AI Empowerment Output Orientation: Sing the Song of Freedom

Teaching content

This unit revolves around the textbook Unit 1 "Song of Freedom", whose core theme is "freedom", the core socialist value, covering reading, listening, speaking, writing and other multimodal language skills training The study of personal career choices and social expectations, as well as true self-awareness and the meaning of life, guides students to deeply understand the relationship between personal freedom and social expectations, the way to realize self-worth, and how to assume social responsibility in freedom.

2. The teaching objectives cover two major aspects

1. The goal of cultivating English subject literacy, including English subject knowledge (vocabulary, grammar, etc.), that is, students can master English vocabulary and expressions related to "freedom". English subject skills (listening, speaking, reading, writing, translation), master the ability to extract ideas and details in reading, improve the oral expression skills of academic speeches, learn to use effective "opening hooks" (hooks) to attract the audience, cultivate students' argumentative writing skills based on arguments, and be able to use English to discuss, write and translate the theme of "freedom". Students are able to design and implement surveys about the "free choice" of college students and write a report. English learning expands literacy, cultivates students' critical thinking ability and self-directed learning ability through online and offline, group cooperation and other learning modes.

2. Ideological and political literacy training goals

1. Guide students to dialectically understand the connotation of "freedom" at the individual and social levels. Guide students to realize that freedom is not only the right of the individual, but also the embodiment of social responsibility, and realize the unity of personal freedom and social responsibility, so that they can contribute to the harmonious development of society while pursuing personal freedom.

2. Cultivate students' independent thinking and critical thinking, understand that the construction of "true self" needs to be based on the balance between personal preferences and social responsibility, recognize the unity of autonomy and rule awareness, and avoid blindly following the herd.

3. The educational content of "curriculum ideology and politics":

1. Value Guidance: Combined with the concept of freedom in the core values of socialism, guide students to understand the specific embodiment of freedom in Chinese society, such as individual rights under the protection of law, social fairness and justice, etc. Through case analysis, students are guided to understand that freedom is not absolute freedom, but a rational choice based on responsibility and self-awareness.

2. Personal Choice and Social Responsibility: Analyze how the protagonist in the text balances personal interests and social expectations when facing the conflict between "self-realization" and "social success standards" in career choices, and encourages students to consider social needs and personal responsibilities when pursuing personal freedom and career development, establish lofty ideals and multiple concepts of success, and have the courage to pursue a path that meets their own values in the context of the new era.

2. True Self and the Meaning of Life: Based on the empirical research conclusion in the text, "the more details people have about their true self-description, the stronger their sense of meaning in life", students are guided to explore inward and establish their autonomyMake voluntary choices based on personal interests and values, pursue goals that you think are valuable and do not blindly follow others, so as to achieve personal and serviceThe harmony and unity of society.

3. The main ideas of teaching design

Based on the "drive-facilitate-evaluate" teaching process of output-oriented method (POA), the unit teaching content is decomposed into several "drive-facilitate-evaluate" cycle chains according to the teaching objectives, and the main line of ideological and political education with the theme of "freedom" is implicitly integrated into each cycle chain. The electronic portfolio monitors the entire teaching process, observes, records and evaluates every aspect of teaching throughout the process, and gives timely feedback, so as to realize the organic integration of learning, application and evaluation, which not only evaluates students' subject knowledge and skills, but also evaluates students' implicit ideological and political learning experience and sense of acquisition, so that the effectiveness of ideological and political education can be implemented.

4. Teaching Methods and Means:

1. Output-oriented approach: Guided by students' final outputs (such as investigation reports, speeches, writing, etc.), design teaching activities to guide students to learn and think actively.

2. Blended teaching: With the help of the Internet, iSmart teaching platform, grading network and various artificial intelligence means, the combination of online resources and offline in-depth discussions can be realized, and the spatio-temporal dimension of ideological and political education can be expanded.

3. Cooperative learning: form a learning community, and group members cooperate to complete case analysis, group discussions, debates, speeches and other activities to cultivate students' teamwork and communication skills.

4. Task-based teaching method: through different tasks before, during, and after class, students can independently complete tasks or group cooperation tasks to achieve various teaching goals one by one, and at the same time guide students to think deeply about the relationship between personal choice and freedom in the tasks.

