構(gòu)建生動(dòng)有效課堂促進(jìn)教師職業(yè)發(fā)展

構(gòu)建生動(dòng)有效課堂，促進(jìn)教師職業(yè)發(fā)展

構(gòu)建生動(dòng)有效課堂課前準(zhǔn)備課堂實(shí)施課后反思課前準(zhǔn)備解讀教材設(shè)定目標(biāo)設(shè)計(jì)程序設(shè)定目標(biāo)教學(xué)目標(biāo)的特點(diǎn)?

可檢測(cè)?

清楚明白?

具體化?

描述行為教學(xué)設(shè)計(jì)原則

Aim:realisticgoalsofalesson.Variety:anumberofdifferenttypesofactivitiestomaintaininterestandmotivationFlexibility:

extraoralternativetasksLearnability:withinthelearningcapacity,neitherbeyondnorbelowstudents’copingabilityLinkage:stagesandstepsarelinkedwithoneanotherVFALL教學(xué)設(shè)計(jì)中常見(jiàn)問(wèn)題Coherence–howtasks/activitiesarelinkedtogetherAdequacyofinputOpportunitiesforstudentstointernalisethenewlylearnedlanguageandinformationFocusonlanguagestudyAssessmentofstudents’learninginalesson.教學(xué)程序3P:presentation,practice,productionESA:engage,study,activatePWP:pre-,while-,post-課堂實(shí)施策略ActivatelearningScaffoldlearningStimulateactivethinkingSupportparticipation

Facilitateautonomy

Providefeedback聽(tīng)說(shuō)教學(xué)聽(tīng)力常常停留在“聽(tīng)懂”的層面上，忽略提取信息的活動(dòng)；忽略聽(tīng)力的語(yǔ)境（如課文中說(shuō)話人的關(guān)系）；聽(tīng)力活動(dòng)的設(shè)計(jì)未能關(guān)注意義，而是個(gè)別詞語(yǔ)；未能利用聽(tīng)力的素材學(xué)習(xí)語(yǔ)言（詞匯、功能、語(yǔ)法）；聽(tīng)說(shuō)脫節(jié)，缺少模仿活動(dòng)；聽(tīng)后的說(shuō)沒(méi)有圍繞落實(shí)聽(tīng)中學(xué)到的語(yǔ)言展開(kāi)。聽(tīng)說(shuō)課常見(jiàn)問(wèn)題聽(tīng)力為什么難？聽(tīng)過(guò)的內(nèi)容會(huì)很快忘記;說(shuō)話者的語(yǔ)速過(guò)快，聽(tīng)者無(wú)法控制;知道的詞卻聽(tīng)不懂;聽(tīng)到的內(nèi)容無(wú)法在腦中組成有意義的信息;聽(tīng)懂了詞義但不理解隱含的信息;因?yàn)樗伎记耙痪涞囊馑级e(cuò)過(guò)后一部分內(nèi)容;不同說(shuō)話者的口音不同;無(wú)法重聽(tīng).聽(tīng)力過(guò)程的特點(diǎn)Spontaneity（同步）:從未聽(tīng)過(guò)的內(nèi)容Context（情境）:對(duì)話雙方都熟悉的情境Visualclues（視覺(jué)線索）:面對(duì)面的交流

Listener’sresponse（聽(tīng)者回應(yīng)）:聽(tīng)者可以打斷并給出回應(yīng)Speaker’sadjustment（說(shuō)者調(diào)整）:說(shuō)者會(huì)依據(jù)聽(tīng)者的反應(yīng)對(duì)自己的說(shuō)話方式和內(nèi)容作出調(diào)整

聽(tīng)力教學(xué)的原則

注重聽(tīng)力過(guò)程;

注重意義的理解;

采用聽(tīng)前活動(dòng)來(lái)激發(fā)學(xué)生背景知識(shí)；將聽(tīng)力與其它語(yǔ)言技能相結(jié)合;培養(yǎng)學(xué)生的聽(tīng)力策略；鼓勵(lì)學(xué)生通過(guò)非語(yǔ)言線索推測(cè)意義。

錄像片段videoclip12avideoclip12b活動(dòng)1Listentothelifestoryofaninventorandanswerthefollowingquestions.1.Whatisthenameoftheinventor?.Wherewashefrom?.WhendidhestartworkinginBostonUniversity?.Whatinventiondidtheinventormakethatisstillusedtoday?.Howdopeoplerememberhimnow?比較兩種聽(tīng)力活動(dòng)活動(dòng)2

