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【摘要】:英语课堂教学中的追问策略能为传统课堂注入富有创造性的新鲜血液,在追问技巧的实施过程中教师的地位不容小觑。根据教师设置追问的不同课堂阶段,本文将主要从课堂导入、课堂调控、课堂质疑三阶段的追问特点进行分析总结,不同的追问方式带来的效果不同。新进教师在课堂教学中缺乏对追问策略的重视与运用,这一点需在实践中不断加强训练,向资深教师学习探究。在追问策略使用过程中,也应注意问题逻辑性、时机适宜性与对象多样性。
【关键词】:课堂追问;教师;策略;思维
一、什么是课堂追问
追问,即追根究底地查问,多次的问。当用于英语课堂教学中,追问便演化为一种重要且必要的教学策略,讲求根据学生对问题的回答情况,实时且有效地进行二次提问。《教学方法与艺术全书》将追问定义为对某一内容或某一问题,为使学生弄懂弄通,一问之后的再次提问,有时还需要穷追不舍,直到学生能正确解答为止。追问是促进学生学习、实现有效教学的重要教学策略,有助于激发学生的学习兴趣,激活学生思维,并对于课堂所学知识有一个更全面的理解。追问式课堂教学不同于传统教学法,更注重带动学生自主思考学习的能力,充分发挥主观能动性。
二、追问的不同形式与作用
追问可以看作是教师课堂反馈形式中的一种,但实际上追问的范围可扩展到课堂的任一阶段。根据广泛认同的归类方式,可将追问分为以下三种类型。
1,在课堂导入时追问
追问导入是一种常用的导入方法,要求循序渐进,其作用在于使教师通过提问了解学生对已有知识的熟悉程度,并追加相关的语言信息,找到新旧知识的结合点,自然而巧妙地导入到新课内容,从而使学生水到渠成地领会新课内容。无论是头脑风暴法、影像法或是游戏法,教师均能通过问题的正确设置层层推进,在与学生轻松愉悦的交流中发现与感悟新知,引出主题。
如下是一课堂导入的转录部分,该课主题为presents。
T: Coming guy! Ss: Morning, Helen! T: Just excuse me, do you know what day is it today? [sic] What's the day? Ss: Thursday. T: Yes, it is Thursday. What's the date? Mike? S: It's November 10th. Oh, September 10th. T: Oh my God! There is September 10th. [sic]Sit down, please. So today, you please, Cindy. S: Teacher's day. T: That's good. It's Teacher's day. So what should you say to me? [sic]You please. S: ha...Happy teachers’ day! T: Wonderful, yes! OK! Many teachers there and my students here. So we can say happy...ready, go! Ss: Happy teachers’ day! T: Yes, Happy teacher's day today. So I'm very happy. First we are going to give you a small gift. What is it? Can you guess? Cindy, what is a small gift? Ss: (silent) T: Because it is a special day. I want to give you a small gift. What is it? Can you guess? S: It's a wonderful lesson. T: Oh, It's a wonderful lesson. Yes, I think so. Yes. I 'm sure I'll give you a wonderful lesson. Please, Tony, what is it?