5. Electronic portfolio evaluation: Establish three levels of electronic portfolios at class, group and individual levels, and set up multi-dimensional evaluation indicators, such as language accuracy, depth of ideological and political views, cooperation participation, etc., and students upload a "self-awareness development log", including changes in their understanding of "freedom", argumentative essay revision tracks, etc., and teachers pass the electronic portfolioAnalyze the student's change in thinking (e.g., from "absolute freedom" to "autonomy under rules").

Fourth, the teaching implementation process

1. Pre-class preparation

 First of all, before the start of the class, the teacher guides the students to create a group portfolio and an individual portfolio online on the basis of the class portfolio built on the iS mart platform. Each level of the portfolio contains different modules, which are managed separately by the teacher, group members and the students themselves, and are generally established before the beginning of the course and can be used for a long time until the end of the course, so as to record the entire growth trajectory of the student's college English learning. Before the start of the classroom teaching content of this unit, the teacher will publish the teaching objectives and skill learning grading criteria of the unit in the class portfolio for the whole class to learn and understand, and prepare for the subsequent classroom teaching.

2. In-class teaching

2.1 Stage 1 (1st period) Vocabulary learning and connotation discussion on the theme of "freedom".

The teaching content of this part revolves around the subject knowledge objectives, and integrates ideological and political-driven tasks, and the core output goal is to be able to use "freedom"-related vocabulary (such as freedom/responsibility/convention) to discuss the connotation of freedom.

2.1.1. Pre-class drive

Before class, the teacher issues a series of driving tasks through iSmart, and asks students to complete them in order: 1. Create a vocabulary collection document in your personal portfolio (the teacher has released the template in advance), and write "5 can think and freedom" without the help of an external dictionary or Ai-assisted mediarelevant English vocabulary and expressions" and paste them into the vocabulary collection form in the class portfolio. 2. Record an audio or video lecture on the theme of "freedom" (the purpose of the topic is to better understand the students' vocabulary and connotation concerns about the topic), and elaborate on the understanding of the connotation of "freedom". The audio and video materials are sent to the group's portfolio and retained in the personal portfolio. 3. The panelists evaluate the content of the students' presentations against previously established assessment criteria such as grammar, vocabulary accuracy, and richness of content (e.g., what is freedom?). What are some famous quotes about freedom that you can think of? What kind of freedom do you want most? etc.), the results are recorded in the group evaluation form, and one is kept in the group portfolio and one is uploaded to the class portfolio. On the one hand, the purpose of these three tasks is to activate students' language reserve knowledge on the theme of "freedom", and on the other hand, by exposing the shortcomings of vocabulary and expression, students can "know enough", generate "hunger" for learning, and arouse their desire for further learning. 4. Students are further required to preview the vocabulary of this unit through the Textbook P.177 Word Memorize Mini Program.

2.1.2 In-class facilitation

ⅰ. Linguistic facilitation

According to the vocabulary in the vocabulary collection table of the class portfolio, the teacher uses the corpus tool AntConc to generate a word cloud map, and combined with the evaluation form of each group, the teacher understands the students' reserve knowledge, attitudes, emotions, etc. on the topic. In view of students' deficiencies in language expression, teachers publish thesaurus related to the "freedom" topic built by the Ai platform in the class portfolio for students to learn, such as (resonate/autonomy/constraint) and collocations (such as "smooth transition" and "address issues").

ⅱ. Ideological and political content contributes:

Task 1: The teacher gives five famous quotes, including quotes on page P1, and explains the nature of freedom, freedom and responsibility, and the relationship between freedom and law one by one, so as to guide students to understand the connotation of the concept of freedom in the core values of socialism.

Task 2: Ask students to discuss Campus Rules vs. Personal Freedom within the group. Guide students to perceive the boundaries of freedom from daily study and life, and ask students to comment on each other and record their speeches.

2.1.3 Post-class evaluation

After class, teachers release vocabulary test tasks (including P8 exercises) through iSmart, conduct explicit assessment of students' achievement of language knowledge goals, and record the results in the class electronic portfolio. At the same time, the teacher commented on the "balance awareness between personal freedom and campus rules" in the students' discussions, and recorded the changes in students' emotional cognition of "freedom".

2.2 Stage 2 (Lesson 2.3) Interpretation of texts and improvement of reading skills

Through the analysis and interpretation of the two texts of Text A and Text B, the ideological and political elements in the texts are excavated at the same time, so that the cultivation of English subject skills and the cultivation of ideological and political literacy can be carried out simultaneously. The teaching process can be further subdivided into two microcirculation chains: reading skills and reading comprehension improvement.