活動(dòng)2第一步第二步第三步Thebottom-upmodelThetop-downmodelThePre-,While-,Post-model聽(tīng)力教學(xué)的模式Thebottom-upmodel

Inthebottom-upmodel,listeningcomprehensionisbelievedtostartwithsoundandmeaningrecognitions.Thisprocessexpectsthelistenertohaveaveryeffectiveshort-termmemoryastheyhavetomakesenseofeverysoundinordertofigureoutthemeaningofwords,phrases,andstructures.聽(tīng)力教學(xué)的模式

Thetop-downmodel

Inthetop-downmodel,listeningforgist,makinguseofthecontextualclues(knowledgeaboutthespeaker,thesetting,thetopicandthepurposeofthetalk)toconstructmeaningareemphasized.Inotherwords,listeninginvolves“knowledgethatalistenerbringstoatext,sometimescalled‘insidethehead’information,asopposedtotheinformationthatisavailablewithinthetextitself”(Hedge,2000:232).聽(tīng)力教學(xué)的模式ThePre-,While-,Post-model聽(tīng)力教學(xué)的模式激活背景知識(shí)交代聽(tīng)力目的提供語(yǔ)言鋪墊聽(tīng)前活動(dòng)目的頭腦風(fēng)暴：激活背景知識(shí):預(yù)測(cè)：使學(xué)生帶著目的聽(tīng);預(yù)教生詞：掃除部分障礙;圍繞話題展開(kāi)討論：激發(fā)已有知識(shí)，語(yǔ)言鋪墊。聽(tīng)前活動(dòng)舉例獲取、加工、重組信息檢測(cè)理解在情境中學(xué)習(xí)語(yǔ)言

內(nèi)化語(yǔ)言聽(tīng)中活動(dòng)目的檢查預(yù)測(cè)聽(tīng)主旨大意連線/配對(duì)完成表格/段落排序記筆記判斷對(duì)錯(cuò)回答問(wèn)題抓關(guān)鍵詞聽(tīng)中活動(dòng)舉例新舊知識(shí)融合

語(yǔ)言運(yùn)用聽(tīng)后活動(dòng)目的回答問(wèn)題討論角色扮演訪談辯論聽(tīng)后活動(dòng)舉例口語(yǔ)教學(xué)lesscomplexsyntaxshortcuts,e.g.incompletesentencesfixedconventionalphrases/chunksusingfillers,hesitationdevicetogivetimetothinkbeforespeaking.口語(yǔ)的特點(diǎn)口語(yǔ)教學(xué)原則練習(xí)時(shí)，在流利度和準(zhǔn)確度之間找到平衡點(diǎn)創(chuàng)設(shè)情境進(jìn)行口語(yǔ)練習(xí)聯(lián)系學(xué)生實(shí)際或個(gè)人生活展開(kāi)口語(yǔ)活動(dòng)使有意義的交際最大化幫助學(xué)生樹(shù)立信心幫助學(xué)生發(fā)展口語(yǔ)交際策略成功的口語(yǔ)活動(dòng)具備以下特點(diǎn)最大限度使用英語(yǔ)學(xué)生參與度比較均衡學(xué)生有較強(qiáng)的表達(dá)欲望適合學(xué)生水平口語(yǔ)活動(dòng)的設(shè)計(jì)控制性練習(xí)半控制性練習(xí)半交際化練習(xí)交際化練習(xí)信息溝活動(dòng);

解決問(wèn)題式活動(dòng);

討論;

角色扮演;

新聞發(fā)布會(huì);

訪談;

小項(xiàng)目.閱讀教學(xué)如何理解“閱讀素養(yǎng)”？

以培養(yǎng)閱讀素養(yǎng)為目標(biāo)的教學(xué)將超越對(duì)一般閱讀能力的培養(yǎng)，使閱讀不是僅僅停留在對(duì)文本表面文字的理解，而是強(qiáng)調(diào)讀者為了不同的目的而閱讀，強(qiáng)調(diào)他們對(duì)文字信息的理解、使用和反思，強(qiáng)調(diào)讀者通過(guò)積極主動(dòng)的思考和與文本的互動(dòng)來(lái)獲取信息，不論是為個(gè)人還是為公眾事業(yè)，為學(xué)習(xí)還是為工作，他們?yōu)樽约撼蔀榉e極的公民和終身學(xué)習(xí)者而進(jìn)行閱讀。目標(biāo)：是閱讀能力還是閱讀素養(yǎng)？

