’t be too many or too few.There are 48 students in my class, I decided to make eight groups.Ⅵ.Project Implementation Based on the rationale, I used four units of the existing junior English text book as the communicative material.New tasks were designed with the aim of providing students with a chance to be creative and express themselves freely.Since it is a large class, I must attention to the following factors while designing the tasks: a)give clear instructions, b)persuade the class to use English, c)control the noise, d)monitor the students’ practice, and e)use various task types to a rouse the students’ interest.Following are the details of the implementation.Week 1, Activity 1, Welcome Back!This activity is based as in Junior English for China, Book 2A, Unit 1, Lesson 2 “Welcome back!”

Purpose: To revise words and practice the pronunciation of the word correctly Instructions: I taught the text and then I organized a game of WORD CHAIN in class.Procedure: After I taught the text, I asked my students to play a game of the “word chain”.They were so excited.I told them the rule of the game and asked them to work in turn of the seat number so that everyone could take part in it.They played the game in pair.I monitored the game and offered help if necessary.For students: Every one must take part in the game and according to the rule of the game: Step 1: The first student gives a word, for example: “bag”

Step 2: The second student must tell a new word whose the beginning letter is the end of the first word, such as “go”

Step 3: The third student works according to the method of the step 3, giving “on” out.The next one continues till the last one, each word can not be repeated.Week 2, Activity 2: What Are We Going To Do? This activity is based at in Junior English for China, Book 2A, unit 2, lesson 5 “What are we going to do?”

Purpose: To practice “using” the sentence of “be going to”

Instructions: I taught some new words, then I explained usages of “be going to” and gave them some more examples.I asked them to make sentences by using the words which I gave on the blackboard to practise the grammar of “be going to” in group.At last they acted out their dialogues in front of the class.Procedure: Before I taught the text to my students, I explained the grammar of “be going to” and gave them some examples to understand well.Then I began my lesson.After that, I asked some of them to make sentences by using “be going to” and wrote on the blackboard and all of us checked it and corrected errors.Then, I provided some new materials which wrote on the blackboard, and then get students to work in pairs by them.The students should exchange roles one time.At last, I asked the volunteers to give their performance in front of the class, the title was “what are you going to be when you growing up?” After the play over, I ordered the students to correct them which were not proper by their judge.For students: The students worked in pairs.They had a list of “what they do”, one asked the partner question with “be going to”.The other one answered the question.Then they chang

Week 3, Activity2: Find The Right Place!This activity is based as in Junior English for China, Book 2A, Unit 6, Lesson 21 “Find the right place!”

Purpose: To practise asking for and giving directions Instructions: At first I taught the text.I explained the function of asking for and giving directions.Then I gave them opportunities to practise expression with each other.At last I showed my students some cards I have made and ask them to work in pairs.Procedure: Before I taught the text, I asked them to tell me some buildings near our school in Chinese if necessary.They were so excited to tell me some building name.Then I began my lesson.After that, I divided my students into pairs and gave out separate worksheet to student A and student B.Each had a map of the city on the book, but they have different places labeled.They had to ask their partner for directions for getting to the different distinctions and label their maps.I monitored the activity and offered help if necessary.For the students: They worked in pairs.They both had maps of the city, some places was labeled and some are not.The partner had the same map which showed different places.They must ask each other for a list of places they wanted to go to, and then labeled them on the map.They could not show their map to their partner.When they had both finished they could compare their maps to make sure they had labeled the places correctly.Week 4: Activity2: The Memory Robot This activity is based as in Junior English for China, Book 2A, Unit 9, Lesson 33 “The memory robot”

Purpose: To practise the grammar of the Simple Past Tense and the method of retelling a text.Instructions: At first I taught the text, and then I got the students to retell the text in groups.After that I asked three groups to give their performance in front of the class.Procedure: I revised the text simply.then I taught them how to retell the text.I led them to find out the main words and the using TENSE of the dialogue.they could express it in their own way and use the new words and new patterns only if they could tell the main idea correctly.I gave them some minutes to prepare for retelling in groups.Then I asked three groups to give their performance in front of the class.For students: They must read the text himself, understanding the tense and the main idea of the text.After that, they could try to tell the text to their partner.Then I would ask someone of each group to retell it to the class.Ⅶ.Data Analysis It took me four weeks to research on the project.Now I want to know if the hypothesis has been proved or not.That is to say I want to assess the effectiveness of the above-designed activities.Data were gathered mainly from three sources: two of questionnaires, two tests oral tests and classroom observations I took in my diary.1.Data from the questionnaires After four weeks’ action research, the first questionnaire was designed for examining the result of these activities.The second questionnaire was nearly the same to the first one in the preliminary research so that comparisons can be made to see the improvement.In both questionnaires, the students were asked to answer questions concerning their interaction in oral English class.Comparing the results of the questionnaires, I found that students’ opportunity to practise their oral English in class has b

