Foreword
Since the launch of the "Online Teaching Seminar" series of activities of Beijing International Education Group of Chinese University of Foreign Studies (hereinafter referred to as "Beijing International International Education"), teachers have been regularly organized to conduct in-depth research on hot topics, which has attracted the attention and affirmation of all parties. On this basis, BFSU continues to make breakthroughs and innovations to empower teachers' professional development at both theoretical and practical levels. In 2023, the former "Online Teaching Seminar" of BFSU International was officially upgraded and renamed as "UNI Share Good Lessons", where leaders and teachers from many partner schools gathered online to discuss excellent demonstration lessons and exchange teaching experience.
In 2023, the seventh issue of "UNI Share" will be held at BFSU International
Thematic Significance Based on Discourse Study**Activity Design
Recently, the seventh phase of the 2023 "UNI Share Good Lessons" was launched as scheduled. In this seminar, Yu Haiyue, a teacher from Suzhou Bay Foreign Chinese School, Wujiang District, Suzhou City, was invited as a sharing guest, and two specially invited interactive guests, Zhang Xia from Hainan Provincial Agricultural Reclamation Experimental Middle School, Xie Zhiying, a teacher from Linchuan Zhongyang School in Fuzhou City, Jiangxi Province, and many teachers from cooperative schools discussed excellent demonstration lesson examples.
Mr. Yu Haiyue
Suzhou Bay Foreign Chinese School, Wujiang District, Suzhou City.
Teacher Yu Haiyue first summarized and analyzed the three aspects of learning situation, discourse and teaching objectives involved in the excellent demonstration lessons. She first introduced the basic situation of the students: lack of direct career experience, may not be interested in the topic;Weak awareness of career planning;However, the pre-Xi of vocabulary is relatively in place, and the personal vocabulary reserve and language ability are better;The mind is active and keen, and the interaction and speech are positive. Then, from the three aspects of "what-the theme context and content of the discourse", "why-the theme meaning of the discourse" and "how-the organizational characteristics of the discourse", the teaching discourse was analyzed in depth, and the theme of this lesson was classified into the category of "people and self" mentioned in the "English Curriculum Standards for Compulsory Education (2022 Edition)" (hereinafter referred to as the "New Curriculum Standards"), specifically the sub-topic of "vocational enlightenment and professional spirit".
Next, Ms. Yu cited the description of the different levels of English learning and Xi activities in the 2022 "New Curriculum Standards" to provide a theoretical basis for the setting of teaching goals: teachers create thematic situations through perception and attention activities, activate students' existing cognitive experience, and lay the necessary language and cultural background knowledge, so that students can establish a relationship between their existing knowledge and experience and the topics they are learning Xi, discover cognitive gaps, and form learning Xi expectations. With regard to the transfer of innovative activities, teachers should grasp the requirements of learning and Xi activities beyond the discourse, such as reasoning and argumentation, criticism and evaluation, imagination and creation, and guide students to carry out reasoning and argumentation activities on the values contained in the discourse and the emotional attitude of the author.
At the same time, Mr. Yu Haiyue also carefully prepared the following three discussion questions around the theme of this event, and carried out further discussions with the participating teachers:
1.The relationship between the discourse and the topic of the unit, did the teacher handle it appropriately in the lesson?
lessonDoes the design of the activity level conform to the concept of "new curriculum standards"?
How well did the teacher's activities work in the lesson?Is it in line with the concept of "teaching evaluation" integration?
During the discussion, the two specially invited interactive guests also shared their experience of observing the excellent demonstration lessons, and shared their thoughts and experiences based on the discussion questions raised by Mr. Yu.
Teacher Zhang Xia
Hainan Provincial Agricultural Reclamation Experimental Middle School.
Teacher Zhang Xia pointed out that in the lesson example, Teacher Yu has a good grasp of the "overall teaching of the unit". This discourse is closely integrated with the theme of the unit, and the design of the theme meaning of the discourse is in line with the educational value of large-unit teaching. In the process of learning the meaning of the theme, students learn to Xi and understand the three levels of activities, application practice, and transfer and innovation activities, and learn to Xi language knowledge and cultural knowledge in real and meaningful language applications.Xi
One of the highlights of the instructional design is to create situations in the post-reading teaching process, so that students can participate in solving problems in real-world situations, and cultivate students' soft skills while learning Xi linguistics. This reflects Mr. Yu's deep thinking on teaching content and learning conditions. Ms. Yu encourages students to ask questions and think deeply, cultivates students' language comprehension and expression skills, and also promotes students' in-depth Xi and understanding of the theme of "future career and planning", guides students to formulate clear goals and plans, and cultivates career awareness.
Teacher Yu guides students to do things in the language they have learned, and while doing things, they transfer and innovate to express their own views and ideas. Regarding the implementation of the activities, Ms. Zhang believes that the students in the lesson are highly engaged, the teachers have a good degree of control over the class, and the completion of the activities is high. In terms of teaching evaluation, Ms. Zhang believes that self-evaluation and group evaluation can be appropriately added to encourage students to reflect on and regulate their own learning Xi strategies, and encourage students to learn from each other Xi in cooperation.
Teacher Xie Zhiying
Linchuan Zhongyang School, Fuzhou City, Jiangxi Province.
Teacher Xie Zhiying first shared her interpretation of the lesson examples, and pointed out that in terms of page layout and text features, the title of the discourse is prominent, rich in information, and the pictures show a number of work scenes, which can directly present the core theme of the discourse and effectively stimulate students' interest in learning Xi. The text separates questions and comments by different color blocks, which also corresponds to the characteristics of the discourse structure. In addition, Mr. Xie gradually analyzed the learning and Xi activities presented in the lesson examples, and believed that the activities at all stages of reading teaching are in line with the concept of "learning Xi application, and innovation". At the level of teaching implementation, Mr. Xie believes that the students' language foundation is good, the enthusiasm for participation is high, and the implementation of teaching activities is effective, which has achieved the expected teaching effect, which is in line with the concept of "teaching evaluation" integration.
After the sharing of the interactive guests, Mr. Yu Haiyue once again based on the speeches of the guests, once again with the theme of "How to base onSignificance of the unit themeCarry outDiscourse Studyand focus on the thematic contextEffective English learning Xi activities？As the theme, he made a concluding speech and sharing.
Teacher Yu believes that discourse study needs to be done:
1.The study of multimodal discourse requires a focus on the topic and the context.
2.Study the title to write your intention.
3.Study the linguistic or stylistic characteristics and then appreciate the characteristics of language arts.
4.Study the content and learn to feel, think, and question.
At the same time, Ms. Yu believes that it is necessary to carry out effective English learning and Xi activities around the thematic context
1.Understand the learning situation and use the learning situation to create a situation.
2.Start with the end in mind and create an efficient situation.
The above is a wonderful review of the seventh phase of the 2023 "Uni Share Good Lessons". In this activity, Ms. Yu Haiyue conducted in-depth discussions with Ms. Zhang Xia, Ms. Xie Zhiying and other participating teachers on the concept of discourse study, overall unit teaching and English learning Xi activities, which helped teachers deepen their understanding of the "new curriculum standard". Let's look forward to more teachers participating in the eighth phase of the "Uni Share Good Lessons".
end
Click on the image below to receive the 2023 Education Product Guide
Let's take the education service train to go further