课堂一开始,教师通过与学生自然地问候拉近彼此距离,由于恰逢教师节,该教师抓住这一时机,以此为话题展开课堂,但教师并未直接问 “Do you know what special day is it today?[sic]” 而是通过 “Do you know what is it today?” “What’s the date?” “What should you say to me?” “What should you say to teachers sitting there?”[sic]等一系列问题的提出,运用追问的方式使课堂在短短几分钟时间活跃起来,教师幽默风趣的风格也得到了同学们的认可,之后教师指出 “Because it is a special day. I want to give you a small gift. What is it? Can you guess?” 使话题自然而然转为present,通过竞猜的方式引起学生的好奇心,有助于知识的接收。
2.在课堂调控时追问
教师在课堂调控中采用追问策略时,需掌握好追问的节奏与频率,要注意反馈的适时相关性与问题设置的合理性,确保课堂教学内容顺利地进行,追问的过程仍需与课堂内容紧密相连,这样才能有助于提高课堂教学效率。好的追问不仅能够帮助促进知识传递与学生思维活动,更能帮助教师调控课堂秩序。当学生思维遇到障碍和阻碍,不能进一步深入地思考,使得问题回答显得粗浅,缺乏深度。这时候,教师要适当利用追问提供思维方法,搭设思维调班,帮助学生开拓思路,活跃思维,继续思考。教师不能随心所欲,学生也不能无所顾忌,这就需要教师具有课堂调控的能力,适时调整课堂的起伏、快慢、收放、疏密、动静的变化,因势利导等。 课堂调控涉及到课堂的主体过程,以下为阅读前的教学转录片段:
T: Good. Now let’s look at the title first. It’s a very long title, so I’d love to read for you. Our brave world traveler make the way to east Thailand…all right? [sic] T: So that’s the title. We can get a lot of information from it. For example, who made the choice? Answer me together. Ss: Traveler. T: Yes, world travelers, right? And where did they go? Ss: Eastern Thailand. T: Together. Eastern Thailand Ss: Eastern Thailand. T: Yes, and who did they meet? Ss:(John..) T: John Jane Thai. Yes, and what’s the job of this man? Ss: (builder.) T: Yes, a builder. Or there is a picture in the passage 2, right? I’ve got a colored one, look at him, look here. What’s in it? [sic] Ss:( farm) T: Farm, yes, yes, it’s a farm, right? So could you guess, make a guess, this first one. Ss : farmer. T: Yes, maybe it’s farmer, right. We will find it out later.
教师在带领学生朗读理解文章标题,与初步感知文章内容之后(skimming),提出一系列与文章内容紧密相连的问题,通过不断的追问,形成一个强劲的推动力,引起学生思考,学生在教师的带领与帮助下完成回答,形成课文内容的基本框架,有利于后续课文的学习。同时通过连续回答,训练了学生的口语表达与快速作答能力。
3.在课堂质疑时追问
学生在学习过程中犯错是十分正常的,对此教师应给予积极鼓励的反馈方式。教师应该善于挖掘和发现错误背后隐藏的教育价值,引领学生从错中求知,从错中探究。在学生出现表达错误时,教师应及时把握纠错实际,给予一定暗示性的追问,就能有效帮助学生发现自身错误并及时纠正,以此错误为契机对旧知识进行查漏补缺,巩固和强化语言知识,而非责怪学生。在课堂质疑时追问,也可以看做是对学生错误的纠正方式之一。
追问对于原问题的充分理解与掌握具有助推作用,若在课堂中老师只管提问,不管效果,那么许多好问题都不得不大打折扣。要提高英语课堂教学的有效性,教师应注重课堂提问,掌握追问的时机、方式和有效性,通过课堂上的有效提问、深入追问和适时点拨,使学生在心理上加深对知识的印象,培养学生思考问题、解决问题的能力,从而达到启发式教学的目的。
以下为课堂纠错及追问的转录片段:
T: But I would like to ask you what will your life be like with robots, with robots, that’s the key word…in 30 years, how old will you be in 30 years? S: I think we will be more lazy. [sic] T: more? More lazy? Sorry, Lazier. We will be lazier. Why do you think we will be lazier? S: Because robots will do everything for us. T: Oh, yes, they will do everything for us and human being will be lazier. That’s not good. That’s not a good picture. Let’s hope for a better future.
