论文部分内容阅读
一、案例背景浅析
英语学科是基础教育阶段的一门重要课程,在英语教学中培养学生的创新能力是很重要的,这不仅体现了新一轮课程改革的主旋律:培养学生的创新精神和实践能力,而且对学生今后的发展具有重大的作用。可是在平时的教学中,笔者发现自己所教的这届学生很少有独特的见解和新颖的想法,课堂上的发言只会按部就班,课后的作业也大多是“千人一面”,缺乏创造性思维的闪光点。
笔者常常陷入深深的思考:是什么原因使学生惰于思考,埋没了在他们这个年龄本来应该具备的相当活跃的思维呢?通过观察和调查,笔者发现了症结所在:一是作业总量多,大多数学生为了应付繁忙的各科作业,会采取最省时最快的方法来完成任务,根本不会为了一个与众不同的英语答案而绞尽脑汁(可见,过重的课业负担正在侵占学生有限的课余时间,在侵占学生活跃的大脑,在逐渐地把学生与外部世界割裂开来,使他们正在逐渐地失去从生活中创新的机会);二是学生学习的自主性下降,很多学生只有等教师一定要他们怎样做的时候才会那样去做,如果教师没说“一定”,那么他们也就敷衍了事。
二、尝试问题解决
了解了学生们懒于创新的原由后,怎样帮助他们树立创新意识,培养他们勤于思考、勇于创新的习惯,这一问题就被摆到了日常教学议程中来。学校、社会和家长要升学率,各科教师不得不把压力转嫁给学生,因此学生作业偏多的问题不是一时能解决的,靠教师一人绵薄之力,也只能是杯水车薪。怎样在教学过程中,使学生以极大的热情投入到各种课堂活动中,激发学生积极的英语思维,并获得良好的效果,在产生价值感和满足感的基础上,培养学生的创新能力和创新精神呢?
本着这种目的,笔者在教学中做到多角度、多方位地设计各种思考题,发展学生横向、类比、逆向、联想等思维,使学生不单单停留在理解和掌握所学的内容上,而且要利用现学的知识,结合已学知识去创造、去探索,培养他们的创新思维,增强创新能力。以下是其中的一则课例:
课例:Lesson 42, Book II教学片段
Step1: Greetings and presentation
T:(以轻松的语调和亲切的笑容)Good morning, Class. How are you today?
S: Fine, thanks. And you, madam?
T: Fine too, thanks. Tomorrow is Saturday. What are you going to do?
S1: I’m going to do my homework.
S2: I’m going to do my homework, too.
S3: (挠挠头,有些不好意思)Eh, do…homework.
T:(及时提示,让学生的思维发散开来)Can you say something different?
S4: … …
S5: … …
S6: I’m going hiking.
T: Really good. Hiking is a good way to have fun in autumn.
(接着用多媒体打出春、夏、秋、冬四幅图。)
T: How many seasons are there in a year?
S: There are four. They are spring, summer, autumn and winter.
T: Very good. Now can you tell me which picture is about spring and why?
S: Yes. Picture 1 is about spring, because the people are …are… “植树”怎么说?
T:(在黑板上书写)Planting trees. Great, thanks. What about Picture 2?
S: It’s about summer, because they are swimming.
T: Yeah, look, the people are wearing cool clothes. Now, what about Picture 3?
S: It’s about autumn. In the picture I can see the children are flying kites, and there are many leaves.
T: Exactly correct. What about Picture 4?
S: It’s about winter. The people are skiing.
T: Well done. Now the whole class, in this lesson we are going to read a letter. It’s about four seasons in China.
Step 2: First reading
T: Now read the whole passage and try to find out the answers to the questions on the screen.
a) Which season is the best in a year?
b) Which season is the busiest in a year?
S: Spring is the best season in a year.
T: Good. And you?
S: The busiest season in a year is autumn.
T: Good. You can find the answer quickly.
Step 3: Second reading
T: Class, let’s read the text again after the tape, get more information about the text, and do some TRUE OR FALSE exercises.
Step 4: Third reading
T: Read the text once again, and try to say something about the four seasons in your own words.
Step 5: Investigation and Reporting
(将学生分成四组,在全班做一个调查,调查本班有多少学生喜欢哪个季节,并说出理由,小组共同完成调查报告,随后由各组代表向全班汇报。)
(调查的过程,实际是学生活学活用语言知识和充分调动自己的思维进行创新运用的过程。调查结束后,学生分组商讨,共同完成调查报告的总结。)
T: Are you ready to report your results now?
S: Yes.
T: Which group comes first?
… …
T: Good! Please!
G1: In our group, students like spring best. They think in spring everything is new and fresh, they can go out for a picnic after a long winter. But the others don’t like spring because they say it often rains. They don’t like rain.
