课程设计论文.docx

课程设计论文.docx

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课程设计论文

I，Introduction

Foralongtime,whetheryouchoosethecorrectteachingmethodisconsideredasthemostimportantfactor,whichdecidedtothesuccessofthelanguageteaching.Moreoverinthelanguageteachingfield,itappearedalotofteachingmethods,suchas:

thecommunicativeapproach,translationmethod,thedirectmethod,teachingapproach,etc.Whiletheyusuallyignoredtheunderstandingofteachingonthewhole,andtheirclassroomteachingandteachingdesignisnotbasedonthecurriculumdevelopmentinlanguage.Theauthorthinksthatasqualifiedteachers,theyshouldknowwhotheyteach,whattoteach,howtoteach,whytheyteachlikethatwayandwhytheychoosethecontent,ratherthanconcentrateontheproblemhowtoteach.

Thispaperistheauthor’sdesignofclassroomteachingcomprehensivelyandsystematically,whichisbasedonthecurriculumdevelopmentinlanguageteaching.Thepurposeisnotonlytomakethestudentslearn,butalsotolettheteachergainsomethinginteaching,whichcanreallyreachteachingandlearningpromoteandenhanceeachother,soastorealizetheirteachinggoal.

TillnowtherearemanystudiesonEnglishcurriculumsandsyllabuses.BusinessCourseDesignintheChineseDesignprovidessomebasicstoteachersteachinginthefieldofBEbyDengYun（邓耘）inApril,2002;AStudyonEnglishMajorCurriculumDevelopmentinUniversitiesofScienceandTechnologyprovidesthedevelopingnewEnglishmajorcurriculumbyWangYue（王悦）inmarch2006.NewConceptsinCurriculumDevelopmentandtheELTReforminCompulsoryEducationprovidesthereformofcurriculumdevelopmentincompulsoryeducationbyLiXiao（李晓）inMarch2003.

Thispaperconsistsofseveralparts:

thefirstpartisintroductionofmythesis,whichincludesthepurposeofmydesign,organizationofmypaperandtheliteraturereview.Thesecondpartisthedesignofhowtoanalyzesentence,whichincludesthelistthetermsofthesentence,systemdesign,moduledesignandlessonplan;thesecondpartistherationalityofmydesign,inthispart,theauthorisbasedonseveralfieldtoanalyzeherdesign;thethirdpartistheconclusion,whichincludesthesummaryofthedesign,thedemeritsandmeritsofthedesignandthefutureplan.

II,Thedesign

Listthetermsofthesentence

1,structure2,elements

1,1simplesentence2,1subject

1,2compoundsentence2,3predicateverb

1,3complexsentence2,4object

1,4compound-complexsentence2,5adverbial

3,phrase4,clause

3,1nounphrase4,1structure

3,2verbphrase4,1,1simpleclause

3,3adjectivephrase4,1,2complexclause

3,4adverbphrase4,1,2,1mainclause

3,5prepositionalphrase4,1,2,2subordinateclauses

4,2verb4,3function

4,2,1finite4,3,1nounclause/nominalclause

4,2,2non-finite4,3,2adjectiveclause/relativeclause

4,2,2,1infinitives4,3,3adverbclause

4,2,2,2-ingparticipial

4,2,2,3-edparticipial

4,2,2,4verbless

Systemdesign

Begin

Modulecontentallocation

Revisionmodulegrammarunit5’

Presentation1moduletypesofsentence5’

Drill1moduleidentifysentenceswithpartner3’

Check1modulechecktheanswerswitheachother2’

Presentation2modulesentenceelement5’

Drill2modulepointoutthesentenceelements3’

Check2modulechecktheanswerswitheachother2’

Presentation3modulehowtoanalyzesentenceandthemethods5’

Drill3moduleanalyzethesentenceswithtwomethods3’

Check3modulechecktheanswerswitheachother2’

PracticemoduletranslatethesentencesintoEnglish

andanalyzethem6’

Consolidatemoduledogroupdiscussionaboutwhatwehavelearnt3’

Assignmentmodulepreviewandreview1’

Presentation3moduledesign

1,Content:

learningskills

Howtoanalyzesentence?

1）,threestepstoanalyzesentences

2）,twomethodsofanalyzingsentences

2,Techniques

1）,Definethetwomethodsofanalyzingsentences

2）,Exemplifythetwomethods

3）,Identifyanddistinguishthetwomethods

4）,Listthethreestepsofanalyzingsentences

5）,Analyzethesentencesbyusingthetwomethods

3,Method

Deductive:

firsttellthestudentsthreestepsandtwomethodsofanalyzingsentences,thengivethemsomeexamples.