三、新进教师课堂追问技巧的缺失
通过观看大批新进教师的上课视频,笔者发现绝大多数新进教师,在课堂中与学生交流之时,仍缺乏一种“老练”之神态——即,将与学生交流的机会视作日常生活中再简单自然不过的一件事儿,而非视作一项具体的教学任务,死板硬套地去完成。初入讲台的压力使得多数新进教师按照课本内容循规蹈矩地授课,将师范技能中学得的反馈语硬邦邦地用于学生回答,少有自己发挥、与情境紧密结合的部分,更不用说追问技巧的使用。而正是因为这一缺失,新进教师的课堂诚然多些活力,却缺少由追问所带来的课堂深度,学生的口语表达能力与思辨能力也无法得到较好的训练。
以下片段摘自于某一实习教师的上课视频:
T: last month, I went to Shaoxin, can you guess how did I get to Shaoxin? What kind of transportation did I take? [sic] Ss: Bus, train…T: play a video which shows the sound that transportation makes. T: Ok, now you have known my trip, I want to know how do you get to school. Have a try!PPT shows the sentence pattern. [sic]S1: How do you get to school?S2: I take a bus to schoolS3: How do you get to school?S4: I take a train. 整堂课中多数pair work均以此类单向问答的形式展开,新进教师对于学生起立回答的内容仅仅给予最常用的反馈用语,例如 “good”, “very good, sit down, please”, “well done”等,而未对学生回答的具体内容作出评价或深层次的追问,这类反馈并未能激发学生探索新知的积极性,使知识的掌握只停留在“学会表达所使用交通工具”的表面。若教师能抓住适当时机,及时灵活地对学生的回答继续追问,例如在学生回答 “I take the train to school”之后,教师可以多问一句 “why do you choose to take the train to school?” 甚至可以反问一句 “why don’t you take the bicycle/train/bus/subway to school?”这多问的一句起到的作用是巨大的,有助于活跃学生思维,教师从而获得更多富有创造性的答案与想法,学生可能会回答 “because my home is far from school”, 选择bus的同学可能会回答 “because it is cheap”。通过教师追问,学生的注意力不仅仅局限于课堂知识,反而已然扩大至所有所学知识的大仓库,这样才能取得事半功倍的效果。而若只给予学生单纯的鼓励性反馈是远远不够的,学生的积极性也会逐渐下降,影响课堂质量与学习效果。
四、资深教师课堂追问的巧妙运用
以下我将对一位资深教师追问式课堂教学的展开进行较具体的分析说明。
Textbook: Reading: Down the Rabbit Hole 第一部分为课堂导入阶段,教师让学生设想如果没有作业他们会做些什么。
T: OK, Yeah. What about you? S3: Eh, I like, eh, play with my friends. T: Ahh, you like play with your friends. What kind of…? Ball games? [sic] S3: Sports. T: Sports, right. OK. Boys really like doing sports. OK. Thank you.
教师运用了追问技巧,在学生回答 “play with my friends” 之后,教师并未直接以 “ok” 结束对话,而是继续发问 “what kind of”,表现出教师的投入与对学生的关注。
T: What about you? What do you like to do? S4: I'd like to read a book and drink a cup of tea. T: You'd like to read books and drink a cup of tea. And what kinds of books do you like to read? S4: I like to look, I like to read interesting books, like…eh…[sic] T: OK. You like reading interesting books and what kinds of books do you think, interesting? S4: For example, the ninth rabbits. T: Oh, yeah, right, OK. What about these books? Now, sit down, please. Look at these books, do you like reading fairy tales? Now, look at this book. I think you are very familiar with them, okay? Have you ever read them? Yes or no? Ss: Yes.
本堂课的主要内容为爱丽丝梦游仙境的起因,当有同学回答喜欢看书时,恰好与本堂课的主题相联系,教师抓住时机,通过追问“what kinds of books do you like to read” 引出 “fairy tales”,从而引出《爱丽丝梦游仙境》,过渡十分自然。
第二部分内容:教师让学生设想自己为Alice, 当她来到陌生的世界时内心的感受。
T: OK, good. What about you? What did you feel, if you were Alice? Ss: I will sad. [sic] T: You will be sad. You felt sad, OK? Why do you feel sad? Ss: Because I... T: Do you want to go home? Ss: Yes. T: Yes, but can you go back home? Ss: I can't. T: You can't. So you may feel very very sad. OK, sit down, thank you. What about you? What's your feeling, if you were Alice? Ss: I will scared, too. [sic] T: You will, you will be scared, too. Right? OK, you will get scared too.
教师创设情境,通过追问的方式,帮助学生尝试表达自己的想法,同时鼓励不同的答案,从而对课文内容有了更深入的理解。
第三部分内容: 对Alice的人物形象进行评价 T: Now, can you answer my question? What do you think of Alice after reading this part? Yeah! I give you some choices here. Now, who thinks Alice is brave and curious, timid or careful? You can have more than one choice. So what do you think of Alice? And then tell me why. Okay. The boy, you please. Yeah, use the microphone. S5: I think she is curious.T: You think she is curious. Why do you think so? S5: Because he jump with the rabbit. [sic]T: Because she jumped down with the rabbit. Okay. Yeah. Anything else? S5: No. T: No. Okay. Yeah. He thinks Alice is curious. Yeah. Because of her curiosity, you know, Alice went after the rabbit and jumped down the hole. Do you think so? Ss: (nod). T: Good! What else? Any others? You please, the girl. Yeah. Microphone. S6: I think Alice is brave. T: Uh! And why? S6: Because she just saw a white rabbit jump down in the hole. But she don't...But she don't know anything in the hole. [sic] T: Yeah! I quite agree with you. You see. She thinks Alice is really brave. Now sit down. Why? Because you see, in such kind of a situation, Alice didn't cry. Okay. And Alice didn't ask for help. Why? Because nobody could help her at that time. So what did she do? She uses her head. She's brave enough, you see, to overcome all these difficulties. Do you think so? Good! And what else? Any other thing? You think. Does anyone think Alice is timid? Of course not. Do you think so? Ss: (nod).