T: Good job. What about other groups?
G2: In our group, students like autumn best. They say the weather in autumn is not too cold and not too hot. People can fly kites and enjoy all kinds of fruits. It’s a harvest time. But the others don’t think it’s the best time.
G3: In our group, we all like summer best. Because people can enjoy sunshine, go swimming, have sports. The most important, we can have a very long holiday.
(教室里响起同学们会心的笑声,有同学开始憧憬暑假,悄悄谈论可以做什么。)
T: OK. That’s really good in the summer holiday, and I love it very much, too. We will talk about it next time, OK? Now, let’s see Group 4.
G4: Most students in our group like winter best. They say in winter they can go to play snow. And the winter holiday is very interesting. We have the Spring Festival. But a few students say they don’t like winter. Because it’s too cold.
(创设机会让学生创造性地使用语言,学生的知识得到扩展,培养了思维的灵活性。)
T: All of you have done a very good job.
… …
三、自我评价与反思
案例Lesson 42 是一篇阅读课文,本课的教学目标是通过快速阅读,培养学生迅速摄取有效信息的能力,通过细读,领会文章的重、难点,并通过师生对话、生生对话、开展调查活动和汇报、课后的写信等,创造机会让学生最大限度地使用知识,拓展其思维,并设置活动让学生创造性地运用语言知识。因此上课开始笔者就以“周末将做什么”为话题,调动学生的情绪,出现重复机械回答时,及时调整,并运用多媒体呈现四季图片,将生活场景拉进课堂,同时提出问题,激发学生的求知欲,起到了事半功倍的效果。领会文章之后,笔者又把学生分成四个组,每个组负责一个季节,在全班做个调查,调查有多少人最喜欢哪个季节,并说明理由。学生相互之间询问、应答,然后分组写调查报告、汇报,就是不知不觉地将书本知识与实际生活联系起来,实现语言的创造性运用。在学生学知识、用知识的过程中,其听、说、读、写能力得到培养的同时,学生的创新素质也得到了体现。笔者看到了他们已经在成长,思维也在扩展中,笔者不禁惊讶于孩子们丰富的想象世界,惊讶于他们的勃勃生气,也深深感到学生是可爱可教的,他们其实并不是真正地缺乏创新能力,而是真正地缺乏一个创新的环境,为他们营造这样一个环境,是我们教师在今后教学中义不容辞的职责。
英语学科是基础教育阶段的一门重要课程,在英语教学中培养学生的创新能力是很重要的,这不仅体现了新一轮课程改革的主旋律:培养学生的创新精神和实践能力,而且对学生今后的发展具有重大的作用。可是在平时的教学中,笔者发现自己所教的这届学生很少有独特的见解和新颖的想法,课堂上的发言只会按部就班,课后的作业也大多是“千人一面”,缺乏创造性思维的闪光点。
笔者常常陷入深深的思考:是什么原因使学生惰于思考,埋没了在他们这个年龄本来应该具备的相当活跃的思维呢?通过观察和调查,笔者发现了症结所在:一是作业总量多,大多数学生为了应付繁忙的各科作业,会采取最省时最快的方法来完成任务,根本不会为了一个与众不同的英语答案而绞尽脑汁(可见,过重的课业负担正在侵占学生有限的课余时间,在侵占学生活跃的大脑,在逐渐地把学生与外部世界割裂开来,使他们正在逐渐地失去从生活中创新的机会);二是学生学习的自主性下降,很多学生只有等教师一定要他们怎样做的时候才会那样去做,如果教师没说“一定”,那么他们也就敷衍了事。
二、尝试问题解决
了解了学生们懒于创新的原由后,怎样帮助他们树立创新意识,培养他们勤于思考、勇于创新的习惯,这一问题就被摆到了日常教学议程中来。学校、社会和家长要升学率,各科教师不得不把压力转嫁给学生,因此学生作业偏多的问题不是一时能解决的,靠教师一人绵薄之力,也只能是杯水车薪。怎样在教学过程中,使学生以极大的热情投入到各种课堂活动中,激发学生积极的英语思维,并获得良好的效果,在产生价值感和满足感的基础上,培养学生的创新能力和创新精神呢?
本着这种目的,笔者在教学中做到多角度、多方位地设计各种思考题,发展学生横向、类比、逆向、联想等思维,使学生不单单停留在理解和掌握所学的内容上,而且要利用现学的知识,结合已学知识去创造、去探索,培养他们的创新思维,增强创新能力。以下是其中的一则课例:
课例:Lesson 42, Book II教学片段
Step1: Greetings and presentation
T:(以轻松的语调和亲切的笑容)Good morning, Class. How are you today?
S: Fine, thanks. And you, madam?
