论文部分内容阅读
在课堂上,教师偏重讲授英语语言知识而忽视对学生语言知识的训练,这样极易使学生成为语言知识的被动接受者,使不少学生失去学习英语的信心,制约了学生运用英语能力的提高及发展, 笔者在认真学习和研究国内外有关“合作学习”理论和实践的基础上,结合自己近年来的教学实践,根据不同的教学目标和内容,探讨了高中英语教学中进行“合作学习”的一些做法。
一、 角色表演活动。每单元课的对话练习时,我指导小组成员运用新、旧语言知识,就某一话题结合学习内容,发挥想象,通过创设情景、自编对话,进行角色表演。例如,学习 SB1,MODULE I Lesson 6 History Makers,时,在学生做完 Ex2 听力练习后,结合 Expressing Opinions 话题要求小组对话来巩固 Function File 所学句型, “Which person do you admire most? Please give the reasons.”学生就听力信息展开交流:
A: Li Hua, can I have a talk about the four famous people in the pictures?
B: Sure.
A: Which person do youadmire most?
B: Well, I think Dr Sun Yat-sen is important, Because he led the 1911 revolution against the Qing Dynasty and founded the first republic in China.
C: In my opinion, Edison is very important. He is a great thinker and scientist.
D: Yes, you are right, but personally I think Mother Teresa is also quite important, for she spent her whole life working with poor and homeless people.
A: I agree.
教师创设具体、丰富、自然、真切的情景,鼓励学生将喜怒哀乐等情感和动作融于会话中。让学生先小组讨论角色的分配,然后自编自演,尽量把所学的词语用到对话中去,最后,在全班同学前进行表演。再如,在教 Lesson 5 Modern Heroes 这课时,让学生在小组中排练这么一个小品:“Suppose one is Yang Liwei, the other is a news reporter. The reporter is interviewing Yang Liwei after?the spaceship has landed. After his being interviewed, all the audience can question Yang Liwei.”
二、信息处理
新高中英语教材中许多文章层次清楚、脉络鲜明,教师要充分挖掘文章中的信息,布置科学和合理的任务,让学生展开讨论。以 Lesson 7 Sports Stars 为例,笔者提出层次清楚的问题,引导学生将整个语篇分层次阅读,然后分步骤进行讨论:
第一层次问题
Read and match the paragragh with these headings.
a. The latest news.
b. Background and early life.
c. Training,education and interest.
d. Road to success.
第二层次问题
a. Why?were the sisters unusual?
b. What kind of background?were they from?
c. Who helped them to succeed?
d. How?did the two sisters get on at home?
e. What?were they interested in?
第三层次问题
a. What achievements did they get in their lives?
b. What are the advantages of being sports stars?
本语篇分层次阅读,每个层次又可分为若干问题。每个层次进行小组合作讨论既加深了学生对课文的理解,又提高了其分析问题的能力。
三、语义重建
语义重建是培养学生语言运用能力的重要手段,它可以从口头表达开始,逐渐上升到书面表达形式。书面表达离不开听、说、读的训练,这是一个从量变到质变的过程:开始时教师就向学生讲明主题,然后开展小组讨论,使全体学生能积极参与同该主题有关的讨论活动,感知大量的语言信息材料,学生就有了较清晰的表象。在此基础上,从单纯的再现到大幅度的扩展,再到脱离原语篇的自由表达,构成了一个有梯度连续的系列过程。如:学习 Unit 3 Communication Workshop 中的 Writing: Describing an Event 时,师生共同合作完成了 Before you start ?后,刚好我们级周六到各镇进行义卖活动,我结合学生的生活实际,要学生以 Life Experence 为题描述事情过程。Discuss the diagram below in group to help you think of ideas.
(1) Introduction to the situation: What? Where? When? Who?
(2) The beginning: What preparations? What time did you start?
(3) Development: What happened during the activity?
(4) Conclusion: What happened in the end? Was it good?