在每一位学生回答问题,发表完自己的看法之后,教师都会问一个 “why”,表现出英语课堂教学中的追问策略,教师希望通过再次提问,了解学生真实的想法,学生表达有困难之时给予帮助,学生表达后用正确的表达方式再次重述学生回答内容。通过此类方式,教师希望学生对课文内容能够有自己的独到见解,具有创造性,同时训练学生口语表达能力。
整堂课中教师通过一系列的追问贯穿课文内容,增加了教师与学生间的口语交流频率,在一来一回的思维碰撞中使得学生不断思考探究,涌现出新思想、新观点,推动课堂发展。
五、课堂追问策略
教师同样应注重实现英语有效课堂教学追问的三点策略,其一,要求教师关注并且明确追问与前问的逻辑关系:是内容思想层面的进一步延伸、拓展,还是补充说明?其二,要求教师把握追问的时机,具有逻辑关系性的问题间时差不宜相距太多,抓住学生求知欲达到高潮时期进行追问,同时注意提问的对象,整节课堂中的提问过程做到兼顾不同层次的学生,对正确的回答给予肯定表扬,对欠妥当的回答进行诱导鼓励;其三,要求教师对于不同的追问内容选择不同的追问方式,做到提问多样性,能够有效激发学生回答兴趣,活跃课堂氛围。
课堂追问在课堂教学策略中占有举足轻重的地位。追问增加了教师与学生的交流沟通,在问答的过程中,不仅锻炼了学生的英语口语,培养了学生学习英语的兴趣,而且能在思想上与学生产生共鸣,调动学生情感,培养学生高尚的道德情操和健康的审美情趣。
【关键词】:课堂追问;教师;策略;思维
一、什么是课堂追问
追问,即追根究底地查问,多次的问。当用于英语课堂教学中,追问便演化为一种重要且必要的教学策略,讲求根据学生对问题的回答情况,实时且有效地进行二次提问。《教学方法与艺术全书》将追问定义为对某一内容或某一问题,为使学生弄懂弄通,一问之后的再次提问,有时还需要穷追不舍,直到学生能正确解答为止。追问是促进学生学习、实现有效教学的重要教学策略,有助于激发学生的学习兴趣,激活学生思维,并对于课堂所学知识有一个更全面的理解。追问式课堂教学不同于传统教学法,更注重带动学生自主思考学习的能力,充分发挥主观能动性。
二、追问的不同形式与作用
追问可以看作是教师课堂反馈形式中的一种,但实际上追问的范围可扩展到课堂的任一阶段。根据广泛认同的归类方式,可将追问分为以下三种类型。
1,在课堂导入时追问
追问导入是一种常用的导入方法,要求循序渐进,其作用在于使教师通过提问了解学生对已有知识的熟悉程度,并追加相关的语言信息,找到新旧知识的结合点,自然而巧妙地导入到新课内容,从而使学生水到渠成地领会新课内容。无论是头脑风暴法、影像法或是游戏法,教师均能通过问题的正确设置层层推进,在与学生轻松愉悦的交流中发现与感悟新知,引出主题。
如下是一课堂导入的转录部分,该课主题为presents。
T: Coming guy! Ss: Morning, Helen! T: Just excuse me, do you know what day is it today? [sic] What's the day? Ss: Thursday. T: Yes, it is Thursday. What's the date? Mike? S: It's November 10th. Oh, September 10th. T: Oh my God! There is September 10th. [sic]Sit down, please. So today, you please, Cindy. S: Teacher's day. T: That's good. It's Teacher's day. So what should you say to me? [sic]You please. S: ha...Happy teachers’ day! T: Wonderful, yes! OK! Many teachers there and my students here. So we can say happy...ready, go! Ss: Happy teachers’ day! T: Yes, Happy teacher's day today. So I'm very happy. First we are going to give you a small gift. What is it? Can you guess? Cindy, what is a small gift? Ss: (silent) T: Because it is a special day. I want to give you a small gift. What is it? Can you guess? S: It's a wonderful lesson. T: Oh, It's a wonderful lesson. Yes, I think so. Yes. I 'm sure I'll give you a wonderful lesson. Please, Tony, what is it?