T: Fine too, thanks. Tomorrow is Saturday. What are you going to do?
S1: I’m going to do my homework.
S2: I’m going to do my homework, too.
S3: (挠挠头,有些不好意思)Eh, do…homework.
T:(及时提示,让学生的思维发散开来)Can you say something different?
S4: … …
S5: … …
S6: I’m going hiking.
T: Really good. Hiking is a good way to have fun in autumn.
(接着用多媒体打出春、夏、秋、冬四幅图。)
T: How many seasons are there in a year?
S: There are four. They are spring, summer, autumn and winter.
T: Very good. Now can you tell me which picture is about spring and why?
S: Yes. Picture 1 is about spring, because the people are …are… “植树”怎么说?
T:(在黑板上书写)Planting trees. Great, thanks. What about Picture 2?
S: It’s about summer, because they are swimming.
T: Yeah, look, the people are wearing cool clothes. Now, what about Picture 3?
S: It’s about autumn. In the picture I can see the children are flying kites, and there are many leaves.
T: Exactly correct. What about Picture 4?
S: It’s about winter. The people are skiing.
T: Well done. Now the whole class, in this lesson we are going to read a letter. It’s about four seasons in China.
Step 2: First reading
T: Now read the whole passage and try to find out the answers to the questions on the screen.
a) Which season is the best in a year?
b) Which season is the busiest in a year?
S: Spring is the best season in a year.
T: Good. And you?
S: The busiest season in a year is autumn.
T: Good. You can find the answer quickly.
Step 3: Second reading
T: Class, let’s read the text again after the tape, get more information about the text, and do some TRUE OR FALSE exercises.
Step 4: Third reading
T: Read the text once again, and try to say something about the four seasons in your own words.
Step 5: Investigation and Reporting
(将学生分成四组,在全班做一个调查,调查本班有多少学生喜欢哪个季节,并说出理由,小组共同完成调查报告,随后由各组代表向全班汇报。)
(调查的过程,实际是学生活学活用语言知识和充分调动自己的思维进行创新运用的过程。调查结束后,学生分组商讨,共同完成调查报告的总结。)
T: Are you ready to report your results now?
S: Yes.
T: Which group comes first?
… …
T: Good! Please!
G1: In our group, students like spring best. They think in spring everything is new and fresh, they can go out for a picnic after a long winter. But the others don’t like spring because they say it often rains. They don’t like rain.
T: Good job. What about other groups?
G2: In our group, students like autumn best. They say the weather in autumn is not too cold and not too hot. People can fly kites and enjoy all kinds of fruits. It’s a harvest time. But the others don’t think it’s the best time.
G3: In our group, we all like summer best. Because people can enjoy sunshine, go swimming, have sports. The most important, we can have a very long holiday.
(教室里响起同学们会心的笑声,有同学开始憧憬暑假,悄悄谈论可以做什么。)
T: OK. That’s really good in the summer holiday, and I love it very much, too. We will talk about it next time, OK? Now, let’s see Group 4.
G4: Most students in our group like winter best. They say in winter they can go to play snow. And the winter holiday is very interesting. We have the Spring Festival. But a few students say they don’t like winter. Because it’s too cold.
(创设机会让学生创造性地使用语言,学生的知识得到扩展,培养了思维的灵活性。)
T: All of you have done a very good job.
… …
三、自我评价与反思
案例Lesson 42 是一篇阅读课文,本课的教学目标是通过快速阅读,培养学生迅速摄取有效信息的能力,通过细读,领会文章的重、难点,并通过师生对话、生生对话、开展调查活动和汇报、课后的写信等,创造机会让学生最大限度地使用知识,拓展其思维,并设置活动让学生创造性地运用语言知识。因此上课开始笔者就以“周末将做什么”为话题,调动学生的情绪,出现重复机械回答时,及时调整,并运用多媒体呈现四季图片,将生活场景拉进课堂,同时提出问题,激发学生的求知欲,起到了事半功倍的效果。领会文章之后,笔者又把学生分成四个组,每个组负责一个季节,在全班做个调查,调查有多少人最喜欢哪个季节,并说明理由。学生相互之间询问、应答,然后分组写调查报告、汇报,就是不知不觉地将书本知识与实际生活联系起来,实现语言的创造性运用。在学生学知识、用知识的过程中,其听、说、读、写能力得到培养的同时,学生的创新素质也得到了体现。笔者看到了他们已经在成长,思维也在扩展中,笔者不禁惊讶于孩子们丰富的想象世界,惊讶于他们的勃勃生气,也深深感到学生是可爱可教的,他们其实并不是真正地缺乏创新能力,而是真正地缺乏一个创新的环境,为他们营造这样一个环境,是我们教师在今后教学中义不容辞的职责。