然后要求学生参照大家讨论得出的笔记和 Writing Help 3, on page 91,描述周六义卖的情况,结果大部分学生情绪高昂,写出了很多好文章。
合作学习是在学生独立阅读理解的基础上进行的,可以运用在教学的方方面面,如语言点处理时的合作活动;作业时的合作活动;研究性学习开展的合作活动;学习策略的合作活动等等。笔者在不断的探索中,学生全员参与,师生互动、生生互动的水平有了较大的提高,学英语的兴趣也浓厚了。
一、 角色表演活动。每单元课的对话练习时,我指导小组成员运用新、旧语言知识,就某一话题结合学习内容,发挥想象,通过创设情景、自编对话,进行角色表演。例如,学习 SB1,MODULE I Lesson 6 History Makers,时,在学生做完 Ex2 听力练习后,结合 Expressing Opinions 话题要求小组对话来巩固 Function File 所学句型, “Which person do you admire most? Please give the reasons.”学生就听力信息展开交流:
A: Li Hua, can I have a talk about the four famous people in the pictures?
B: Sure.
A: Which person do youadmire most?
B: Well, I think Dr Sun Yat-sen is important, Because he led the 1911 revolution against the Qing Dynasty and founded the first republic in China.
C: In my opinion, Edison is very important. He is a great thinker and scientist.
D: Yes, you are right, but personally I think Mother Teresa is also quite important, for she spent her whole life working with poor and homeless people.
A: I agree.
教师创设具体、丰富、自然、真切的情景,鼓励学生将喜怒哀乐等情感和动作融于会话中。让学生先小组讨论角色的分配,然后自编自演,尽量把所学的词语用到对话中去,最后,在全班同学前进行表演。再如,在教 Lesson 5 Modern Heroes 这课时,让学生在小组中排练这么一个小品:“Suppose one is Yang Liwei, the other is a news reporter. The reporter is interviewing Yang Liwei after?the spaceship has landed. After his being interviewed, all the audience can question Yang Liwei.”
二、信息处理
新高中英语教材中许多文章层次清楚、脉络鲜明,教师要充分挖掘文章中的信息,布置科学和合理的任务,让学生展开讨论。以 Lesson 7 Sports Stars 为例,笔者提出层次清楚的问题,引导学生将整个语篇分层次阅读,然后分步骤进行讨论:
第一层次问题
Read and match the paragragh with these headings.
a. The latest news.
b. Background and early life.
c. Training,education and interest.
d. Road to success.
第二层次问题
a. Why?were the sisters unusual?
b. What kind of background?were they from?
c. Who helped them to succeed?
d. How?did the two sisters get on at home?
e. What?were they interested in?
第三层次问题
a. What achievements did they get in their lives?
b. What are the advantages of being sports stars?
本语篇分层次阅读,每个层次又可分为若干问题。每个层次进行小组合作讨论既加深了学生对课文的理解,又提高了其分析问题的能力。
三、语义重建
语义重建是培养学生语言运用能力的重要手段,它可以从口头表达开始,逐渐上升到书面表达形式。书面表达离不开听、说、读的训练,这是一个从量变到质变的过程:开始时教师就向学生讲明主题,然后开展小组讨论,使全体学生能积极参与同该主题有关的讨论活动,感知大量的语言信息材料,学生就有了较清晰的表象。在此基础上,从单纯的再现到大幅度的扩展,再到脱离原语篇的自由表达,构成了一个有梯度连续的系列过程。如:学习 Unit 3 Communication Workshop 中的 Writing: Describing an Event 时,师生共同合作完成了 Before you start ?后,刚好我们级周六到各镇进行义卖活动,我结合学生的生活实际,要学生以 Life Experence 为题描述事情过程。Discuss the diagram below in group to help you think of ideas.
(1) Introduction to the situation: What? Where? When? Who?
(2) The beginning: What preparations? What time did you start?
(3) Development: What happened during the activity?
(4) Conclusion: What happened in the end? Was it good?
然后要求学生参照大家讨论得出的笔记和 Writing Help 3, on page 91,描述周六义卖的情况,结果大部分学生情绪高昂,写出了很多好文章。
合作学习是在学生独立阅读理解的基础上进行的,可以运用在教学的方方面面,如语言点处理时的合作活动;作业时的合作活动;研究性学习开展的合作活动;学习策略的合作活动等等。笔者在不断的探索中,学生全员参与,师生互动、生生互动的水平有了较大的提高,学英语的兴趣也浓厚了。