een significantly improved after the implementation and the increasing amount is nearing 65%.It is found 25% of students had no opportunity to practise their oral English in class before the implementation of the research.And after it, no one’ questionnaire shows “No”.The amount of the students who “often” practise their oral English rise to 90% while the percentage was only 15% before the implementation.From Graph 1, it proves that my implementation of the project is effectives.Yet there are still 5% of the students choosing “little” though the number is smaller than it in Questionnaire 1.So I need to do more analysis for the fact and try to solve the problem.Graph 1.Comparison of the opportunity to practise oral English in class.2.Data from the tests I issued two tests to check if the well-designed activity are helpful for the students’ enhancing of speaking abilities, one at the beginning of the project, the other at the finish of the project, with the same format.Comparing with results of two tests, I found students’ oral English has been greatly improved during the action research.It is found that 40 students’ marks are not satisfied before the implementation.After it, the number of students who did oral practice well has distinctly increased from 25 to 45.But I also found that 15 students don’t perform excellently in their practice.This may be caused by students and me.Some of them may be poor in English and while the activities I designed for students didn’t consider the different levels of them.I must try my best to do my work..Graph 2.Comparison of whether students do speak practice well.3.Classroom observations I took in my diary.I found my students became more active than before and they had more opportunities to practise speaking English through my well-designed activities.They made progress and their speaking English has been improved.From the above analysis I think students’ Speaking ability can be improved by my well-designed activities.Ⅷ.Project evaluation.Following the stage 4, I evaluated the project by asking and answering relevant questions on every aspect of my project 1.the problem Is the problem a researchable one? Yes, as I am an English teacher, if I was given the resources, the time plus my expertise, I can launch a project to solve the problem my students having poor speaking English.2.the methods used in problem analysis Are the methods used to analyze the problem acceptable, suitable to it and properly applied? Yes, I used the Analytic method, Cause analysis, Questionnaire and Brainstorming.There are all acceptable methods suitable to my problem.I also used them properly.3.the project objective Is the project objective realistic? Yes, since it is researchable, it is realistic, it can be achieved.4.the project hypothesis Is the project hypothesis provable? Yes, my hypothesis-students’ speaking ability can be improved by good organization is provable.I have found that my students’ oral English have been improved by creating more opportunities for them to speak.5.the project rationale Does the project have a sound basis? Yes, my project was based on the four theoretical assumptions which are valid and sound.6.the crucial questions to be asked in clued: Has the investigator defined his or her project objective? Has the invess? Has the investigator stated his or her project rationale? Has the investigator worked out the details for project implementation? Has the investigator planned the stages and the timetable for the project implementation? I have fulfilled all these requirements.7.the stages and details of the implementation The stages are necessary and complete.The implementation details are properly maintained.8.the methods used in project implementation In what way has the project been implemented? In my case, I first set up control and target groups and used the classroom teaching.9.the methods used to obtain the results I used observations, interview, teaching notes and questionnaires to obtain the project results.They are all acceptable, suitable to the task and properly used.10.the results obtained from the project implementation My hypothesis has been proved to be correct.I have found that student’s improve them Speaking ability after I use the well designed exercises.Ⅸ.Conclusion This paper is based on the project that I conducted from Mar.2005 to May, 2005, which aimed to improve my students’ speaking ability.During this hard-working period, I consistently adjusted my teaching methods, analyzed the problem, adopted different kinds of activities to carry out the teaching plan.The results are very satisfactory.After four-week project implementation I found my students’ speaking English had been improved by my designed activities.After having experienced the research action, I’ve learned that doing more oral practice can enhance learners’ oral English accordingly.Meantime I also find my shortages in my teaching.I lack of enough patience.My oral tasks are ineffective.I give few feedbacks and check on my students’ homework.But, due to this teaching experience, I also strengthen my self-confidence of overcoming any teaching problem.In the future I will find out and solve this kind of problems as early as possible.References: 1.Gu Yueguo, 2003, Practical Project Design, Foreign Language Teaching and Research Press 2.Gu Yueguo, 2002, English Language Teaching Methodology, Foreign Language Teaching and Research Press.3.Junior English for China-Students’ Book 2A, People Education Press.4.Junior English for China-Teachers’ Book 2A, People Education Press.Appendix A: The timetable of the project stage Week Calendar dates tasks I 1 Mar.1-7 Identify a problem II 2-3 Mar.8-20 Analyze the problem using scientific methods of investigation 1.analyzing the teaching situation 2.analyzing the teaching objectives /teacher’s roles/task/types/students’roles etc.3.analyzing the possible causes of the identified problem III 4 Mar.21-Apr.3 Design a problem-solving project 1.formulating the project objective and hypothesis 2.making a lesson plan 3.preparing materials and resources needed 4.proposing data collection method: questionnaire/survey/interview IV 5-9 Apr.4-May.3 Implement the project 1.report of the classroom implementation of the lesson plan 2.report of the data collection V 10 May.4-May.11 Evaluate the project against a checklist 1.critical comment on your own teaching by checking your subjective comments against the tigator defined his or her project hypothesi collected data 2.suggestions for future teaching VI 11-13 May.12-26 Write the project report

Appendix B: The Second Questionnaire Please tick the box next to the answer that expresses you opinion.1.Do you like oral English? □a.a.very much □ b.a litter □c..so so

□d.dislike 2.Do you want practise you oral English in class? □a.yes □ b.no

□c.don’t know 3.In the four-week project implementation, do you have opportunity to practise you oral English in my teaching? □a.no

□b.little □c.not much

□d.often 4.Do you like to work in pair or group in class? □a.yes

□2.no

□ 3.I don’t know 5.Are you volunteer to answer my questions in class? □a.no

□b.little □c.not much

□d.often 6.What do you think about the designed activities of oral English by me now? □a.lively □b.stiff □c.ordinary 7.Do you think your Speaking ability had improved? □a.quite more

