用ADDIE模式寫教案

高中英文─高三龍騰版第五冊第二課 Battling Fake News— A Critical Mindset

Lesson Plan: Fake News（教案：假新聞）

A. Analysis（分析）

Learning Objectives（學習目標）:

• Define the concept of fake news and its potential consequences.（定義假新聞的概念及其可能的後果。）
• Identify common characteristics of fake news.（辨識假新聞的共同特徵。）
• Learn techniques to identify fake news and verify sources.（學習辨識假新聞並驗證來源的技巧。）
• Develop critical thinking skills to evaluate news sources.（培養評估新聞來源的批判性思考能力。）

Assessing Prior Knowledge（評估先備知識）:

• Conduct a pre-assessment to gauge learners' existing knowledge of fake news.（進行預評估，了解學習者對假新聞的現有知識。）
• Identify any misconceptions or knowledge gaps that need addressing.（確認是否有任何需要補足的誤解或知識盲點。）

Learning Environment（學習環境）:

• The lesson can be conducted in a home or online environment.（課程可以在家中或線上環境中進行。）
• Learners may need access to a computer or tablet for certain activities.（某些活動可能需要使用電腦或平板電腦。）

B. Design（設計） 

Developing Learning Materials（準備學習素材）:

• Create a comprehensive lesson plan detailing instructional strategies, activities, and assessments.（創建一個包含教學策略、活動和評估的全面課程計劃。）
• Prepare visual aids, handouts, and supplementary materials.（準備視覺輔助工具、講義和補充材料。）
• Include links to credible news sources for fact-checking activities.（為事實核查活動提供可信新聞來源的鏈接。）

Instructional Methods（教學方法）:

• Employ a mix of lectures, discussions, and hands-on activities to engage learners.（採用講授、討論和實踐活動結合的方法，引起學習者的參與。）
• Encourage learners to share their thoughts and ideas.（鼓勵學習者分享他們的想法和見解。）
• Utilize multimedia resources, such as videos, interactive websites, and social media, to enhance learning.（運用多媒體資源，如影片、互動網站和社交媒體，增強學習效果。）

Assessment Strategies（評估策略）:

• Combine formative and summative assessments to evaluate learners' comprehension.（結合形成性評估和總結性評估，評估學習者的理解。）
• Assess learners' ability to recognize and assess fake news sources.（評估學習者識別和評估假新聞來源的能力。）
• Provide constructive feedback to reinforce learning.（提供建設性反饋以加強學習效果。）

C. Development（拓展）

Creating the Learning Environment（創造學習環境）:

• Set up an online platform to facilitate the lesson.（建立線上平台以促進課程進行。）
• Ensure all materials are prepared and easily accessible to learners.（確保所有材料已經準備好且容易讓學習者取用。）

Expanding Learning Materials（擴充學習素材）:

• Develop additional visual aids, handouts, and supplementary materials.（開發更多視覺輔助工具、講義和補充材料。）
• Create more multimedia resources, including videos, interactive websites, and social media content.（創建更多多媒體資源，包括影片、互動網站和社交媒體內容。）

Pilot Testing the Lesson（測試課程內容）:

• Test the lesson to ensure alignment with learning objectives.（測試課程，確保與學習目標一致。）
• Identify areas for improvement based on the testing.（根據測試結果，辨識需要改進的領域。）

D. Implementation（實施）

Delivering the Lesson（進行課程）:

• Start the lesson with an overview of fake news.（以假新聞概述開始課程。）
• Engage learners in a discussion to assess their prior knowledge.（引導學習者參與討論，評估他們的先備知識。）
• Introduce learners to the concept of fake news using multimedia resources.（使用多媒體資源介紹學習者假新聞的概念。）
• Allow learners to identify fake news and practice fact-checking.（讓學習者識別假新聞並練習核查事實。）
• Encourage learners to share their findings and insights.（鼓勵學習者分享他們的發現和見解。）

Evaluating Learners' Progress (評估學習者進展)：

• Use formative assessments to gauge learners' understanding during the lesson.（使用形成性評估在課程進行中評估學習者的理解。）
• Employ summative assessments to evaluate learners' grasp of the topic.（採用總結性評估來評估學習者對主題的掌握程度。）
• Provide feedback to learners to reinforce learning outcomes.（向學習者提供反饋以強化學習成果。）

E. Evaluation (評鑑)

Assessing Lesson Effectiveness (評估課程效果):

• Evaluate whether the learning objectives were achieved.（評估學習目標是否達成。）
• Assess learners' progress and achievements.（評估學習者的進展和成就。）
• Identify areas requiring improvement based on the evaluation.（根據評估結果，確定需要改進的領域。）

Lesson Revision (修改):

• Use feedback from learners and the evaluation process to revise the lesson.（利用學習者的反饋和評估過程，修訂課程內容。）
• Update learning materials and instructional strategies as needed.（根據需要更新學習材料和教學策略。）

Discussion Questions for Learners (討論):

Question 1 (問題一): What kind of harm can fake news cause?（假新聞可能造成哪些傷害？）

Answer (參考答案): Fake news can cause significant harm. It can confuse people and damage people's reputations. It might also lead to panic, unrest, or even violence. For instance, during the COVID-19 pandemic, false news about the virus and treatments caused confusion and mistrust, leading to people making harmful decisions like avoiding vaccines.（假新聞可能帶來嚴重的傷害。它可能使人困惑，並損害人們的聲譽。它還可能導致恐慌、動盪，甚至導致暴力。例如，在COVID-19大流行期間，有關病毒和治療方法的虛假新聞導致困惑和不信任，使人們做出有害的決定，如避免接種疫苗。）

Question 2 (問題二): How can you tell if a news story is fake?（你如何判斷新聞是否是假的？）

Answer (參考答案): To identify fake news, you should verify the source. Reliable sources are trustworthy and provide accurate information. Also, cross-check the information by looking for other sources that confirm or refute the claims. Be cautious of biased language or sensational headlines, as they might indicate fake news.（要辨識假新聞，你應該核實信息來源。可靠的來源會提供準確的信息。此外，通過查找其他來源來核實信息，以確認或否認所述主張。要警惕帶有偏見的語言或耸人聽聞的標題，因為它們可能是假新聞。）

Question 3 (問題三): Why is social media often linked to the spread of fake news?（為什麼社交媒體經常與假新聞的傳播有關？）

Answer (參考答案): Social media platforms sometimes prioritize sensational content, which can include fake news, to attract attention. Also, it's easy for anyone to share information without checking its accuracy. This leads to the rapid spread of misinformation. Social media companies have a responsibility to address this by fact-checking and promoting reliable sources.（社交媒體平台有時會優先考慮引人注意的內容，其中可能包括假新聞。此外，任何人都可以輕易地分享信息而無需核實其準確性。這導致錯誤信息的快速傳播。社交媒體公司有責任通過事實查證和宣傳可靠來源來應對這一問題。）

Question 4 (問題四): What can individuals do to prevent the spread of fake news?（個人可以做什麼來預防假新聞的傳播？）

Answer (參考答案): Individuals can combat fake news by checking the facts before sharing. They should also report fake news to relevant authorities. Seeking information from trusted sources and being critical of what's received are key steps as well.（個人可以通過分享前查核事實來打擊假新聞。他們還應該向有關機構舉報假新聞。尋找可信的信息來源並對所收到的信息保持批判性思維也是關鍵步驟。）