1
活化教學設計之理論與原則
陳超明
政大英文系
2015/4/13
2
何謂活化？
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教學的生動化？
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教材的生活化？
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教學活動：聽講練習、遊戲、歌曲、讀者劇場、
教室管理：小組教學、分組活動
字母教學
單字教學
生活運用
評量的多元化？
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能力指標
課程大綱
測驗評量的方式（紙筆、口說、聽力）
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活化的定義 (Dynamism)
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Energy, enthusiasm, and determination to succeed.
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Quality of always changing or developing
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決心與改變
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教學的活化
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教學的主導→學習的主導
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教師的角色→學習者的角色
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教學進度→能力檢驗
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教室的管理→學習活動的主導
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教材的活化：生活與故事性
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字母教學
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數字教學
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顏色教學
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教學管理的活化
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能力分組
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小班教學
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作業練習
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反覆學習
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教學行政
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排課彈性
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教學理念的分享：
情境教學(situated
learning)
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Question?
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“The breach between learning and use, which is captured by the folk
categories ‘know what’ and ‘know how,’ may well be a product of the
structure and practices of our education system.” (32)
“Situated Cognition and the Culture of Learning” by John Seely
Brown, Allan Collins, Paul Duguid
2015/4/13
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A Traditional Way of Thinking in Language Education
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Learning is a cognitive process.
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Knowing why can help applying the knowledge (what).
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Structural knowledge is a solid foundation for further learning and
application.
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Start from EGP to advanced or practical programs
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My arguments
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Learning a language is similar to using a language.
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Needs assessment is what decides the purpose of learning a language.
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Structural knowledge in languages may or may not be a necessary step in
learning a language.
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Learning, not teaching, is a central activity in language classrooms.
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Learning is fundamentally situated.
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Theroies:
Situated Learning and Cognitive Apprenticeship
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What is situated learning?
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Situatedness: All knowledge and activitties are situated; “emphasis on
comprehensive understanding involving the whole person rather than ‘receiving’ a
body of factual knowledge about the world; on activity in and with the world; an
don the view that agent, activity, and the world mutually constitute each other.”
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Questions: general knowledge only has power in specific circumstances?
Legitimate Peripheral Participation
2015/4/13
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From Situated Learning to Legitimate Peripheral
Participation
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“… learning is not merely situated in practice…; learning is
an integral part of generative social practice in the livedin world.”
Legitimate peripheral participation is proposed as a
descriptor of engagement in social practice that entails
learning as an integral constituent.
Situated learning is not an independently reifiable process
that just happened to be located somewhere. (ex.
ordering meals in restaurants)
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Some Issues about Legitimate Peripheral Participation
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It is not an educational tool, or a pedagogical strategy or a teaching
technique; instead, it is an analytical viewpoint of learning, a way of
understanding learning.
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A fundamental distinction between learning and intentional instruction
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Schooling and peripheral participation
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More concepts
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Learning involves the construction of identities: the learner’s relationship
with the society and community
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Learning is part of social practice: reproduction of community of practices
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Apprenticeship: cognitive or intuitive?
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Learning is a structured process or an intuitive activity? (for instance, Chinese
cooking)
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Situated Learning and Cognitive Apprenticeship (Brown,
Collins, Duguid)
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Content-dependent
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Task-based
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Problem-solving ability
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Knowing and doing are interlocked and inseparable
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Examples of activities of students, practitioners, just plain folks (refer to the
next table)
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When and how does cognitive apprenticeship
kick in?
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From doing to learning
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Copying an invitation letter to using some useful expressions
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Picking up basic vocabulary and sentence patterns
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Learning correct lexicons and grammar unintentionally
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From activities to cognitive learning
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From peripheral participation to producing own knowledge
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Task-based learning
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Part of situated learning
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Problem-solving
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Achievement-initiated
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Competency-variant
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Worksheet-based
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反覆學習與強化鞋習的理論基礎：
從腦神經科學看語言學習
 The Learning Brain
 突觸：
神經元之間或神經元與肌細
胞之間通信的特異性接頭
 突觸越多，就越聰明，
學習效率也就越好
《Six Weeks to a Brain-Compatible Classroom》 Zadina, Janet N., Ph.D.
2015/4/13
Synaptic Plasticity:
Language Use
19
2015/4/13
動作皮質
口部動作，負責發聲
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The Learning Brain
韋尼克氏區
語言理解
世界上約97%的人，
布洛卡區跟韋尼克氏區都只在左腦半球
布洛卡區
語言表達
視覺皮質
處理接收的影像
聽覺皮質
《Six Weeks處理接收的聲音
to a Brain-Compatible Classroom》 Zadina, Janet N., Ph.D.
2015/4/13
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The Learning Brain
經常運用大腦的功能會：
1.
訊息傳遞速度變快
2.
訊息傳遞容量變多
3.
訊息存取便容易
4.
訊息記憶固化(長期記憶)
Image Source: The Alzheimer's Association
2015/4/13
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學科學習 vs. 能力訓練
• 學英文像是學游泳，是種技能學習
• 必須要靠操作與應用才能熟稔
• 老師角色比較像教練，而不是演講者
• 課堂授課時間不宜超過20%，學生學習時間要佔80%
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新北市的活化英語課程：
發展及啓發
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以能力指標為主：
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強調學生達到縣的學生英語能力指標。
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評量的多元化
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能力分組、小班教學
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課程的實用性與教學活動的多元性
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平衡城鄉差距
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教師社群的成長與專業發展
2015/4/13
英語教育的政策與制度：
前瞻思維的幾個面向
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2
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前瞻研究的關鍵要素：政府推動政策，有系統的偵測全球的社經需求與
科技發展動態，並評估自身的能力與資源，擷取國際上的前瞻寶貴經驗，
建立前瞻觀測與執行機制。
 未來的需求 （學生的能力為何、入學的標準、社會的期望）
 政策的確定（英語教學的課程面、師資面與學習面的整體思維）
 社會的脈動（學習英文的目的為何？）
 自有的資源（縣政府的資源、各校的資源等）
 外部的經驗（北市、新北市、香港、新加坡等）
 執行的機制（教育局、各校行政主管、教師團體）
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5
英語教學前瞻
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教會實用的英文能力：能力指標
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看到字就會念、會念就會拼、單字量與溝通能力
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提升英文考試的實力：目標導向的學習
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健全英語教學的環境：從課本走向實用
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整體規劃從國小到高中的英語教學
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建立英語教學成效評估機制（學生的學習成就作為老師的評鑑依據）
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專業教師的證照（英語能力與英語教學評估）
2015/4/13
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兒童英語學習的另一種選擇: 閱讀計畫
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溝通的特性：互動、參與
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認知的學習：表達與知識的建立
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內容的學習：建構與獲得資訊、文化的建構
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閱讀的層次
--理想的閱讀面向
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讀音與字母 (phonics)
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正確朗讀(Fluency)
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單字學習(Vocabulary)
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文章理解(Comprehension)
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兒童英語閱讀：繪本與作業
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以閱讀為主，創造不斷閱讀英語故事與練習文字的機會
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朗讀練習，加強文字能力與發音。
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結合語言學習與其他學習（電腦、科學、數學等）。
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有聲的閱讀是最快速最有效的外國語言學習方式
聲音的作業 （說故事）
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Motivation and Incentives
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動機的因素：（長線學習）
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成就( achievement)
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情感因素(affection)
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同儕學習(peer learning)
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願景(vision)
誘因： （短線操作）
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精神誘因
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物質誘因
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Comments and Discussion
2015/4/13