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在动态的课堂教学过程中,需要教师根据答问、讨论等学习活动的情况,对学生思维行为做及时的疏导、点拨。追问则是促进学生学习、实现有效学习的重要教学指导策略。有效的追问能激活学生思维,引导学生主动质疑,促进探究活动,从而培养学生的综合语言运用能力和创新思维能力。因此,中学英语课堂教学中,在明确课时教学目标,有效把握课堂教学节奏的前提下,进行及时有效的追问,会使英语课堂教学收到意想不到的效果。
一、在新课导入中追问——设疑激趣
导入是课堂教学中非常重要的一个环节,它是承上启下、温故知新的必要途径,还直接影响到整个教学过程能否顺利进行并取得良好效果。追问是导入时常用的一种方法,其作用在于使教师通过提问了解学生对已有知识的掌握程度,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。
案例片断1:
教学Go for it 七年级上Unit 5 Do you have a soccer ball? Section B 3a.
T: ( show a poster of Yao Ming ) What’s his name?
S: His name is Yao Ming.
T: Can he play basketball or Pingpong?
S: Basketball.
T: Can you play basketball?
S: No, I can’t. But I can play Pingpong.
T: Do you have a Pingpong ball?
S: No, I don’t.
T: What balls do you have?
S: I have a basketball, a volleyball and a soccer ball.
T: Oh, you have a sports collection. That sounds great. Next let’s read the magazine about Ed Smith’s sports collection. What balls does he have?
在这一对话过程中,既复习前面单元的内容,又和本单元的有关运动物品的知识相结合,再次激起学生继续了解别人的欲望,所以此时的追问必然且自然。
二、在价值错误处追问——更正强化
布鲁纳曾经说过:“学生的错误都是有价值的。”的确如此,错误是孩子最朴实的思想、最真实的经验。所以英语课堂教学中,学生的错误往往是一种鲜活的教学资源,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,如果教师给予一定暗示性的追问,就能有效帮助学生纠正错误,巩固和强化语言知识。
案例片断2:
以Go for it 七年级上册 Unit 6为例,本单元主要教学Do you like…? 句型。本片断教学是在学生基本感知Do you like ……? Does he /she like 的答语之后。
T : Do you like bananas?
S1 (a boy): Yes, I do.I like bananas.
T: Do you like bananas?
S2 ( another boy ): Yes , I do.I like bananas.
T: (point to S1)Does he like bananas?
S3: Yes, he does. He like bananas.
T: How about you ? Do you like bananas?
S3: Yes, I do. I like bananas.
T: Oh, I know. He likes bananas(加重说likes时的语气),and you like bananas,too(point to S2).Does he like bananas?
S3: Yes, he does. He likes bananas, too.
因为教师针对学生的错误表达(这是学生初学动词第三人称单数时最容易犯的一个错误),进行了进一步的追问,给予学生适当的暗示,引导学生进行自我纠错以确保师生语言交流的顺利进行,同时也保护了学生学习英语的积极性。
三、在想象意外处追问——生成精彩
新课程倡导生成性理念,呼唤生成的课堂。但是,从根本上讲,预设和生成并不矛盾,而是相辅相成、和谐共生的统一体。生成离不开合理的预设,预设是为了更好的生成。教师要敢于打破预设的框架,对学生的意外回答给予积极的回应和鼓励,以睿智的追问,拓展想象的空间,点燃他们创造的火花。以Go for it九年级Unit 4 What would you do?为例,本单元主要教学if引导的虚拟语气的句型。
案例片断3:
教学第二课时后的一个oral practice.
T: What would you do if you had a million dollars?
S1: I would help others.
S2: I would give it away to the charity.
S3: I would give it away to medical research.
S4: I would build a big house. And then ……(抓着头似乎还有话说,估计有好戏。)
笔者瞅准时机追问道:And then what would you do?这位学生(S4)不好意思地说:I would keep a lot of pigs.这个回答蛮让人感到意外,好多同学都笑了。笔者抓住机会继续追问:If you kept a lot of pigs, what would you do?他来劲地回答到:I would kill them. If I killed them, I would sell them. If I sold them, I would have more dollars. If I had more dollars, I would help more people. If I helped more people,I would be very happy. If I were happy, I would be healthy. 真没想到,这位同学把自己的梦想变成了一个梦想接龙,博得了同学们的喝彩和掌声。接下来,大家都畅所欲言,把自己的梦想变成一条长长的链条。索性笔者就调整了授课计划,把课堂交给了学生。直到下课铃响,同学们都还沉浸在自己的Dream chain 中。
四、在巩固复习中追问——激活思维
复习是课堂教学不可或缺的一部分,通常采用的形式为师生问答。真实而自然的对话起到操练和巩固旧知、有效地导入新知的作用,从而提高学生的听说能力,实现语言由输入到输出的转换,又能发展他们良好的情感态度。然而,在实际操作中,复习和巩固旧知往往使得师生间的对话缺乏真实性、趣味性和延展性。例如,Go for it 七年级下册Unit 9 How was your weekend?教学的是一般过去时的用法,现对第三课时复习环节中两种不同的对话形式做以下比较:
案例片断4:
T: What day is it today?