课堂一开始,教师通过与学生自然地问候拉近彼此距离,由于恰逢教师节,该教师抓住这一时机,以此为话题展开课堂,但教师并未直接问 “Do you know what special day is it today?[sic]” 而是通过 “Do you know what is it today?” “What’s the date?” “What should you say to me?” “What should you say to teachers sitting there?”[sic]等一系列问题的提出,运用追问的方式使课堂在短短几分钟时间活跃起来,教师幽默风趣的风格也得到了同学们的认可,之后教师指出 “Because it is a special day. I want to give you a small gift. What is it? Can you guess?” 使话题自然而然转为present,通过竞猜的方式引起学生的好奇心,有助于知识的接收。
2.在课堂调控时追问
教师在课堂调控中采用追问策略时,需掌握好追问的节奏与频率,要注意反馈的适时相关性与问题设置的合理性,确保课堂教学内容顺利地进行,追问的过程仍需与课堂内容紧密相连,这样才能有助于提高课堂教学效率。好的追问不仅能够帮助促进知识传递与学生思维活动,更能帮助教师调控课堂秩序。当学生思维遇到障碍和阻碍,不能进一步深入地思考,使得问题回答显得粗浅,缺乏深度。这时候,教师要适当利用追问提供思维方法,搭设思维调班,帮助学生开拓思路,活跃思维,继续思考。教师不能随心所欲,学生也不能无所顾忌,这就需要教师具有课堂调控的能力,适时调整课堂的起伏、快慢、收放、疏密、动静的变化,因势利导等。 课堂调控涉及到课堂的主体过程,以下为阅读前的教学转录片段:
T: Good. Now let’s look at the title first. It’s a very long title, so I’d love to read for you. Our brave world traveler make the way to east Thailand…all right? [sic] T: So that’s the title. We can get a lot of information from it. For example, who made the choice? Answer me together. Ss: Traveler. T: Yes, world travelers, right? And where did they go? Ss: Eastern Thailand. T: Together. Eastern Thailand Ss: Eastern Thailand. T: Yes, and who did they meet? Ss:(John..) T: John Jane Thai. Yes, and what’s the job of this man? Ss: (builder.) T: Yes, a builder. Or there is a picture in the passage 2, right? I’ve got a colored one, look at him, look here. What’s in it? [sic] Ss:( farm) T: Farm, yes, yes, it’s a farm, right? So could you guess, make a guess, this first one. Ss : farmer. T: Yes, maybe it’s farmer, right. We will find it out later.
教师在带领学生朗读理解文章标题,与初步感知文章内容之后(skimming),提出一系列与文章内容紧密相连的问题,通过不断的追问,形成一个强劲的推动力,引起学生思考,学生在教师的带领与帮助下完成回答,形成课文内容的基本框架,有利于后续课文的学习。同时通过连续回答,训练了学生的口语表达与快速作答能力。
3.在课堂质疑时追问
学生在学习过程中犯错是十分正常的,对此教师应给予积极鼓励的反馈方式。教师应该善于挖掘和发现错误背后隐藏的教育价值,引领学生从错中求知,从错中探究。在学生出现表达错误时,教师应及时把握纠错实际,给予一定暗示性的追问,就能有效帮助学生发现自身错误并及时纠正,以此错误为契机对旧知识进行查漏补缺,巩固和强化语言知识,而非责怪学生。在课堂质疑时追问,也可以看做是对学生错误的纠正方式之一。
追问对于原问题的充分理解与掌握具有助推作用,若在课堂中老师只管提问,不管效果,那么许多好问题都不得不大打折扣。要提高英语课堂教学的有效性,教师应注重课堂提问,掌握追问的时机、方式和有效性,通过课堂上的有效提问、深入追问和适时点拨,使学生在心理上加深对知识的印象,培养学生思考问题、解决问题的能力,从而达到启发式教学的目的。
以下为课堂纠错及追问的转录片段:
T: But I would like to ask you what will your life be like with robots, with robots, that’s the key word…in 30 years, how old will you be in 30 years? S: I think we will be more lazy. [sic] T: more? More lazy? Sorry, Lazier. We will be lazier. Why do you think we will be lazier? S: Because robots will do everything for us. T: Oh, yes, they will do everything for us and human being will be lazier. That’s not good. That’s not a good picture. Let’s hope for a better future.