□b.some □c.a little

□d.nAppendix C: Teaching diaries Week 1 Date: 20.Apr.2005

I thought this lesson would be the beginning of my new design of teaching because I found that my students show more interests in speaking English in class than before.Students were so excited when I told them we would play a game after I taught the text.But when I told them the rule of the game--“word chain”, some students said it was difficult to them.I told them I would offer help if necessary, then they were not nervous at once.The game was performed smoothly.It seams that most of them enjoy the time though I only offered a little help to them.Every one could take part in the activity.Week 2 Date: 27.Apr.2005 I found that most of students parctise their oral English positively in my designed activities.Because of working in pairs, everyone had the opportunity to express their mind.The classroom atmosphere was quite lively.I was surprised to find that Wang Jie seating in the corner and always keeping silent also practiced the task with his partner actively.Week 3 Date: 9.May.2005 Today the classroom atmosphere was more lively.Especially when I ask them to discuss and work in pair, all of them were glad to finish what I had asked them to do.As a controller, I walked around the class to give them immediate help when needed.Wang Jie made progress with his oral English and today he, as a volunteer, came to the blackboard to act out his dialogue actively.Week 4 Date: 16.May.2005 I was surprised to see the students’ oral English improved.Most of them could retell a complete story by using the main words and the tense.I ’m glad that I can easily teach a large class and each one has opportunities to practise oral English in class.After the class, Wang Jie told me that he began to like oral English class because he was a participant and not a looker just like before.学校

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时间

教学目的 教学过程 点评与建议

Appendix E: Teaching notes Week 1 Date: 4.5

class: 3 ◇Today’s objectives: To revise words and practise the pronunciation of the word correctly ◇Teaching methods: Be whole;order of doing things ◇Opening Recapturing the key points of the last lesson Briefing today’s objectives ◇Procedure:

After I taught the text, I asked my students to play a game of the “word chain”.They were so excited.I told them the rule of the game.Students worked in turn of the seat number and everyone took part in it.They played the game.I monitored the game and offered help if necessary.◇Closing: Summarizing the lesson Home work Week 2 Date:4.12

class: 3 ◇Today’s objectives: To practice “using” the sentence of “be going to” ◇Teaching methods: Pole—play;pair work ◇Opening Recapturing the key points of the last lesson Briefing today’s objectives ◇Procedure: Before I taught the text to my students, I explained the grammar of “be going to” and gave them some examples to understand well.Then I began my lesson.After that, I ask some of them to make sentences by using “be going to” and wrote them on the blackboard and all of us checked it and corrected errors.Then, I provided some new materials which wrote on the blackboard, and then get students to work in pairs by them.The students should exchange roles one time.At last, I asked the volunteers to give their performance in front of the class, the title is “ what are you going to be when you growing up?”.After the play over, I ordered the students to correct them which were not proper by their judge.◇Closing: Summarizing the lesson Home work Week 3: Date: 4.19

class: 3 ◇Today’s objectives: To pratise asking for and giving directions ◇Teaching methods: Pole—play;pair work ◇Opening Recapturing the key points of the last lesson Briefing today’s objectives ◇Procedure: Before I taught the text, I asked them to tell me some buildings near our school in Chinese if necessary.They were so excited to tell me some building name.Then I began my lesson.After that, I divided my students into pairs and gave out separate worksheet to student A and student B.Each had a map of the city on the book.But they have different places labeled.They had to ask their partner for directions for getting to the different distinctions and label their maps.I monitored the activity and offered help if necessary.◇Closing: Summarizing the lesson Home work Week 4: Date:4.28

class: 3 ◇Today’s objectives: To practise the grammar of the Simple Past Tense and the method of retelling a text ◇Teaching methods: Pole—play;group ◇Opening Recapturing the key points of the last lesson Briefing today’s objectives ◇Procedure: I revised the text simply.then I taught them how to retell the text.I led them to find out the main words and the using TENSE of the dialogue.they could express it in their own way and use the new words and new patterns only if they could tell the main idea correctly.I gave them some minutes to prepare for retelling in groups.Then I asked three groups to give their performance in front of the class.◇Closing: Summarizing the lesson Home work Appendix F: The oral test paper A

如何设计公关活动 篇6

〔摘要〕:英语做为一门语言,是交际工具,是源于生活,服务于生活的。我们的课堂教学也应该是源于生活的,生活是课堂教学的源头活水。对于学生而言,课堂教学本身就是一种特殊的生活方式,课堂教学是引导个人生活展开的过程。密切联系生活,贴近学生的个体,以学生为主体的课堂教学将知识生活化,不再过于重视书本知识,而是注重教会学生利用知识解决问题,回归学生的生活与经验,英语生活化教学就是将人们的生活知识化。本文主要就是基于这样的认识,着重论述英语生活化教学的设计方法和策略。

〔关键词〕:生活化 教学 活动 设计

新课程标准强调英语课程要从学生的学习兴趣、生活经验和认知水平出发,倡导体验、实践,参与、合作与交流的学习方式(《英语课程标准》试验稿 北京师范大学出版社)。这就把英语课程定位在了一个开放的体系上,要求我们的英语课程要贴近实际、走进生活、合拍时代,树立以学生为本的思想,提倡学生的参与、体验、亲身实践、独立思考、合作探究,从而实现教学方式和学习方式的转变。而英语做为一门语言,一种源于生活,又直接为生活服务的交际工具,我们的英语课堂教学的生活设计就尤为必要了,“初中英语生活化教学”正是在这样的背景下提出的,那么,什么是英语生活化教学呢?