Ss:Today is Monday.
T: Yes , it’s a new week. How was your last weekend, S1?
S1: It was fun.
T: What did you do?
S1: I played soccer.
T: What about you, S2?
S2: It was just so-so.
T: What did you do?
S2: I just watched TV at home.
以上对话看似流畅,气氛热烈,但实际上只是简单机械的旧知复现,是一种流于形式的问答练习。如果教师能在对话过程中巧妙地进行追问,将会激活学生思维,最大限度地丰富课堂语言,从而使课堂充满生机与活力。
案例片断5:
T: What day is it today?
Ss:Today is Monday.
T: Yes , it’s a new week. How was your last weekend, S1?
S1: It was fun.
T: What did you do?
S1: I went to the library.
T: Who did you go with?
S1: I went with my friend.
T: What did you do there?
S1: I read some books.
T: What books did you read?
S1: I read some story books.
T: Great! Did you have a good time there?
S1: Yes, I did.
以上对话真实自然,主题鲜明,语言鲜活,信息量大。学生在教师巧妙地追问下,激活了英语思维,在复习一般过去时的同时,也拓展了其他语言知识,表达了自己的真实情感,从而发展了综合语言运用能力。
五、在学生插嘴时追问——张扬智慧
课堂经常会碰到学生的“插嘴”,很多教师将这一现象视为课堂的“最大干扰”。其实,有些“插嘴”往往是学生独立思考后灵感的萌发、瞬间的创造,是张扬学生个性的最佳途径,这些精彩稍纵即逝。因此,教师不仅要保护这一类“插嘴”,而且还要在学生的“插嘴”处紧追不放,让学生的智慧闪耀光芒。
案例片断6:
以Go for it 九年级Unit 9 When was it invented?为例,本单元主要教学过去时态的被动语态。笔者事先设计好了教学思路,不料一名中等生的创新思维让笔者改变了设计好的教学计划。当笔者问到中国古代的四大发明都是谁发明的以及用来干什么的时候,话音刚落,成绩较优异的一些同学就高高地举起了手,做出了正确而且也是在笔者的意料之中的回答。这时,坐在笔者身边的一位中等生大声地用中文插了一句:“老外用火药来打仗,人家更了不起。”这句话让笔者灵光一闪,分歧出现了。何不让他们把古代中国人与外国人对四大发明的不同使用作个比较呢?于是笔者追问道:“Yes, foreigners were great, too. The old four inventions were used by foreigners differently. what were they used for by foreigners?”高潮出现了,几乎每一个学生都在开动脑筋,从自己的智慧囊中挖掘出与众不同的观点。在这一比较过程中,大家各尽所能,把自己的智慧发挥得淋漓尽致。
著名教育家苏霍姆林斯基认为:“真正的学校乃是一个积极思考的王国。”课堂中的追问既是一门学问,更是一门艺术。它是教师教学智慧和教学艺术的体现,是教师真情投入、深情流露、适时捕捉的结果。追问提高了质量,追问提升了品位,追问开启了智慧,追问掀起了课堂的高潮,追问演绎了课堂的精彩。
一、在新课导入中追问——设疑激趣
导入是课堂教学中非常重要的一个环节,它是承上启下、温故知新的必要途径,还直接影响到整个教学过程能否顺利进行并取得良好效果。追问是导入时常用的一种方法,其作用在于使教师通过提问了解学生对已有知识的掌握程度,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。
案例片断1:
教学Go for it 七年级上Unit 5 Do you have a soccer ball? Section B 3a.
T: ( show a poster of Yao Ming ) What’s his name?
S: His name is Yao Ming.
T: Can he play basketball or Pingpong?
S: Basketball.
T: Can you play basketball?
S: No, I can’t. But I can play Pingpong.
