论文部分内容阅读
成长,于此刻的我而言,即是看世界的眼光的转变。
曾经,对于“与众不同”心怀莫名的好感,在浅浅淡淡之间对其亦步亦趋。却在恍然间明白,于人于事“与众不同”都属再自然不过的事儿,无须有意而为之。只要不人云亦云,不随波逐流,清醒地认识自己,简单地做好自己,便已与众不同。一世人生,万丈红尘,岁月流沙。真正难得的不是与众不同,而是与己不同。
比如说教学工作。
偶尔得个机会走出去,借别人的学生上好一节课的难度远不及为自己的学生三年如一日地上课。借班上课,面对一群陌生的学生,只消往上一站,你的“与众不同”本身就是一个巨大的场,你的一举手一投足都会让学生倍感新鲜。如果拿捏得当,课堂自会风生水起。可是当一切回归常态,当山还是那山,水依然是那水的时候,我们又该以怎样的姿态去对抗日复一日的平淡无奇甚至艰辛呢?初入教坛时的钻劲拼劲早已随着教龄渐增而被所谓的经验慢慢消解。之后的十年、二十年或者三十年,我们就在自己累积起来的经验里摸爬滚打,画地为牢。
即使是三年一轮回。可是漫漫三年何其长!熟悉的面孔,惯常的处事方式,不变的教学流程……从七年级课堂的热热闹闹、轰轰烈烈到九年级的稀稀落落、冷冷清清,背后的原因难道不是与老师自己的职业倦怠如出一辙吗?我们每天都在做教学设计,都在上不同的课,但也只是设计上课而已,平常日子走程序要远远多过走脑走心。
如果我们在日常工作中,主动放弃了教学工作的创造性,主动放弃了教育生活的丰富性,主动放弃了教育人生的无限可能性,无疑,我们已经深陷重复、单调和乏味的泥沼。即使面对着全新的学生和崭新的教学内容,如果我们已不再尝试让自己的每一天都不一样,让自己的每一节课都不一样,那么,我们也会成为长安那头只顾低头拉磨的驴。同样走了17年的路,唐僧的白马已从西天取经回来成了佛,而它,却依然在原地一圈又一圈地重复。 终其一生,也走不出它的磨坊。
再比如说阅读教学。
当前英语阅读课堂不可谓不饱满。图文导入、预测猜测、扫读略读、细读深读、讨论展示等等,面面俱到,应有尽有。然后呢?然后就是所有的阅读课都成了阅读理解的课、思维训练(而非思辨)的课。课堂上一个环节不敢少,一个步骤不颠倒。阅读课堂在不经意间演绎成了地地道道的“八股文”。没有语言,不见思辨。
实在害怕看到学生因为对自己的课堂过于熟悉而不再有期待;实在不忍看到学生只是为了完成学习任务而在自己的课堂上行不由衷地配合我,其实却根本不知道自己这一节课到底要前往何方,也无所谓会去往何方。我不需要他们配合,我希望他们绽放!
因为害怕,所以时时谨慎。因为不忍,所以常常选择——与自己不一样。
《(新目标)英语》9年级第10单元 Section A 3a~3c关于文化差异的阅读教学。教材设定了三个任务,即:
3a. Read and answer. In which country is it OK to be 15 minutes late for dinner?
3b. Read and complete the chart.
3c. Role-play a conversation between Teresa and Marc. Teresa is late and Marc is mad.
本课时的阅读定位是reading for speaking,教材3c为我们提供了很好的情境。与往常按部就班、自上而下的阅读教学稍有不同,我在做教学设计时省略了几个环节,颠倒了一下顺序,课堂又见满堂彩。
上课伊始,打出PPT 1(见图1)。学生开始叽叽喳喳。有声音问:LV,今天上什么呀?
T: In this class we’ll do ONE thing: make up a conversation between them.(听到只有一个学习任务,学生顿感轻松)
T: Say what’s happening.
Ss: They’re arguing / fighting/having an argument/...
S1, S2...: The girl is upset /crying / The man is angry/ getting mad/ annoyed/...
T: Yes. So you have to make up the argument in pairs. But before that, we’ll have to know why they’re arguing. Right?(Present Culture conflicts ) (见图2)
T: Guess what?
S: Maybe the two people come from different countries and they don’t have a good understanding with each other about some certain subject, so they’re fighting.
T: Exactly. Here the word conflicts means ________.
Ss: Fights/argument/disagreement.
T: Good. And here’s more personal information about them. Say...
S: The man is Marc who comes from Switzerland.
T: Cool! And what do you know about Switzerland?
Ss: A European country/near Germany/the capital of watches /Alps/瑞士军刀...
T: Super! And how about Teresa? (全班沉默……然后PPT呈现南美洲地图,继而在标有Colombia的地方呈现出哥伦比亚国旗,给学生以提示)
T: Look! Teresa is from ________, next to Brazil.