閱讀素養(yǎng)是指對(duì)我們對(duì)文字材料的理解、使用和反思。

其目的是為了實(shí)現(xiàn)個(gè)人目標(biāo)，發(fā)展個(gè)人知識(shí)和潛能，更好地參與社會(huì)活動(dòng)。

閱讀能力是指我們對(duì)文字所傳遞的信息的正確理解和把握。閱讀過(guò)程

-閱讀理解的五個(gè)層次

理解事實(shí)性信息

Retrievinginformation

理解整體意義

Broadunderstanding發(fā)展詮釋能力

Developinganinterpretation反思與評(píng)價(jià)所讀內(nèi)容-理解深層含義

Reflectingoncontent反思與評(píng)價(jià)文體與特征Reflectingonform關(guān)鍵詞：獲取信息、理解、詮釋、反思、評(píng)價(jià)

讀前可以預(yù)教詞匯或激活背景知識(shí)；

閱讀任務(wù)應(yīng)以發(fā)展學(xué)生閱讀策略為目標(biāo)而非測(cè)試閱讀理解；

教師應(yīng)逐漸減少指導(dǎo)，幫助學(xué)生最終成為獨(dú)立的閱讀者。閱讀教學(xué)原則以教師為中心，以講解為主；側(cè)重詞匯講解而非文章的理解；測(cè)試閱讀理解而非教給學(xué)生如何閱讀；不關(guān)心學(xué)生是否愿意讀、喜歡讀；忽視對(duì)學(xué)生閱讀技巧和策略的培養(yǎng)；…閱讀教學(xué)中經(jīng)常出現(xiàn)的問(wèn)題TheBottom-upModelTheTop-downModelTheInteractiveModel閱讀教學(xué)模式skimmingscanning

predictingguessingmeaningfromthecontextunderstandingdetailsunderstandingtextorganizationsdistinguishingmainideasfromsupportingdetailsdistinguishingfactsfromopinionsunderstandingreference

makinginferences

evaluatingtheauthor’sattitudeandopinions閱讀策略Pre-reading

While-readingPost-reading閱讀教學(xué)三個(gè)階段Pre-reading

典型活動(dòng)

利用圖片或問(wèn)題激活學(xué)生與話題相關(guān)的背景知識(shí);

對(duì)閱讀內(nèi)容進(jìn)行預(yù)測(cè);

通過(guò)略讀或掃讀獲取文章大意;

預(yù)教重點(diǎn)生詞或結(jié)構(gòu)以幫助學(xué)生獲取文章大意。videoclip2&3看片段，思考教師讀前活動(dòng)的安排Whilereadingactivities－

linkinginputwithoutputCOMPLICATEDINPUT復(fù)雜的語(yǔ)言輸入

TRANSITIONDEVICE信息轉(zhuǎn)換機(jī)制REORGANISED&INTERNALISEDOUTPUT經(jīng)過(guò)整合和內(nèi)化的語(yǔ)言輸出Readthepassageandfindoutimportanteventsinthe

differentperiodsof

Google’shistory.Writedowntheseevents.PeriodEvents199619982000RecentlyGooglebeganasLarryPage’sresearchproject.PageandSergeysetupthecompanyandregisteredtheG.Thesearchenginegrewquicklyanditbegantoselladvertisingonthewebsite.GooglehasacquiredYouTandcontinuestoaddnewfeatures.GooglehasalsoownedBloggerandotherhotwebsitesandbecometheleaderintermsofad-basedrevenueontheweb.ReadingAPara.3[《會(huì)議手冊(cè)》第13頁(yè)]Transitiondevices

PicturesPiechartsDrawingsBarchartsMapsFlowchartsTablesSequencingSubtitlesTreediagramsNotesCyclicdiagramsPostreadingactivities角色扮演討論小項(xiàng)目短劇

