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案例一:2004年5月的一天,我在上虞市实验小学参加了市优质课竞赛。授课内容是五年级上册第一单元的第一课时。该课的教学目标是:能听懂以下问题:Who’s your artteacher?What’s he like?并能作出正确回答;能够听、说、读、写单词 tall,strong,old,short,thin;能够听说和认读单词young,funny,kind。新单词教学在学生有趣的边说边做中顺利完成。在单词和句型的巩固与拓展环节,我按先听说、后读写和先易后难的顺序设计了教学活动,原以为这些活动设计得还不错,但实际教学效果却不尽如人意。例如,
Case one: May 2004 one day, I participated in the city of Shangyu Experimental Primary School Quality Competition. Teaching content is the first unit of the fifth grade on the first unit hours. The lesson’s goal is to understand the following questions: Who’s your artteacher? What’s he like? And make the right answer; be able to hear, say, read and write words tall, strong, old, short, thin; Read the word young, funny, kind. The new word teaching is done smoothly while the students are talking about fun. In terms of consolidation and expansion of words and sentence patterns, I designed teaching activities in the order of first listening, speaking, reading and writing in the first instance, but the actual teaching effect was unsatisfactory . E.g,