英语生活化教学就是指在教学过程中要关注和联系学生的生活实际和生活体验。任何的课堂教学都是源于生活的,生活是课堂教学的源头活水。对于学生而言,课堂教学本身就是一种特殊的生活方式,课堂教学是引导个人生活展开的过程。当然,课堂生活又不同于生活,课堂教学必须高于生活,课堂教学的内容和活动是对生活的提炼和生活的超越(肖川《教育的理想与信念》岳麓书社,2002)。以下是本人在初中英语生活化教学活动中所采纳的一些方法和策略。

一.英语生活话教学活动的侧重点和原则

首先,教师应该明白:学生学习的激情源于有兴致,教师的教学在于激发一种兴趣,营造一种氛围,提供一种条件,更在于唤起一种感悟。英语生活化教学活动在课堂教学中的实施将为师生的交往提供舞台,为教师展现智慧、引导学生发展提供场所,为学生自主探究知识提供机会。基于这种认识,英语课程改革特别强调语言的实践性与活动性。在英语课堂的教学活动中,为使听、说、读、写的活动更加具体化,教学的选择要遵循多样性的原则;为使学生在学习过程中精力充沛、思维敏捷、保持强烈的求知欲望,并做到耳到、眼到、脑到、口到、手到,应注重学生情感的培养,即遵循情感性的原则;为促成学生拥有自主学习、自我指导、自我强化的能力,学法的指导遵循自主性原则。

二.英语生活化教学活动的设计方法

教无定法,教必有法。灵活驾驭课堂,要掌握一定的技巧。在课堂活动的设计中,学生不再是“配角”,而是活动的“主体”。教师不是在表演,而是在与学生交流合作,引导学生积极主动地参与学习。英语生活化教学使得教师与学生、学生与学生之间保持有效互动,教学活动的开展为学生主动构建提供学习材料,使学生形成对知识的真正理解。群体学习过程中学生的主动性得到发展。依据学生为主体、任务型,启发式的教学原则设计课堂教学活动。列举方法如下:

(一)综合词汇归类学习

教师使用图片、实物、简笔画或利用动作、模仿、面部表情,抑或几句简单的英语描述,让学生接收到新词的含义。为巩固所学的单词,组织学生学会单词分类,如归类业余活动或厨房用具等,在新情景中尝试使用所学的词汇,让学生解决一些实际问题,如:在学了一些食物的名词后,让学生设计购物单和学会如何购物的表达方式。

活动的目的:

引导学生熟练掌握食品和饮料的单词,并学会如何购买食物的表达方式。

具体步骤:

(1)

给学生呈现一段超市食品货架的录像。将学生分成若干组,快速播放录像,学生记下他们所看到的上架食品的英语名称。

(2)

小组之间展开竞赛,看哪一组记下的食品名称既快又准确。在放录像核对后,全班共同记这些单词。

(3)

教师在黑板上张贴几幅画有容器的图画,请学生将食品和容器联系在一起。如:a cup of

coffee, a bowl of noodles

(4)

带领学生玩“找朋友”的单词游戏。每个学生手拿一张写有食品名称的卡片。教师在黑板上写下这样一些词语:meat,soup, vegetable, fruit, staple, drinks, fast food,snacks。属于同一类的食品卡片的持有者组合在一块。

(5)

开展一次“营养美味食品”的组合活动。每位学生找到自己的最佳搭档,并一起讨论这样组合的原因,然后在班内各抒己见。

(6)

将讲台桌设为食品柜。全班学生最喜爱吃的食品将在此出售。教会学生购买食品的英语表达。Would

you like---? What would you like? I’d like---.What

about something to eat/drink?

学生竞相即兴对话,教师及时对学生提示,注意可数名词与不可数名词的使用。

当然,词汇教学是这项活动的重点,学生在虚拟的情景中发挥想象,结合生活实际,以拟人的手法展开词汇的学习,使词汇的学习有滋有味。需要注意的是:活动中穿插朗读录音和拼写的训练是极有必要的,不过要适时适量。

(二)感悟情景表演

情景表演旨在让学生练习对话。学生看录像时,只看画面,不给声音,让学生根据画面人物的表情、动作猜测任务对话内容。以提问的形式展示对话内容。阅读一些短语和句子,然后根据录像排列出其出现的顺序,边看边操练,最后表演对话。这种方式可以帮助学生熟记对话和其中的短语及句子,以便在今后的真实情景中运用。示例如下:

如何用英语打电话

活动目的:

通过观看两个英国人打电话的录像让学生了解西方国家打电话的文化习俗的同时也让学生掌握英语国家打电话的常用句子。

教学过程:

1.教师布置任务,让学生带着问题看录像。例如:

(1)

what are they doing?

(2)

What is the difference between Chinese and

English in this activity?

(3)

What should we pay attention to?

2.观看录像。例如:(录像中Tom

和Jim在打电话,对话内容如下)注意:第一遍只看画面没有声音,然后回答上面的第一个问题,然后让学生猜测对话内容。第二遍再给出声音。

Tom: Hello!This is Tom speaking.Jim:

Hello, Tom!May I speak to Lucy?

Tom: Hold on, please.(A moment later)Sorry, she’s

out.Can I take a message?