2.2.1 Improvement of reading skills

This module aims to train students in the skills of extracting ideas and details from texts. The microcirculation chain of the teaching process takes speed reading as the pre-class driving task. Before class, students are required to quickly read Text A within a time limit, answer relevant questions on iSmart, and the teacher will automatically score according to the platform to understand the students' answers, and import the results into the class portfolio. In the facilitation session, the teacher guides students to learn the meaning, methods and skills of skimming. In the evaluation session, the teacher asks the students to quickly read Text B within a limited time, and answer the sentence matching questions on iSmart (corresponding to the P14-15 exercise in the textbook), and the same score will be included in the class portfolio, and the teacher will evaluate the students' pairs according to the comparative analysis of the two scoresThe use of the skills and the use of the skills in further reading are instructed.

2.2.2 Reading comprehension skills are improved

2.2.2.1 Pre-class drive: theme refinement and value guidance

i: Refinement of the main idea

Task 1: Ask students to quickly read Text A and answer questions about text comprehension on iSmart (P6 exercise), and the platform will automatically record the answers.

Task 2: Students are required to extract the introduction, body and conclusion of the discourse structure, and sort out the key events of the protagonist's three career choices, the pressure of social standards, and the reasons for personal decision-makingComplete the P7 page exercise, then use a "mind mapping" tool such as Xmind to create a visual mind map and submit it to the class portfolio.

ii: Ideological and political discussion

The student group discussed "personal interest vs. Money's way? What factors do you focus more on when choosing a career? Encourage students to explore the conflict between interest-driven and utilitarian-oriented, and ask students to record the discussion process and save it in the group portfolio.

2.22.Contribution in Lesson 2: Two-dimensional Analysis of Language and Ideology and Politics

In the facilitation link of the class, the teacher can select several mind maps as demonstrations according to the students' answers, and explain the main idea of the text and the details of the supplement. It also guides students to appreciate and analyze key sentences and passages to understand the important and difficult points, and guides students to deeply learn the language details of the article, such as the exquisite words and sentences in the text and the detailed description. More importantly, it focuses on the analysis of key sentences, guides students to deeply understand ideological and political topics, and helps students build scaffolding of content and opinions

“…because they were based on my personal preferences, they would be harder to regret.”(Para. 2) Leads to the reflection and discussion of "the relationship between career choice based on personal hobbies and the sense of self-worth".

“But I was unable to follow advice that didnt resonate with me.”（Para. 5) Leads to a discussion of "following one's own values without blindly following others, especially the superficial, materialistic values promoted by popular culture and advertising".

“When there is a mismatch…, we need to hold fast to our beliefs…”（Para. 7) Combined with the cases of Chinese scientists (such as Huang Danian, Yuan Longping, Tu Youyou, etc.), the dialectical unity of upholding faith and social responsibility is discussed.

2.22.3 Post-class evaluation

The evaluation of the effectiveness of the improvement of reading ability and the goal of ideological and political teaching was achieved through multiple ways.

Task 1: Ask to organize the vocabulary and expressions related to freedom learned in this unit and supplement them to the previous vocabulary collection document;

Task 2: Record audio and video speeches and oral ideological and political reflection logs, and describe your understanding of the harmonious development and dialectical unity of the individual, society and country after completing this unit. On the one hand, the internalization of language knowledge is strengthened through oral output, and on the other hand, the effect of ideological and political education is examined. Thirdly, through peer evaluation in the group, a new peer evaluation form was formed, and compared with the evaluation form of the pre-class speech, the changes of students' language expression and the depth of ideological and political content were analyzed.

2.3 Stage 3 (4th period) "Free Choice" Keynote Speech and Discussion

 This part of the teaching content aims to train students' listening and speaking skills, and the core output goal is that students can design a 3-minute speech with an "opening hook" and participate in a "free choice" theme discussion in English, so as to demonstrate their ability to think independently.

2.3.1 Pre-class drive

Task 1: Speak "Freedom is important" in a straightforward manner.

Task 2: Students watch another video about freedom on iSmart and complete the exercise (P10).

Task 3: Compare and study two videos, and students design an opening hook with the title of "Tasting Freedom: Stories from My Growing-Up" and write a speech.