Ss: South America /Colombia (Trying pronouncing).
T: Yes. Teresa is from Colombia, South America. What do you think of when we talk about South America or Colombia?
Ss: Soccer/hot/coco/coffee/ocean(Pacific Ocean)/sea...
T: Hot. Yes, very hot. But why do you think so? It’s so cold these days here. And we’re all wearing so many thick clothes.
Ss: Because it’s summer there.
T: Great! So nowadays people there are most probably wearing ________.
Ss: T-shirts/shorts/sunglasses. Hats/ miniskirts/...
T: That’s done. So you know Teresa and Marc are meeting. One is from Colombia South America and the other is from Switzerland Europe. (附之以夸张的语气和手势)
Ss: Wow... how far/what a distance...(学生又开始叽叽喳喳,异常兴奋)
T: South and north. (天之涯,地之角。) Culture conflicts happen. Then what differences do they have? Here’s a short passage about it. Please open your books to Page 75. Read and number how many differences are talked about.
直到此时,学生才恍然,“哦,原来是这样!”大悟,莞尔。然后很快进入阅读状态并顺利完成阅读任务:Two differences: time and visiting friends. 在展开探讨这两个问题的过程中引导学生准确理解drop by,make an effort等词的含义,同时感受Marc说如下句子时的语气:We’re the capital of the clocks and watches, after all!
T: Now it’s time for us to come back to our main task. They’re having an appointment, but Teresa is 10 minutes late. Marc is getting mad. Here’s the beginning...(见图4).
一学生问:Teresa为什么要说Sorry,无需守时、随性不是他们的文化吗?
T: Good question! So why sorry? ... Does she really feel sorry about that?
Ss: No/Not at all.
T: Right. Actually “sorry” here is only a way of greeting. Now imagine: How will you act it? And what are they saying to each other? What will happen in the end? Work in pairs according to the passage.
展示过程中,学生的表演无论是在表情、动作还是语调语气方面都演绎得十分逼真生动,情境创设(角色关系有夫妻、有男女朋友也有普通同学)和结局部分也是创意无限,充满个性,既有happy ending 如互相谅解的,也有unhappy ending如互不理睬等等。整节课下来,学生兴趣盎然,意犹未尽。课堂简洁,教学无痕。
与自己不一样,有时候也只是换个视角,简化一下,颠倒一下而已。
曾经,对于“与众不同”心怀莫名的好感,在浅浅淡淡之间对其亦步亦趋。却在恍然间明白,于人于事“与众不同”都属再自然不过的事儿,无须有意而为之。只要不人云亦云,不随波逐流,清醒地认识自己,简单地做好自己,便已与众不同。一世人生,万丈红尘,岁月流沙。真正难得的不是与众不同,而是与己不同。
比如说教学工作。
偶尔得个机会走出去,借别人的学生上好一节课的难度远不及为自己的学生三年如一日地上课。借班上课,面对一群陌生的学生,只消往上一站,你的“与众不同”本身就是一个巨大的场,你的一举手一投足都会让学生倍感新鲜。如果拿捏得当,课堂自会风生水起。可是当一切回归常态,当山还是那山,水依然是那水的时候,我们又该以怎样的姿态去对抗日复一日的平淡无奇甚至艰辛呢?初入教坛时的钻劲拼劲早已随着教龄渐增而被所谓的经验慢慢消解。之后的十年、二十年或者三十年,我们就在自己累积起来的经验里摸爬滚打,画地为牢。
即使是三年一轮回。可是漫漫三年何其长!熟悉的面孔,惯常的处事方式,不变的教学流程……从七年级课堂的热热闹闹、轰轰烈烈到九年级的稀稀落落、冷冷清清,背后的原因难道不是与老师自己的职业倦怠如出一辙吗?我们每天都在做教学设计,都在上不同的课,但也只是设计上课而已,平常日子走程序要远远多过走脑走心。
如果我们在日常工作中,主动放弃了教学工作的创造性,主动放弃了教育生活的丰富性,主动放弃了教育人生的无限可能性,无疑,我们已经深陷重复、单调和乏味的泥沼。即使面对着全新的学生和崭新的教学内容,如果我们已不再尝试让自己的每一天都不一样,让自己的每一节课都不一样,那么,我们也会成为长安那头只顾低头拉磨的驴。同样走了17年的路,唐僧的白马已从西天取经回来成了佛,而它,却依然在原地一圈又一圈地重复。 终其一生,也走不出它的磨坊。
再比如说阅读教学。
当前英语阅读课堂不可谓不饱满。图文导入、预测猜测、扫读略读、细读深读、讨论展示等等,面面俱到,应有尽有。然后呢?然后就是所有的阅读课都成了阅读理解的课、思维训练(而非思辨)的课。课堂上一个环节不敢少,一个步骤不颠倒。阅读课堂在不经意间演绎成了地地道道的“八股文”。没有语言,不见思辨。
实在害怕看到学生因为对自己的课堂过于熟悉而不再有期待;实在不忍看到学生只是为了完成学习任务而在自己的课堂上行不由衷地配合我,其实却根本不知道自己这一节课到底要前往何方,也无所谓会去往何方。我不需要他们配合,我希望他们绽放!