創(chuàng)作故事復(fù)述制作海報(bào)做小調(diào)查制作廣告制作計(jì)劃/手冊(cè)做訪談制作地圖/圖片總結(jié)：閱讀教學(xué)關(guān)注點(diǎn)讓學(xué)生獲得“閱讀理由”，激發(fā)對(duì)課文的情感回應(yīng)；（學(xué)生為什么要讀這篇文章？是為了回答別人提的問(wèn)題和做幾個(gè)練習(xí)嗎？學(xué)生喜歡這篇文章嗎？學(xué)生想/能獲得什么知識(shí)呢？）讓學(xué)生“為理解而讀”，鼓勵(lì)對(duì)文章的更深層次解讀；（學(xué)生閱讀僅僅是為了發(fā)展或應(yīng)用閱讀技能嗎？閱讀的本質(zhì)是什么？）讓學(xué)生“感受閱讀的快樂(lè)”。閱讀教學(xué)中的詞匯

Withoutgrammarverylittlecanbeconveyed,withoutvocabularynothingcanbeconveyed.—DavidWilkins詞匯有多重要?錄像片段[IT]videoclip1videoclip6videoclip8Whatdoesitmeantoknowaword?

Denotativemeaning（本義）

Connotativemeaning（隱含的意思）

CollocationsSynonyms,antonyms,hyponyms（下位詞）(1)itspronunciationandstress(發(fā)音和重讀);(2)itsspellingandgrammaticalproperties(拼寫(xiě)和詞性);(3)itsmeaning(詞義);(4)howandwhentouseittoexpresstheintendedmeaning(語(yǔ)用);(5)knowingmorethanjustoneword(e.g.giveup,upsanddowns)(詞組);(6)knowingitscollocations(e.g.see,look,andwatch;heavyrainbutnotheavywind)(詞語(yǔ)搭配).Whatdoesitmeantoknowaword?如何呈現(xiàn)新詞匯盡可能通過(guò)視覺(jué)沖擊或肢體語(yǔ)言直觀地呈現(xiàn)詞義，如圖片，照片，錄象片段，模仿，手勢(shì)等。通過(guò)描述情境來(lái)呈現(xiàn)詞意，然后請(qǐng)學(xué)生說(shuō)出詞義。用同義詞或反義詞來(lái)解釋詞義。通過(guò)同類詞來(lái)表現(xiàn)單詞之間的關(guān)系及其意思，比如cook:fry,boil,bake,grill等。遇到專業(yè)詞匯或具有抽象意義的詞匯，可以采用翻譯和舉例的方式。通過(guò)構(gòu)詞法和常用前后綴，在已有詞匯的基礎(chǔ)上構(gòu)建新的詞匯。把詞匯放在套語(yǔ)（chunks）中去教．Chunks指成段的短語(yǔ)和固定表達(dá)法，如：Justamoment，please．Totellyouthetruth,……思考詞匯在真實(shí)生活中可能用到的情境．將新學(xué)語(yǔ)言與學(xué)生的真實(shí)生活相聯(lián)系起來(lái)，以提高學(xué)習(xí)興趣。考慮提供不同的情境來(lái)呈現(xiàn)新單詞。如何呈現(xiàn)新詞匯（續(xù)）無(wú)論是遺忘曲線還是實(shí)證研究都表明，復(fù)現(xiàn)是英語(yǔ)詞匯學(xué)習(xí)非常重要的手段，學(xué)生至少需要與詞匯接觸5-16次才有可能真正掌握該詞匯（Nation,1990）。教師應(yīng)當(dāng)通過(guò)各種方式推動(dòng)學(xué)生的工作記憶，對(duì)詞匯進(jìn)行加工和理解（比如讓學(xué)生將詞匯與圖片或?qū)嵨锝⒙?lián)系，學(xué)生將新學(xué)詞匯與已知詞匯建立聯(lián)系，形成有意義的詞匯關(guān)系網(wǎng)等），使之盡快成為長(zhǎng)時(shí)記憶的內(nèi)容。LabelingSpotthedifferenceDescribeanddrawPlayagameUsingwordseriesWordbingoWordassociationFindsynonymsandantonymsUsecategoriesUsewordnetworkUsetheInternetresourcesformoreideas如何鞏固詞匯教學(xué)過(guò)程中的詞匯學(xué)習(xí)聽(tīng)前讀前Pre-teachkeyvocabularyincontext預(yù)教生詞聽(tīng)中讀中Understandvocabularyincontext在語(yǔ)境中理解詞匯聽(tīng)后讀后Usethevocabularyincontext