4,Function

1）,Guide:

howtoanalyzesentencescorrectly

2）,Model:

analyzethesentence

3）,Answers:

stepsandmethodsofanalyzingsentences

Presentation3Lessonplan

BackgroundInformation

1,Learnersandtheirneeds

1,1learners:

class3grade2

1,2capabilition:

havesomeknowledgeoflearningskillandsomeotherEnglishknowledge

1,3lacks:

howtoanalyzesentence

2,Typeofthelesson:

multi-tasklesson

3,Content:

3,1thetypesofsentence

3,2identifythegrammaticalunitsinsentence

3,3identifythesentenceelements

3,4twokindsofmethodstoanalyzesentence

4,Objectives:

afterthislesson,mystudentsshouldbeableto

4,1listthetypesofsentenceandgiveexamplesofeachtype

4,2identifythegrammaticalunitsinsentence

4,3ientifythesentenceelements

4,4analyzethesentencebyusingtwokindsofmethods

5,Materials:

textbook;lessonplan

Procedure

1,Threestepstoanalyzesentence:

1），tellthetypeofthesentence

2）,identifythegrammaticalunit

3）,identifythesentenceelements,thegrammaticalunitsfunctionas

E.g.Marycametotheparty,butJackdidnot.

Thefirststep:

thisisacompoundsentence,“but”istheconjunction

Thesecondstep:

“Mary”isthenounphrase,“cometo”istheverbphrase,“theparty”isthenounphrase,“Jack”isthenounphrase,“didnot”istheverbphrase.

Thethirdstep:

thenounphrase“Mary”isthesubject;theverbphrase“cometo”isthepredicateverb;thenounphrase“theparty”istheobject;“but”istheconjunction;thenounphrase“Jack”isthesubject;theverbphrase“didnot”isthepredicateverb.

2,Twokindsofmethodstoanalyzesentence

Thefirstoneisassertionmethod;thesecondoneisdescriptionmethod.

E.g.Idon’tunderstandwhathemeant.

1）,assertionmethod:

itisacomplexsentence.Thenounphrase“I”isthesubject;theverbphrase“don’tunderstand”isthepredicateverb;thesubordinateclause“whathemeant”istheobject.

2）,descriptionmethod:

thecomplexsentenceconsistsofasubject,apredicateverbandanobject.“I”isthenounphraseassubject;“don’tunderstand”istheverbphraseasthepredicateverb;“whathemeant”isthesubordinateclauseastheobject.

III,Therationaleofthedesign

Fromtherelationshipbetweenthewholeandthepartsinphilosophy,wheneachpartformthewholereasonablyandorderly,thesumofeachpart’sfunctionisgreaterthanthewhole,whichwillmaketheresourcesgetthereasonableconfiguration.Inthepaper,thewholedesignprocessusesscientificmethodstoanalyzethestatusandthefunctionofvariousfactorsintheclassroomteachingsystem,sothatallthefactorsgetthemostcloselyaswellasthebestcombination,soastooptimizetheeffectofclassroomteaching,andinordertorealizetheteachinggoal.

Inthewholeteachingdesign,atfirsttheauthorListthetermswhichisrelatedtotheteachingcontenttograsptheknowledgesystemonthewhole.Thentheauthordesignseverystepoftheentireclass,andtakesoutinlinkforthemoduleandteachingdesign.Tosumupthewholedesign,fromthesurfacetothelinealongagainthepoint,isfullycomplywiththerelationshipbetweenthewholeandtheparts.

Moreovertheteachingdesignisbasedontheguidanceofmodernteachingtheorytomaketheteachingdesignfromtheexperienceleveltothetheoreticalscienceleveltomaketheteachingmorescientificallyandmoreobjectivelyandmoresystematically.

Fromthepointofviewofpedagogy,thewholeteachingprocessalwaysimplementstheprogressiveteachingprincipleaswellasthepeople-orientedteachingprinciples.Intheexplanationofhowtoanalyzethestructureofsentences,itisbasedontherelevantgrammarunits,thesentencetypesandtheelementsofsentence.Andthentellsthestudentsthestepsofanalyzingthesentenceaswellasthetwokindsofanalysismethods.Furthermore,thewholedesignteacheseachnewknowledgepointaccordingtothepresent-drill-checkteachingmodetoletthestudentsdigestknowledgestepbystep.Everystudentwilltakepartyintheclass,exceptforthepresentationofnewknowledgepoint;theothertimebelongstothestudentstogivefullplaytothestudents'subjectiveinitiativeandarousestudents’learningenthusiasm.

Fromthelinguisticspointofview,theteachingdesignchooseshowtoanalyzethestructureofsentencesastheteachingcontent.Itnotonlyisastudyskillstraining,butalsoinvolveslinguisticswhichisrelatedtoknowledgeofsyntax.Howtoanalyzethesentenceistomakestudentsunderstandthesentencestructuremoreprofoundly,moresystematically,andmorecomprehensively.

IV,Conclusion

Summary

Atfirsttheauthorchoosestheteachingcontent;andshechoosesthelearningskill—howtoanalyzesentenceasthecontentnotthepurelanguagepointsasherteachingcontent,whichwilllayfoundationonthefutureself-studyanddeveloptheirlearningcompetence.Thisthesisisnotonlyinordertoletthestudentscontrolthesystemofknowledgeonthewhole,andmastereachknowledgepointfromeachpart,whichmakesthemformoverallandsystematicalknowledgenet;butalsoinordertomaketeacherscontrolthewholeteachingprocessandsyllabusaswellaswipeoutthestudents’knowledgeblindnessindetailsandintimebylistingthetermsonteachingitemssystematically.Duringtheteachingprocess,theteacherwilldothepairworkandgroupdiscussion,whichistomakeeachstudenttakepartyintheclasstotallyandchecktheanswerswiththeirpartners.Whentheycheckeachother’swork,theynotonly