Jim: Ok.Please tell her to wait for me at 4:00 this

afternoon.Thank you.Tom:

My pleasure.Jim: Goodbye.Tom:

Bye.3.分组讨论教师提出的问题,教师给予学生必要的帮助。

4.每一组选派一名代表来讲述本组讨论的结果。

5.教师进行总结。

在这个活动中,教师通过让学生观看录像及讨论这一具体的活动,使学生获得文化知识的体验。对于打电话的用语,是很生活的情景内容,但具有不同文化水平的人有着不同的 规则。英国英语里私人打电话一般为:1.电话铃响。2.接电话的人自报电话号码。3.打电话者要求与某人通话,这样能让对方明白有无挂错。这种接电话的人大都属于“绅士阶层”或具备一定文化修养的人,属于讲标准英语的人。教师在教学过程中应该提醒学生以下常用语:“This

is x x x speaking.” 而不是“I am x x x,” 要说:“Is that x x x

speaking?” 而不能说:“Are you x x x

speaking?” 该活动有利于加深学生对于西方国家打电话习俗的理解,学生感受了他们的生活情景,培养了学生的文化意识。

(三))实物展示

在低年级学习英语的教学活动中,这种方法最直接,学生全方位感官刺激最直接,最容易让学生接受,如在教学七年级Go

For

It教材Uinit6单元中食物类的名词时就可以采用这种方法,可以让学生感受到不同地域的人们饮食结构是有所不同的,进而让学生感受到不同地域的饮食文化。

(四)实况记录和模仿

现行教材英语的特点是应用性和生活性强,对于生活的情景对话可以尽量为学生创设生活情景,让学生感受真实的语境,这种真实的情景学生感受性强,有实效性!

播报天气情况

活动目的:

在学习了描述天气的相关词汇之后,试图让学生用英语播报天气情况。

教学过程:

1.组织学生听一段天气预报,并根据录音完成下面表格。

CityWeatherTemperature

1London

2Pairs

3Washington

4New York

2.学生两人一组以提问的形式核对答案。

A: What’s the weather like in London?

B: It’s …

A: What’s the temperature?

B: It’s …

3.教师提供给学生一则天气预报的范例,让他们在熟悉了天气预报的表达之后,利用上面表格中获得的信息在小组内讨论如何用英语播报天气。

Model: Good morning!Here’s the weather report for some

big cities across the world.Beijing is cloudy.The

highest temperature will be 4.There’ll be beautiful

sunshine in the daytime, but the lowest temperature

tonight will be minus 5.Wear warm clothes at night when

you go out.That’s the weather report for today.Thank

you for listening.4.鼓励学生开动脑筋,设置情景,编对话,进行天气播报。

5.准备一张世界地图,学生以小组为单位,在地图上找上述城市,并分析天气与季节、地理位置之间的关系。

6.每个小组合作写一份论述有关地理与气候关系的报告。

【评述】以上活动的开展充分调动了学生的生活经验,让学生利用所学知识和所熟知的信息进行交际。同时培养学生在活动中团结协作的精神。

需要注意的是:教学中拓展的内容要适合学生的知识水平,并提供给他们攀缘的绳索,一节一节往上升。

(五)调查分析

七年级Go For It教材Unit12单元的话题是My favorite subject is

science,可以布置学生调查不同同学最喜爱的功课各是什么。帮助学生设计Questionnaire进行有目的的采访,练习用表格整理收集到的信息,并对结论进行分析。课堂上以对话的形式展示调查结果或做课堂报告。

(六)编写故事

编写故事的形势多样,平常教师也有各自的方法,总的可归纳为:①教师讲一个简单的故事,学生听后写出一个类似的故事或续写或改写教师所讲的故事。②教师将四五张图片贴在黑板上,学生分组,根据图片内容合作写成短文。③教师提供一组有两三个人物的图片,要求学生写出人物之间的对话。这些编写故事的形势提供了学生联想的基点,学生会根据自己已有的生活经验,发挥想像,进而编写出他们各自的故事天地。

(七)制作访谈节目

可以让每位学生选定一位知名人物,姓名保密。然后扮演角色,参与访谈活动。大家通过提问设法猜出名人的身份。猜对者得分。节目主持人可由教师担任,也可由学生担任。学生如果想知道某人的生平,就必然会应用教师所设定的句型和时态进行提问。这种做法学生有生活的接触,学生对于这种电视节目也多有了解,并且饶有兴致,他们对于名人怀有敬仰和崇拜的心理,他们很想从名人身上获取他们想破解的迷。所以这种方法的采用往往会很成功,既激发了学生的兴趣,又促进了他们英语会话交际的能力。

(八)才艺展示

英语的学习从无到有,从支离破碎到综合系统,需要一个过程。在这个过程中,学生不仅要学会这样学,还要学会这样用。展现自我也是督促学习的一种好的方式。同样是七年级Go

For It教材Unit10单元的话题是Can you play the

guitar,可以让学生展示自己的爱好与特长,表述自己愿意加入何种俱乐部,学生的特长得以展示,兴趣获得激发,学生浓厚的课外兴趣生活在课堂教学中有了充分的提炼。再比如在学习食物名称及用料时,可以鼓励学生自己动手,制作一道菜肴,在班内展示,并用英语表述配料及制作过程。还可以根据学生的兴趣爱好,鼓励他们经常在线浏览英语网站,把自己置身于英语语境之中,扩大眼界及词汇量。下载有价值的资料,编辑制成自己的网页,与老师、同学在课堂上适时交流。

当然,英语生活化教学的内容和活动形式的设计都应该是开放式的,都应有利于开拓学生的思维和培养学生的创新精神。

三、英语教学生活化设计策略

(一)联系学生已有的生活经验

建构主义教学论原则明确指出复杂的学习领域应针对学习者先前的经验和兴趣,只有这样,才能激发学习者的学习积极性,学习才可能是主动的。让学生通过自己的经验来学习,使学生从自己的经验中学会认识并建构自己的知识。这里的经验包括直接经验和间接经验。学生的现实生活世界主要包括以下方面:⑴精神世界。⑵家庭生活世界。⑶学校生活世界。⑷社会生活。