運(yùn)用所學(xué)詞匯進(jìn)行表達(dá)Focusedvocabularystudy

詞匯學(xué)習(xí)與鞏固詞匯教學(xué)案例閱讀教學(xué)中的提問(wèn)

YesterdayIsawthepalgishflestergolliningbegruntthebruck.Heseemedverychanderbil,soIdidnotjorterhim,justdeapledtohimquistly.Perhapslaterhewillbesandcander,andIwillbeabletoraengeltohim.Comprehensiontextandquestions(1)Readthetextandanswerthefollowingquestions.Whatwastheflesterdoing,andwhere?Whatsortofaflesterwashe?Whydidthewriterdecidenottojorterhim?Howdidshedeaple?Whatdidshehopewouldhappenlater?

YesterdayIsawthenewpatienthurryingalongthecorridor.Heseemedveryupset,soIdidnotfollowhim,justcalledtohimgently.Perhapslaterhewillfeelbetter,andIwillbeabletotalktohim.

Comprehensiontextandquestions(2)Readthetextandanswerthefollowingquestions.Whatistheproblemdescribedhere?Isthiseventtakingplaceindoorsoroutside?Didthewritertrytogetnearthepatient?Whatdoyouthinkshesaidwhenshecalledtohim?Whatmightthejobofthewriterbe?Whydoyouthinkshewantstotalktothepatient?閱讀問(wèn)題的設(shè)置封閉式 vs. 開(kāi)放式唯一答案 不同答案展示性 vs. 真實(shí)性已知答案 未知答案低層次 vs. 高層次信息回憶 分析事實(shí)記憶 評(píng)價(jià)Closedvs.openDisplayvs.genuineLower-ordervs.higher-orderBloom’staxonomyquestioningKnowledge:recallingfacts,terms,andbasicconceptsComprehension:understandingfactsandideasbyorganizing,comparing,translating,interpreting,describing,andstatingthemainideasApplication:applyingacquiredknowledge,facts,techniquesandrulesinadifferentcontextAnalysis:identifyingrelationships,causesormotives,andfindingevidencetosupportmainideasSynthesis:combiningelementsinadifferentwayandproposingalternativesolutions,creativethinkingEvaluation:presentanddefendopinionsbymakinganinformedjudgementaboutinformationorideasbasedonasetofcriteria獲知、理解、應(yīng)用、分析、綜合、評(píng)價(jià)寫(xiě)作教學(xué)錄像片段videoclip14寫(xiě)作教學(xué)中常見(jiàn)問(wèn)題關(guān)注語(yǔ)言使用的準(zhǔn)確度.練習(xí)某個(gè)目標(biāo)結(jié)構(gòu).寫(xiě)作之前準(zhǔn)備不充分.缺乏讀者意識(shí).缺乏真實(shí)性。觀點(diǎn)是被給予的而非自己的鮮有機(jī)會(huì)做創(chuàng)作性寫(xiě)作.Aprocessapproachtowriting

Brown(1994:320-21)

Focusontheprocessofwritingthatleadstothefinalwrittenproduct;Helpstudentwritersunderstandtheirowncomposingprocess;Helpthembuildrepertoiresofstrategiesforprewriting,drafting,andrewriting;Givestudentstimetowriteandrewrite;Placecentralimportanceontheprocessofrevision.AProcessapproachtowritingBeforewriting

creatingamotivationtowritebrainstormingmappingfreewritingWritingoutliningdraftingAfterwritingeditingrevisingproofreadingconferencingBeforewritingMotivatinginterestsReadingsamplesLanguagespreparationDiscussingtopicsBrainstorming,mindmappingDearFangLan

ThisisWangYing.Rememberme?Wewerefriendsinprimaryschool…

Whatareyoudoingnow?Areyouworking?AtthemomentI’mstudyingmedicineatauniversity…Idon’tlikepopmusicanymore—Ipreferclassicalmusicnow.