三、新进教师课堂追问技巧的缺失
通过观看大批新进教师的上课视频,笔者发现绝大多数新进教师,在课堂中与学生交流之时,仍缺乏一种“老练”之神态——即,将与学生交流的机会视作日常生活中再简单自然不过的一件事儿,而非视作一项具体的教学任务,死板硬套地去完成。初入讲台的压力使得多数新进教师按照课本内容循规蹈矩地授课,将师范技能中学得的反馈语硬邦邦地用于学生回答,少有自己发挥、与情境紧密结合的部分,更不用说追问技巧的使用。而正是因为这一缺失,新进教师的课堂诚然多些活力,却缺少由追问所带来的课堂深度,学生的口语表达能力与思辨能力也无法得到较好的训练。
以下片段摘自于某一实习教师的上课视频:
T: last month, I went to Shaoxin, can you guess how did I get to Shaoxin? What kind of transportation did I take? [sic] Ss: Bus, train…T: play a video which shows the sound that transportation makes. T: Ok, now you have known my trip, I want to know how do you get to school. Have a try!PPT shows the sentence pattern. [sic]S1: How do you get to school?S2: I take a bus to schoolS3: How do you get to school?S4: I take a train. 整堂课中多数pair work均以此类单向问答的形式展开,新进教师对于学生起立回答的内容仅仅给予最常用的反馈用语,例如 “good”, “very good, sit down, please”, “well done”等,而未对学生回答的具体内容作出评价或深层次的追问,这类反馈并未能激发学生探索新知的积极性,使知识的掌握只停留在“学会表达所使用交通工具”的表面。若教师能抓住适当时机,及时灵活地对学生的回答继续追问,例如在学生回答 “I take the train to school”之后,教师可以多问一句 “why do you choose to take the train to school?” 甚至可以反问一句 “why don’t you take the bicycle/train/bus/subway to school?”这多问的一句起到的作用是巨大的,有助于活跃学生思维,教师从而获得更多富有创造性的答案与想法,学生可能会回答 “because my home is far from school”, 选择bus的同学可能会回答 “because it is cheap”。通过教师追问,学生的注意力不仅仅局限于课堂知识,反而已然扩大至所有所学知识的大仓库,这样才能取得事半功倍的效果。而若只给予学生单纯的鼓励性反馈是远远不够的,学生的积极性也会逐渐下降,影响课堂质量与学习效果。
四、资深教师课堂追问的巧妙运用
以下我将对一位资深教师追问式课堂教学的展开进行较具体的分析说明。
Textbook: Reading: Down the Rabbit Hole 第一部分为课堂导入阶段,教师让学生设想如果没有作业他们会做些什么。
T: OK, Yeah. What about you? S3: Eh, I like, eh, play with my friends. T: Ahh, you like play with your friends. What kind of…? Ball games? [sic] S3: Sports. T: Sports, right. OK. Boys really like doing sports. OK. Thank you.
教师运用了追问技巧,在学生回答 “play with my friends” 之后,教师并未直接以 “ok” 结束对话,而是继续发问 “what kind of”,表现出教师的投入与对学生的关注。
T: What about you? What do you like to do? S4: I'd like to read a book and drink a cup of tea. T: You'd like to read books and drink a cup of tea. And what kinds of books do you like to read? S4: I like to look, I like to read interesting books, like…eh…[sic] T: OK. You like reading interesting books and what kinds of books do you think, interesting? S4: For example, the ninth rabbits. T: Oh, yeah, right, OK. What about these books? Now, sit down, please. Look at these books, do you like reading fairy tales? Now, look at this book. I think you are very familiar with them, okay? Have you ever read them? Yes or no? Ss: Yes.