2.3.2. In-class facilitation

In class, the teacher first gives examples of "opening hooks" for different audiences in different situations, such as the question, "Do you think conformity equals safety?".； Story-style, "A classmate of mine..."; "60% students in a survey said...", then ask students to discuss in groups the merits of different hook examples and add more examples. The teacher comments and records the results of the students' discussions, and forms a hook sample document to put in the class portfolio. The teacher then provides the ideological and political points of the unit as a language and content scaffold, such as: asking students to use the opening hooks they have learned to revise their speeches and guide students to integrate the relevant ideological and political points and vocabulary of the unit For example, when choosing freely, what factors should be considered to avoid freedom from becoming capricious; How to avoid blind conformity when making free choices, etc.

2.3.3 Post-class evaluation

After class, students are required to record a 3-minute speech video (P11) based on the written speech and upload it to the group portfolio, and the group members will evaluate each other according to the published grading criteria, focusing on the evaluation of "the relevance of the hook to the topic" and "the use of vocabulary in this unit", etc., and submit the grading sheet to the class portfolio.

2.4 Stage 4 (Lesson 5) Argumentative Essay Writing Improvement Based on Arguments

This part of the teaching content aims to train students' argumentative essay writing skills, and the core output goal is to require students to write an essay of about 150 words on the topic of "My true self".Different arguments support various aspects of self-perception.

2.4.1 Drive Tasks

Before class, students are asked to study an article in their class portfolio, "Why I should be totally free?" "What's wrong with this essay?." According to the weak support on page P18, the problems in the article are analyzed, such as: no dialectical thinking, lack of argument support, weak relevance to the topic, etc.

2.4.2 In-class facilitation

In class, students are led to quickly read Text B texts, appreciate the characteristics of their writing, and select effective supporting arguments from them. The core idea of this paper is "the importance of true self and autonomy for a meaningful life", and the author uses multiple and effective arguments to illustrate it, mainly using scientific arguments and citing expert opinions to enhance persuasiveness. The article begins by quoting Rebecca Schlegel's empirical research to elicit the theme of "when writing about your true self, the richer the details of the text, the stronger the sense of meaning in life", which enhances objectivity and persuasiveness. The article also cites expert ideas and theories in many places to enhance the depth of the argument, such as the existentialist philosopher Jean-Paul Sartre, and the humanistic psychologists Carl Rogers and Abraham Maslow's view, which proposes that "real life and self-actualization have intrinsic value"; To quote the philosopher Lawrence Becker, "Autonomous life has immeasurable dignity"; Combined with the "self-determination theory" and hundreds of other studies, it is shown that "autonomy is a basic human psychological need and is essential for well-being". In addition, specific research cases, such as Hong Zhang's study at Nanjing University, and the author's own research are cited to illustrate the "impact of autonomy on the sense of meaning of individual tasks", and specific research cases are used to support the extension from "overall life" to "specific tasks". Make the argument more comprehensive and perceptible. According to the characteristics of good support listed in P18, this paper is interlocking, from the overall empirical research to the specific and detailed targeted research, so that the article not only has depth in academic connotation, but also is logically related and consistent, which is a good example of argumentation.

Next, students are asked to write an essay of about 150 words on the topic of "My true self" and submit it to the correction website and group portfolio.

2.4.3 Post-class evaluation

After class, the "double grading system" is adopted, and the group members refer to the pre-established scoring criteria from "linguistic accuracy" (vocabulary, grammar, logical cohesion) and "argument validity" (whether the material is appropriately cited), and "dialectical thinking".to learn from peer essays the use of effective support and the avoidance of persuasive powerless support. Both grading sheets are uploaded to the class portfolio.

2.5 Stage 5 (6th period) unit summary evaluation

 This part is the portfolio display and evaluation of the entire unit content. In fact, each teaching microcirculation chain contains evaluation links, more precisely, the evaluation of electronic portfolios is accompanied by each link of the teaching process, so as to achieve real-time supervision and feedback on teaching, so as to promote learning by evaluation, and teaching-learning-evaluation complement each other. This part mainly focuses on the summary and evaluation of the improvement of students' discipline literacy and ideological and political literacy in the whole unit.

Before class, students are asked to fill out a unit learning summary self-assessment form on iSmart.