Well,ImustfinishherebecauseI’vegotanexamtomorrow.,

Allthebest WangYingGreetingIntroductionQuestionsInformationReasontofinishSignoffcomma學(xué)習(xí)范文，語(yǔ)言準(zhǔn)備

24thOctober

DearFangLan,ThisisWangYing.Rememberme?Wewerefriendsinprimaryschool.Wehaven’tseeneachotherforabout10years—right?Anyway,howareyou?IgotyouraddressfromChenXiaohong.Whatareyoudoingnow?Areyouworking?Irememberyoualwayswantedtobeapoliceofficer! AtthemomentI’mstudyingmedicineatauniversity.DoyourememberXieJun?He’sonthesamecourseasme!IthinkI’vechangedalotovertheyears.Idon’tlikepopmusicanymoreIpreferclassicalmusicnow.Well,ImustfinishherebecauseI’vegotanexamtomorrow.Writebacksoonandtellmeallyournews. Allthebest WangYingUsefulExpressions

24thOctober

DearFangLan,

ThisisWangYing.Rememberme?Wewerefriendsinprimaryschool.Wehaven’tseeneachotherforabout10years—right?

Anyway,howareyou?IgotyouraddressfromChenXiaohong.Whatareyoudoingnow?Areyouworking?Irememberyoualwayswantedtobeapoliceofficer!

AtthemomentI’mstudyingmedicineatauniversity.DoyourememberXieJun?He’sonthesamecourseasme!IthinkI’vechangedalotovertheyears.Idon’tlikepopmusicanymore—Ipreferclassicalmusicnow.

Well,ImustfinishherebecauseI’vegotanexamtomorrow.Writebacksoonandtellmeallyournews.

AllthebestWangYingRememberme?—right?Anyway,Well,informalwordsintroduce

aplacehistorythingstoseelocationclimatethingstodopopulation思維導(dǎo)圖WritingOutliningDraftingAfterwritingPeerandselfeditingRevisingProofreadingConferencingExamplesofpeer-editingsheet課后反思——行動(dòng)研究

行動(dòng)研究的過(guò)程-（開(kāi)放式）發(fā)現(xiàn)問(wèn)題提出假設(shè)初步調(diào)查確認(rèn)問(wèn)題

制定行動(dòng)方案或改進(jìn)措施

在教學(xué)中實(shí)施這個(gè)方案在實(shí)施中根據(jù)觀察和反饋調(diào)整計(jì)劃分階段有計(jì)劃地收集數(shù)據(jù)分析數(shù)據(jù)、反思過(guò)程、評(píng)價(jià)效果撰寫(xiě)行動(dòng)研究報(bào)告（王薔，2002）如何提出假設(shè)？

從學(xué)生方面分析原因

從教師方面分析原因

從教材、環(huán)境等其它方面分析原因如何驗(yàn)證假設(shè)？問(wèn)卷、訪談、課堂觀摩、教師日志、學(xué)生成績(jī)等行動(dòng)計(jì)劃3456789101112GettingtoknoweachotherWeatherforecast※Forfeits※Searchforsomeonewho…※Howoften…※BridginggapsPredictingsimilarities※Iamyou※stayingpositiveHowstrongIam※Crazycompliments※Ienjoyed,Ienjoyed※BuildingupteamspiritInter-classquizleague※DatacollectionQuestionnaire

Observation

Teacherlog

WeeksActivities不斷調(diào)整研究設(shè)計(jì)和研究方法監(jiān)控行動(dòng)實(shí)施過(guò)程、評(píng)價(jià)行動(dòng)效果、調(diào)整行動(dòng)方案不斷收集數(shù)據(jù)在行動(dòng)中收集和分析數(shù)據(jù)

行動(dòng)研究中的反思，Why?WHEN?

發(fā)現(xiàn)問(wèn)題提出假設(shè)初步調(diào)查

確認(rèn)問(wèn)題

制定行動(dòng)方案或改進(jìn)措施

在教學(xué)中實(shí)施這個(gè)方案在實(shí)施中根據(jù)觀察和反饋調(diào)整計(jì)劃分階段有計(jì)劃地收集數(shù)據(jù)分析數(shù)據(jù)、反思過(guò)程、評(píng)價(jià)效果撰寫(xiě)行動(dòng)研究報(bào)告發(fā)現(xiàn)自己教學(xué)中的困惑或者問(wèn)題制定行動(dòng)方案，考慮解決辦法反思實(shí)施效果，調(diào)整方案反思數(shù)據(jù)收集的可靠性等反思整個(gè)過(guò)程的收獲及問(wèn)題ActionReflection