如在上A Doctor For

Animals这一课时内容时,教材中主要讲的是兽医这一职业的意义。为了让学生顺利地理解这一职业,必须从学生已有的生活经验入手,为学生搭建一个攀登的支架。教师从与学生谈论他们熟悉和喜欢的小动物、小宠物入手,提出:为什么要养宠物?通过观看各种动物的录像片段,教师接着让学生谈谈他们对饲养宠物的认识,再让学生谈论他们饲养宠物的经历和感受,引出新单词vet,complain, grateful,rewarding等,为学习本课对话排除障碍。紧接着,提出:宠物生病了怎么办?最后,进入本课话题——兽医及其工作的意义:兽医的职者是救治受伤、生病的动物,动物应享有生存的权利,它们是自然界不可缺少的一部分,帮助动物其实也是在帮助人。教师还有意识地引导学生关注一些与动物有关的社会公德问题,比如到动物园看动物时,不宜向园中的动物投喂食物,以免引起中毒或受伤。另外在这课时还可介绍一些饲养动物的小常识,如讲究卫生,打预防针,爱护动物等,这样,不但拓宽了学生的知识面,而且教育学生做到了:热爱生命,与自然和谐共处。

在学习Make Our World More

Beautiful这一课时,老师可展示生活中最美好的这样四幅画面:1.清晨公园鸟语花香,人们有限地晨炼。2.茂密的森林,猴子自由地跳跃玩耍,鸟儿在枝头呢喃。3.海南三亚大东海彩霞满天,椰风海韵,鱼帆点点,游人戏水。4.晴夜,群星灿烂,一轮皎月洒下如水的光华。通过这四幅画面让学生感受赏心悦目的人间仙境。然后再展示一些严重破坏生态环境的图片,如被洪水冲得满目疮痍的城市或村落纪实照片,强烈的反差激发学生对美好环境的向往,保护家园的责任感悠然而生,引导学生反省自身:我们如何保护生态环境?

(二).着眼于学生未来的生活

英语教学不仅要关注学生的现实生活,而且还必须关注学生的可能的未来生活。如果我们的教学设计还只是关注学生的现实生活世界,把大千世界的内容复制到课堂教学中,这显然还是不够,它忽视了人的更高的需求——精神生活的需求,因此,课程还必须关注学生的可能生活,提高他们未来的生活质量、生命质量。学生走进校园就是为了学习知识,为将来的生活做准备,但是让学生成为一个人格健全的人,成为一个品格高尚的人,教师则有着非常重要的责任。首先要立足于课堂学习内容,掌握最基本的语言能力,同时又不局限于对英语学科的学习,而是注重学生情感的体验,着眼于学生未来的生活。学生未来的生活是多方面的:

1.面向学生未来理想追求。如在上The Memory

Robot这一课时,教师可以以郭达蔡明的小品形式形象生动地展示机器人的类型特点功能,注重引导学生关注未来科技知识,开阔学生视野,培养学生爱科学、学科学的兴趣,鼓励学生展开丰富想象力,挖掘学生的创新素质,极力学生好好学习、开发智力、培养创造力,将来能开发研制出更先进使用的机器人,实现科学的理想。

2.面向学生未来的情感世界。如在上Bad

Neighbour这一课时,通过学习一件生活中时常见到的小事“借物不还”来说明做人要“诚实、守信、有借有还,再借不难”的道理。让学生反思自己的行为,端正自己的认识,教师精心设计了问题:如果你遇到文中“Misha”这种人,你怎么办?积极引导学生用以学知识来解决生活中遇到的问题,把握好积极的情感态度,今后学生步入社会,能更好地应对这些问题。

3.面向学生未来价值观。如在上Merry

Christmas这一课时,圣诞节是西方最重要的有浓厚宗教色彩的节日,教师引导学生谈论对圣诞节的认识,挖掘圣诞精神及圣诞来人的内涵:关心他人、富有爱心、慷慨大方等,还谈到母亲的奉献精神,自然引出奉献及索取两种价值观,教师用人人熟悉的《伊索寓言》的故事让学生探讨:是奉献还是索取?最后,老师提出希望:我们班能拥有40多双圣诞老人奉献的手。进一步深化课文的主题,宣扬了奉献、仁爱的主流价值观。

(三)讲清知识在现实生活和社会中的应用

我们知道知识浩如烟海,学生学习知识的目的不是记住它,而是在社会现实生活中运用。因此,教师要讲清知识在现实生活如何应用。比如,同样在上A

Doctor For

Animals这一课时,学生学会饲养动物的知识:讲究卫生,打预防针,喂养动物,学会如何与动物和谐共处。在上Bad

Neighbour这一课时,通过讲述“Misha”有借不还,使学生意识到:借物归还是做人的一般原则,让学生学会做人。在上Surfing这一课时,引导学生讲述体育锻炼的好处:强身健体、增进友谊、交流思想、传播文化等。让学生明白:学是为了更好地用。

(四)强调培养理论抽象能力和问题解决能力

要培养学生把生活中的具体问题抽象成理论问题能力,即透过现象看本质:还要培养学生解决实际问题的能力,学以致用永远是语言学习的最终目的。培养理论抽象能力和问题解决能力,英语教学中可以采取的一般方式:先唤起学生的已有知识或经验,然后走进文本体会理解文本,最后走出文本抽象概括其内容和写作特点。如在上Merry

Christmas这一课时,教师唤起学生已有的圣诞知识,再阅读课文,找出西方人如何唱圣诞歌;为什么以这种方式去唱;什么是圣诞精神等。最后,深入课文的内涵:爱心与奉献。在上A