In the class, the teacher first leads the students to sort out the knowledge points and skills learned in this unit, and strengthen the themes of this unit, "Freedom and Career Choice", "True Self and the Meaning of Life", and do a good job in value guidance； Secondly, according to the various grading sheets in the class portfolio, the teacher selects excellent cases such as speech videos and essays, and displays them in class for students to exchange and discuss and learn from each other's strengths. At the same time, individual cases are selected to comment on their progress and shortcomings in subject knowledge, subject skills and ideological and political literacy, and guide the direction of further learning. Finally, students are guided to learn the steps of the relevant questionnaire survey on page 19, and detailed implementation suggestions are given, and students are assigned to complete the project after class Group project activities and write survey reports. Submit a class portfolio review during the final evaluation of the teaching content of the next unit.

5. Reflection on teaching:

Focusing on the theme of "Freedom and True Self", this unit designs the closed-loop of "Drive-Facilitate-Evaluate" of each teaching based on the Output-Oriented (POA) method and the online and offline tasks of each link, and realizes the whole process tracking through the electronic portfolio, which innovates the integrated training mode of English subject literacy and ideological and political literacyBut there is also room for optimization, which is reflected on as follows:

1. Highlights and Results

The in-depth application of electronic portfolios strengthens the process evaluation
The three-level portfolios of class, group and individual established before class effectively record the complete trajectory of students from vocabulary accumulation, first draft of speech to composition revision. For example, the comparison of the vocabulary collection form with the two speech evaluation forms before and after intuitively presents the improvement of students' ability to use vocabulary on the theme of "freedom" (such as the advancement from the basic vocabulary "free" to "autonomy" and "resonate"), and also reflects the deepening of ideological and political cognition, from the initial "freedom is unconstrained" to the later stage of "freedom and responsibility balance". This synchronous mode of "learning-using-evaluation" enables teachers to accurately capture students' shortcomings and achieve targeted guidance.

The organic integration of ideological and political elements and language teaching
For example, when analyzing the author's "career choice based on personal preference" in Text A, it is related to "the unity of self-worth and social needs"; When discussing "Campus Rules vs. Personal Freedom", guide students to understand that "rules are the guarantee of freedom" from everyday experience (echoing the expression "freedom under legal constraints" in the document). This integration avoids didactic indoctrination and allows students to experience a "dialectical view of freedom" in language practice.

The stepped design of skills training improves the quality of output
From vocabulary accumulation (Stage 1) to reading the main idea extraction (Stage 2), to speech "opening hook" design (Stage 3) and argumentative essay argument support (Stage 4), the skill goals are progressive. In the case of writing, for example, through the analysis of medical texts ("Why I should be totally free? Combined with Schlegel's empirical research in Text B and Hong Zhang's case, the final "My true self" essay produced by the students has significantly improved the relevance and logical integrity of the argument.

2. Problems and shortcomings

The effectiveness of group peer evaluation needs to be improvedDespite the development of evaluation criteria, there were "loose scoring" and "general feedback" in group discussions and peer evaluations. For example, there is a lack of specific basis for the judgment of "relevance between hooks and topics" in speech evaluation, and some students only pay attention to language accuracy and ignore the ideological and political connotation (such as "whether it reflects independent thinking"), resulting in the evaluation not fully playing a guiding role.

The quantitative dimension of ideological and political literacy assessment is insufficient
Most of the records of ideological and political literacy in electronic portfolios are qualitative descriptions (such as "students understand the relationship between freedom and responsibility"), and there is a lack of quantifiable evaluation indicators. For example, it is difficult to accurately measure the degree of cognitive transformation of students from "blind conformity" to "rational autonomy", and the tracking of the effectiveness of ideological and political education is not detailed enough.

Third, the direction of improvement

Optimize mutual evaluation standards and training
Revise the evaluation form to add specific indicators of the ideological and political dimension (e.g., "whether to cite text arguments to support opinions" and "whether to embody dialectical thinking"), and carry out mutual evaluation training before class, combined with excellent cases to demonstrate how to give constructive feedback (e.g., "Your hook is very attractive, but you can supplement your personal experience to reflect the attitude of 'rejecting blind obedience'").

Improve the assessment tools for ideological and political literacy
The "Ideological and Political Cognitive Growth Scale" was designed, and the grading indicators were set from the three dimensions of "self-awareness", "social responsibility" and "dialectical thinking" (for example, "being able to distinguish between personal preference and willfulness" was the first level, and "being able to analyze the boundary of freedom in combination with social cases" was the second level), and the improvement trajectory of students' ideological and political literacy was quantitatively recorded through the comparison of multiple tasks in the portfolio.