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Constructive Courseware Design for CSL Students through Chinese - English Comparison

Compare. Identify. Practice. Constructive Courseware Design for CSL Students through Chinese - English Comparison. Basic Principle : Constructivism. Cognitive structures within the learner facilitate the process of learning.

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Constructive Courseware Design for CSL Students through Chinese - English Comparison

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  1. Compare Identify Practice Constructive Courseware Design for CSL Students through Chinese - English Comparison Lan Jiang St. Peter’s College

  2. Basic Principle: Constructivism • Cognitive structures within the learner facilitate the process of learning. • All knowledge is constructed through a process of reflective abstraction. • New Knowledge Construction takes place in individual contexts and through social negotiation, collaboration and experience.

  3. Basic Principle: Constructivism • It is easier for learners to understand the full meaning of instructional materials if the materials are relevant to the real-life context. • Assessment of the learning is interwoven with teaching. • Scaffolding is facilitated to help learners perform just beyond the limits of their abilities.

  4. Target Learner Analysis • The motivation of study correlates with personal/occupational development plan. • The goal of learning is not clearly defined. • Grasping simple communication skills is the common desire. • Participation is a conditioned categoryby the classroom atmosphere. • Strong logical thinking intelligence. • Cognitive system in the 1st language has already been developed. • Lack of experiences in 2nd language learning.

  5. Design the Courseware • The concept mapping gives prominence to the creation of learner-centered environment. • With benefits of English-Chinese comparison, provide scaffolding in the combination of 4 skills. • Take advantage of relevant real-life context. • Encourage collaboration in every level with classroom exercises and activities. • Enhance the course content with related cultural elements.

  6. Classroom Collaborations student Instructor Task student student student student student student Instructor Design the Courseware • Instructional tasks • Characters • Words • Sentence drills • Instructional procedures • Introduce • Explain • Practice

  7. 公共汽车 火车 汽车 出租车 三轮车 自行车 Sample Lesson 第11课 交通 开车，停车，等车，坐车 车

  8. 里 外 火车 头 铁路 上 身 下 地(下) 铁(路) Sample Lesson 第11课 交通 车

  9. 坐 机 漂 辆 土 人 人 氵 朩 几 票 车 两 从 休 朵 Sample Lesson 第11课 交通

  10. 先 然后 再 Sample Lesson 第11课 交通 • 先 V1，再V2，然后V3 First do V1，then do V2，and then do V3

  11. 或者 都可以。 你想 还是 去？ Sample Lesson 第11课 交通 • Two kinds of "or" Statements: 或者 Alternative questions: 还是

  12. 去学校。 去学校。 我每(一)天都 我每天 Sample Lesson 第11课 交通 • (Sub) 每 (Num-) MW (N) 都 V If using 都, then the 每 phrase must go before 都.

  13. 伦敦玛莉莲 买了件旗袍送妈妈。 莫斯科的夫司基 爱上牛肉面疙瘩。 各种颜色的皮肤， 各种颜色的头发， 嘴里念的说的 开始流行中国话。 多少年我们苦练 英文发音和文法， 这几年换他们卷著舌头 学平上去入的变化。 平平仄仄平平仄 仄仄平平仄仄平。 好聪明的中国人， 好优美的中国话！ 谢谢！

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