Doctor For

Animals这一课时,教师通过多媒体展示可爱的动物,唤起学生已有的饲养动物的各方面知识,接着,学生带着问题:值得从事兽医这份工作吗?在对话中找到了答案,最后学生能领悟到:人与动物及自然界相互依存的关系。

(五)展示知识的产生与创新过程

就是要让学生知道知识是如何产生的,一个创新的想法是如何产生的。同样还是以“A Doctor For

Animals”为例,教师要非常注意展示知识的产生与创新过程。教师可以通过多媒体展示小动物的生活片段,提出问题:你们怎样看待动物?它们的家在哪里?如何饲养动物?人与动物如何相处?动物有什么特点?生病了怎么办?值得从事兽医这一行业吗?教师的一步步引导学生探讨这些问题,引出课文的生词,带着最后一个问题,学生听录音找到答案。这里通过师生问答的方式引出知识点,这些是学生关注的问题,是教材内容要解决的问题,紧紧抓住学生的注意力,产生创新思维的火花:动物通人性,动物与人友好相处,保护动物也是保护好自然与人类。新知识就是这样构建起来的,体现了知识的产生与创新过程的统一。

四、结束语

如何设计公关活动 篇7

1. 准确把握幼儿的发展水平

在数学教育活动设计之初就应当对幼儿数学教育方面的发展水平有一个整体的认知. 有部分教师认为, 在每天教育工作开展的过程中, 对幼儿已经有了较为深入的了解. 但是事实却并非如此. 无论是在心理发展还是在身 体发展方面, 幼儿与成人都存在一定的差异性. 尽管幼儿教师从事的幼儿教育工作,但是教师对幼儿的了解往往依赖于成人的思考角度. 幼儿教师要想随时掌握幼儿的所思所想, 就应当与幼儿保持密切的联系,与幼儿进行良好的交谈,倾听幼儿的心声. 幼儿教师唯有通过对幼儿的了解, 才能够掌握幼儿的相关信息,对幼儿喜爱的或者是排斥的教学活动形式,幼儿成长中体现出的长处与短处等. 在对幼儿发展水平有所了解与掌握之后,教师才能够依据教学活动的目标与教育教学的具体内容,设计具有新颖性与合理性的教学活动,才能够更好地开展教学活动.

2. 具体教学活动目标的合理选择

在幼儿教学活动中,教育的目标通常分为总目标、单元目标、具体活动目标与年龄目标. 教育教学的总目标指的是教师在教学活动中教给幼儿与数学相关的知识与技能,培养幼儿对数学的兴趣与良好的学习习惯, 培养幼儿的智力. 单元目标则是依据教学活动具体情况来设定,并且每一具体的教学活动都有其所特有的教学目标. 年龄目标则是按照幼儿的班级与年龄特点设定的目标.

首先,教师在选择具体的活动目标之前,应对数学教育的总目标有所了解. 在数学活动设计的过程中牢记数学教学的总目标,在数学教学活动的每一环节中都应体现出总目标.具体说来,在教师设计教学活动的过程中,应当科学合理地安排教学的相关内容,在每个活动设计中都应包括知识与技能的学习要求,培养幼儿对数学学习的兴趣与良好的学习习惯,促进幼儿各方面的和谐发展. 其次,教师在了解幼儿数学教育单元目标与年龄阶段目标的基础上了解具体活动应包括的目标. 教师设计教学活动时将单元目标与年龄阶段的目标作为参考的依据,依据单元目标与年龄阶段的目标确定具体的数学教学活动的目标. 在设计时应考虑将具体的活动目标置于什么位置, 教学活动阶段应包括哪些方面的内容. 这些方面的内容都需要教师在设计教学活动的过程中仔细地考量. 最后, 教师应依据具体目标选择所应当包含的教学内容. 例如,教师在指导幼儿复习“6以内的加减运算”时,依据幼儿的发展水平,选择合适的教学目标,将教学活动的每一环节作出具体的规定. 因此, 教师在教学活动中可以分成三步:(1)指导幼儿理解“6以内的加减”的含义;(2)培养幼儿正确地、熟练地进行“6以内的加减运算”;(3)熟练掌握加法交换规律. 依据此教学教育的目标,教师展开数学教育活动的设计.

3. 设计合理的数学教育活动 ,进行必要的修改与补充

教师在数学教学活动基本设计完成后,还应当考虑活动设计的合理性. 因此, 教师除了要遵循幼儿身心发展的特点外,还应当考虑活动所需时间的长短. 通常情况下,小班数学教学活动以20min~25min为宜,中班和大班数学教学活动则以半小时为宜. 教师在设计活动的过程中应当考虑是否难点设计得太多,难点过多就会超出所预定的时间;活动设计的难点过少则会达不到预定的时间,数学教学活动的目标就难以实现. 同时, 教师在设计活动的过程中应将幼儿学习的主动性与积极性考虑在内. 对于安排幼儿操作这一环节是否应加入其中,需要教师谨慎地思考. 依据数学教学活动的内容,在探究活动方面,教师如果没有考虑幼儿的操作性,则难以调动幼儿的主动性与积极性. 当然, 教师在设计活动的过程中,还应考虑活动的开展能否依据幼儿的身心水平达到预想的教学目标. 在教学活动中应努力将幼儿的特长体现出来.对于设计活动不当的地方应进行必要的修改.

4. 结语

总之,教师在设计数学教学活动的过程中,应注意幼儿的主动性与积极性,依据教学的具体情况展开合理的教学活动设计,依据幼儿成长的特点展开教学活动设计,能够起到良好的效果.