本堂课的主要内容为爱丽丝梦游仙境的起因,当有同学回答喜欢看书时,恰好与本堂课的主题相联系,教师抓住时机,通过追问“what kinds of books do you like to read” 引出 “fairy tales”,从而引出《爱丽丝梦游仙境》,过渡十分自然。
第二部分内容:教师让学生设想自己为Alice, 当她来到陌生的世界时内心的感受。
T: OK, good. What about you? What did you feel, if you were Alice? Ss: I will sad. [sic] T: You will be sad. You felt sad, OK? Why do you feel sad? Ss: Because I... T: Do you want to go home? Ss: Yes. T: Yes, but can you go back home? Ss: I can't. T: You can't. So you may feel very very sad. OK, sit down, thank you. What about you? What's your feeling, if you were Alice? Ss: I will scared, too. [sic] T: You will, you will be scared, too. Right? OK, you will get scared too.
教师创设情境,通过追问的方式,帮助学生尝试表达自己的想法,同时鼓励不同的答案,从而对课文内容有了更深入的理解。
第三部分内容: 对Alice的人物形象进行评价 T: Now, can you answer my question? What do you think of Alice after reading this part? Yeah! I give you some choices here. Now, who thinks Alice is brave and curious, timid or careful? You can have more than one choice. So what do you think of Alice? And then tell me why. Okay. The boy, you please. Yeah, use the microphone. S5: I think she is curious.T: You think she is curious. Why do you think so? S5: Because he jump with the rabbit. [sic]T: Because she jumped down with the rabbit. Okay. Yeah. Anything else? S5: No. T: No. Okay. Yeah. He thinks Alice is curious. Yeah. Because of her curiosity, you know, Alice went after the rabbit and jumped down the hole. Do you think so? Ss: (nod). T: Good! What else? Any others? You please, the girl. Yeah. Microphone. S6: I think Alice is brave. T: Uh! And why? S6: Because she just saw a white rabbit jump down in the hole. But she don't...But she don't know anything in the hole. [sic] T: Yeah! I quite agree with you. You see. She thinks Alice is really brave. Now sit down. Why? Because you see, in such kind of a situation, Alice didn't cry. Okay. And Alice didn't ask for help. Why? Because nobody could help her at that time. So what did she do? She uses her head. She's brave enough, you see, to overcome all these difficulties. Do you think so? Good! And what else? Any other thing? You think. Does anyone think Alice is timid? Of course not. Do you think so? Ss: (nod).
在每一位学生回答问题,发表完自己的看法之后,教师都会问一个 “why”,表现出英语课堂教学中的追问策略,教师希望通过再次提问,了解学生真实的想法,学生表达有困难之时给予帮助,学生表达后用正确的表达方式再次重述学生回答内容。通过此类方式,教师希望学生对课文内容能够有自己的独到见解,具有创造性,同时训练学生口语表达能力。
整堂课中教师通过一系列的追问贯穿课文内容,增加了教师与学生间的口语交流频率,在一来一回的思维碰撞中使得学生不断思考探究,涌现出新思想、新观点,推动课堂发展。
五、课堂追问策略
教师同样应注重实现英语有效课堂教学追问的三点策略,其一,要求教师关注并且明确追问与前问的逻辑关系:是内容思想层面的进一步延伸、拓展,还是补充说明?其二,要求教师把握追问的时机,具有逻辑关系性的问题间时差不宜相距太多,抓住学生求知欲达到高潮时期进行追问,同时注意提问的对象,整节课堂中的提问过程做到兼顾不同层次的学生,对正确的回答给予肯定表扬,对欠妥当的回答进行诱导鼓励;其三,要求教师对于不同的追问内容选择不同的追问方式,做到提问多样性,能够有效激发学生回答兴趣,活跃课堂氛围。
课堂追问在课堂教学策略中占有举足轻重的地位。追问增加了教师与学生的交流沟通,在问答的过程中,不仅锻炼了学生的英语口语,培养了学生学习英语的兴趣,而且能在思想上与学生产生共鸣,调动学生情感,培养学生高尚的道德情操和健康的审美情趣。