因为害怕,所以时时谨慎。因为不忍,所以常常选择——与自己不一样。
《(新目标)英语》9年级第10单元 Section A 3a~3c关于文化差异的阅读教学。教材设定了三个任务,即:
3a. Read and answer. In which country is it OK to be 15 minutes late for dinner?
3b. Read and complete the chart.
3c. Role-play a conversation between Teresa and Marc. Teresa is late and Marc is mad.
本课时的阅读定位是reading for speaking,教材3c为我们提供了很好的情境。与往常按部就班、自上而下的阅读教学稍有不同,我在做教学设计时省略了几个环节,颠倒了一下顺序,课堂又见满堂彩。
上课伊始,打出PPT 1(见图1)。学生开始叽叽喳喳。有声音问:LV,今天上什么呀?
T: In this class we’ll do ONE thing: make up a conversation between them.(听到只有一个学习任务,学生顿感轻松)
T: Say what’s happening.
Ss: They’re arguing / fighting/having an argument/...
S1, S2...: The girl is upset /crying / The man is angry/ getting mad/ annoyed/...
T: Yes. So you have to make up the argument in pairs. But before that, we’ll have to know why they’re arguing. Right?(Present Culture conflicts ) (见图2)
T: Guess what?
S: Maybe the two people come from different countries and they don’t have a good understanding with each other about some certain subject, so they’re fighting.
T: Exactly. Here the word conflicts means ________.
Ss: Fights/argument/disagreement.
T: Good. And here’s more personal information about them. Say...
S: The man is Marc who comes from Switzerland.
T: Cool! And what do you know about Switzerland?
Ss: A European country/near Germany/the capital of watches /Alps/瑞士军刀...
T: Super! And how about Teresa? (全班沉默……然后PPT呈现南美洲地图,继而在标有Colombia的地方呈现出哥伦比亚国旗,给学生以提示)
T: Look! Teresa is from ________, next to Brazil.
Ss: South America /Colombia (Trying pronouncing).
T: Yes. Teresa is from Colombia, South America. What do you think of when we talk about South America or Colombia?
Ss: Soccer/hot/coco/coffee/ocean(Pacific Ocean)/sea...
T: Hot. Yes, very hot. But why do you think so? It’s so cold these days here. And we’re all wearing so many thick clothes.
Ss: Because it’s summer there.
T: Great! So nowadays people there are most probably wearing ________.
Ss: T-shirts/shorts/sunglasses. Hats/ miniskirts/...
T: That’s done. So you know Teresa and Marc are meeting. One is from Colombia South America and the other is from Switzerland Europe. (附之以夸张的语气和手势)
Ss: Wow... how far/what a distance...(学生又开始叽叽喳喳,异常兴奋)
T: South and north. (天之涯,地之角。) Culture conflicts happen. Then what differences do they have? Here’s a short passage about it. Please open your books to Page 75. Read and number how many differences are talked about.
直到此时,学生才恍然,“哦,原来是这样!”大悟,莞尔。然后很快进入阅读状态并顺利完成阅读任务:Two differences: time and visiting friends. 在展开探讨这两个问题的过程中引导学生准确理解drop by,make an effort等词的含义,同时感受Marc说如下句子时的语气:We’re the capital of the clocks and watches, after all!
T: Now it’s time for us to come back to our main task. They’re having an appointment, but Teresa is 10 minutes late. Marc is getting mad. Here’s the beginning...(见图4).
一学生问:Teresa为什么要说Sorry,无需守时、随性不是他们的文化吗?
T: Good question! So why sorry? ... Does she really feel sorry about that?
Ss: No/Not at all.
T: Right. Actually “sorry” here is only a way of greeting. Now imagine: How will you act it? And what are they saying to each other? What will happen in the end? Work in pairs according to the passage.
展示过程中,学生的表演无论是在表情、动作还是语调语气方面都演绎得十分逼真生动,情境创设(角色关系有夫妻、有男女朋友也有普通同学)和结局部分也是创意无限,充满个性,既有happy ending 如互相谅解的,也有unhappy ending如互不理睬等等。整节课下来,学生兴趣盎然,意犹未尽。课堂简洁,教学无痕。
与自己不一样,有时候也只是换个视角,简化一下,颠倒一下而已。