摘要:幼儿数学教育活动的设计是开展幼儿数学教育活动的先决条件.数学教育活动的设计能够将理论与实践相互结合起来.数学教育活动看似简单,但在数学教育活动开展中发挥其应有的作用却不简单.数学教育活动设计与安排涉及多方面的内容.本文就如何设计幼儿数学教育活动进行简单的分析,以期能够对幼儿数学教育活动的开展有进一步的了解.

如何设计公关活动 篇8

【关键词】初中思想品德  活动教学  教案设计策略

【中图分类号】G633.2 【文献标识码】A 【文章编号】2095-3089(2015)05-0074-01

初中思想品德教师在课堂教学中需要注重活动教案的设计,这不但是初中思想品德课程的教学要求,而且也是保障思想品德教学活动顺利开展的关键,可以增加课堂教学的趣味性,调动学生参与课堂活动的积极性。因此,分析初中思想品德活动教学教案设计的策略,对于提高初中思想品德教学质量和教学效率有着重要的意义。

1.初中思想品德活动教学教案设计需要坚持以学生为主体

初中思想品德教学活动是围绕学生展开的,学生对教学活动的参与度对教学活动的成功与否至关重要。因此,初中思想品德教师在设计教学活动教案的时候,需要坚持以学生为主体,不但要依据学生的兴趣爱好和理解能力进行教学活动设计,而且需要让学生参与到活动设计过程中,充分发挥学生在教学活动中的创造性。

例如初中思想品德教师在设计《享受健康的网络交往》的教学教案时,可以让学生充分参与教学活动设计中,认真听取学生创造性的设计意见,围绕着学生熟悉的QQ、微信和陌陌等网络交往平台和软件,设计出科学合理的教学活动教案。

活动主题设计:班级调查——“你在享受健康网络吗?”

教学活动环节:

环节1:针对初中生沉迷网络游戏,容易受到网络暴力和网络色情不利影响等问题,让学生互动交流,讨论“你应该怎样避免沉迷网络游戏,不受到网络暴力与色情的影响?”

讨论的结果总结:①合理安排学习和网络游戏时间,遵守正常的作息时间;②坚持正确的是非观和价值观,遇到事情需要冷静对待,不满目模仿网络暴力行为;③不浏览网络色情网站,不观看色情图片,不随便接受陌生人的网络邀请,不加入发布黄色信息和图片的QQ群、陌陌群和微信群。

环节2:对于网络谣言和恶搞事件等问题的看法。

讨论问题:

(1)如果你是网络谣言的受害者,你希望网友应该怎么做?

讨论结果总结:①希望网友了解事实真相,不以讹传讹,不随意进行人身攻击;②希望网友不要进行人肉搜索,不要将事情扩大化,避免对受害者造成更大的伤害;③希望网友可以尽快淡化此事,不要总是抓住事情不放,让事情热度尽快冷取下来。

(2)如果遇到恶搞事件,你会主动参与其中吗?

讨论结果总结:①如果不存在主观恶意行为,参与一下也无妨,网络就是娱乐大众;②如果对恶搞主角造成了不利影响,不会主动参与其中;③平静心看待恶搞事件,不跟风参与,也不刻意回避。

(3)你认为健康的网络环境应该是什么样?

讨论结果总结:①可以畅所欲言,自由表达自己的观点和见解;②没有不良信息和网络暴力,可以放心共享资源;③可以自由的浏览网页,进行网络交易;④可以任意宣泄自己的情感,不会受到人身攻击和伤害。

2.初中思想品德活动教学教案设计需要注重开放性

初中思想品德教学目的是培养学生正确的价值观、人生观和世界观,而关注社会问题是将理论联系生活最有效的途径。因此,初中思想品德教师在设计教学活动教案的时候,需要注重教案设计的开放性。一方面,既要注重教案设计的灵活性,让学生接触各种各样的信息,为教学提提供丰富的资源,又要注重教案设计的有效性,围绕教学目标和教学任务,让学生从分析问题中提高自己的综合能力。

3.初中思想品德活动教学教案设计需要体现趣味性

初中思想品德教学的内容理论性内容较多,如果教师在课堂教学中采取照本宣科的教学方式,很容易使课堂教学陷入枯燥无味的境地,学生也会对课堂教学活动失去兴趣。因此,初中思想品德教师在设计活动教学教案的时候,需要体现其趣味性,将学生的注意力吸引到教学中,从而提高课堂教学效果。

例如初中思想品德教师在设计《感受法律的尊严》教学教案时,可以采用角色扮演的教学方法,为学生创设模拟法庭的教学环境,让学生分角色扮演法官、原告、被告、书记员、原告律师、被告律师和书记员等,借鉴生活中的实际案例,让学生围绕案例进行法律知识的运用,这样既可以增加教案设计的趣味性,调动学生参与课堂活动的积极性和主动性,又可以让学生在真实的情境中,将法律知识进行灵活运用,在增强学生对教学内容理解和掌握的基础上,提高课堂教学的质量和效率。

总之,初中思想品德教师在课堂教学中需要认识到活动教学教案设计的重要性,坚持以学生为教学活动的主体,注重教案设计的开放性和趣味性,以激发学生学习思想品德的兴趣,培养学生良好的道德品质,塑造学生完整的人格。

参考文献:

[1]孙刘华.在活动中感悟与提升——初中思想品德活动教学的探索[J]. 现代中小学教育,2010,03:13-16.

[2]葛军春. 初中思想品德课活动教学教案的设计[J]. 新课程(上),2014,09:88-89.

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