小学英语课堂教学设计与师生互动.ppt

小学英语课堂教学设计与师生互动 提纲 儿童学外语的心理机制与特点 小学英语课堂教学的设计要素 英语课堂师生互动的特点与作用 师生互动在小学英语课堂环节的体现 1.儿童学外语的心理机制与特点 儿童是怎样学习语言的？ 行为观 学习语言是在外部环境影响下获得一种习惯行为，主要是通过“刺激-反应-强化”的机制。 学习语言的核心是模仿（对外界刺激的反应）、练习，和反馈信息（正强化或负强化）加以巩固。 例1: Peter (24 months) (Peter is playing with a dump truck while two adults look on.) Peter (finding a car): Get more. Lois : Youre gonna put more wheels in the dump truck? Peter: Dump truck. Wheels. Dump truck. (later) Patsy: What happened to it (the truck)? Peter: (looking under chair for it) Lose it. Dump truck! Dump truck! Fall! Fall! Lois : Yes, the dump truck fell down. Peter: Dump truck fell down. Dump truck. 例2 例3 Teacher: And it’s a holiday, isn’t it? Children: Yeah. Teacher: Yes. And on Easter Sunday he brings us what? Em? Children: Chocolate. Teacher: Chocolate? Uh uh chocolate. Eh, chocolate…ice-cream? Children: No. Teacher: No, no it’s not chocolate ice- cream. Eh…chocolate...eggs? Chocolate eggs. Yes? Children: Yes. Teacher: Do you like chocolate eggs? Children: Yes, yes. Teacher: Mm…Yum yum yum, yes? Children: Yes, yes. Teacher: Chocolate eggs. OK. (later in class) Teacher: And he brings? He brings? Yes? Child: Chocolate eggs. Teacher: Do you like chocolate eggs? Do you like chocolate eggs? I love chocolate eggs. . 天赋观 人类先天具有发现语言规则的能力，是大脑内部特有的功能。 儿童学习语言不是依靠模仿，而是自己尝试和检验，最后发现规则，并由此自己生成句子。 学习语言的核心是充分的“输入”和自然的使用，由学习者自己从中发现规则。 例4 A. Kyo(34-month old) Kyo: Im hungry. Dad: Well have some poppy seed bread in a little while. Kyo: No. I want it now. Dad: We have to wait til its defrosted. Kyo: But I want it frossed B. Randall (33-month old) Randall: Are dogs can wiggle their tails? C. Randall (40-moth old) Randall :You took all the towels away because I cant dry my hands. 例5 互动观 获得语言是人的内在能力与外部环境相互作用的结果。儿童学习语言、发展智力的过程就是在与社会环境中参与的各种活动、与他人交流互动的过程。 儿童语言学