T: Do you have a Pingpong ball?
S: No, I don’t.
T: What balls do you have?
S: I have a basketball, a volleyball and a soccer ball.
T: Oh, you have a sports collection. That sounds great. Next let’s read the magazine about Ed Smith’s sports collection. What balls does he have?
在这一对话过程中,既复习前面单元的内容,又和本单元的有关运动物品的知识相结合,再次激起学生继续了解别人的欲望,所以此时的追问必然且自然。
二、在价值错误处追问——更正强化
布鲁纳曾经说过:“学生的错误都是有价值的。”的确如此,错误是孩子最朴实的思想、最真实的经验。所以英语课堂教学中,学生的错误往往是一种鲜活的教学资源,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,如果教师给予一定暗示性的追问,就能有效帮助学生纠正错误,巩固和强化语言知识。
案例片断2:
以Go for it 七年级上册 Unit 6为例,本单元主要教学Do you like…? 句型。本片断教学是在学生基本感知Do you like ……? Does he /she like 的答语之后。
T : Do you like bananas?
S1 (a boy): Yes, I do.I like bananas.
T: Do you like bananas?
S2 ( another boy ): Yes , I do.I like bananas.
T: (point to S1)Does he like bananas?
S3: Yes, he does. He like bananas.
T: How about you ? Do you like bananas?
S3: Yes, I do. I like bananas.
T: Oh, I know. He likes bananas(加重说likes时的语气),and you like bananas,too(point to S2).Does he like bananas?
S3: Yes, he does. He likes bananas, too.
因为教师针对学生的错误表达(这是学生初学动词第三人称单数时最容易犯的一个错误),进行了进一步的追问,给予学生适当的暗示,引导学生进行自我纠错以确保师生语言交流的顺利进行,同时也保护了学生学习英语的积极性。
三、在想象意外处追问——生成精彩
新课程倡导生成性理念,呼唤生成的课堂。但是,从根本上讲,预设和生成并不矛盾,而是相辅相成、和谐共生的统一体。生成离不开合理的预设,预设是为了更好的生成。教师要敢于打破预设的框架,对学生的意外回答给予积极的回应和鼓励,以睿智的追问,拓展想象的空间,点燃他们创造的火花。以Go for it九年级Unit 4 What would you do?为例,本单元主要教学if引导的虚拟语气的句型。
案例片断3:
教学第二课时后的一个oral practice.
T: What would you do if you had a million dollars?
S1: I would help others.
S2: I would give it away to the charity.
S3: I would give it away to medical research.
S4: I would build a big house. And then ……(抓着头似乎还有话说,估计有好戏。)
笔者瞅准时机追问道:And then what would you do?这位学生(S4)不好意思地说:I would keep a lot of pigs.这个回答蛮让人感到意外,好多同学都笑了。笔者抓住机会继续追问:If you kept a lot of pigs, what would you do?他来劲地回答到:I would kill them. If I killed them, I would sell them. If I sold them, I would have more dollars. If I had more dollars, I would help more people. If I helped more people,I would be very happy. If I were happy, I would be healthy. 真没想到,这位同学把自己的梦想变成了一个梦想接龙,博得了同学们的喝彩和掌声。接下来,大家都畅所欲言,把自己的梦想变成一条长长的链条。索性笔者就调整了授课计划,把课堂交给了学生。直到下课铃响,同学们都还沉浸在自己的Dream chain 中。
四、在巩固复习中追问——激活思维
复习是课堂教学不可或缺的一部分,通常采用的形式为师生问答。真实而自然的对话起到操练和巩固旧知、有效地导入新知的作用,从而提高学生的听说能力,实现语言由输入到输出的转换,又能发展他们良好的情感态度。然而,在实际操作中,复习和巩固旧知往往使得师生间的对话缺乏真实性、趣味性和延展性。例如,Go for it 七年级下册Unit 9 How was your weekend?教学的是一般过去时的用法,现对第三课时复习环节中两种不同的对话形式做以下比较:
案例片断4:
T: What day is it today?
Ss:Today is Monday.
T: Yes , it’s a new week. How was your last weekend, S1?
S1: It was fun.
T: What did you do?
S1: I played soccer.
T: What about you, S2?
S2: It was just so-so.
T: What did you do?
S2: I just watched TV at home.
以上对话看似流畅,气氛热烈,但实际上只是简单机械的旧知复现,是一种流于形式的问答练习。如果教师能在对话过程中巧妙地进行追问,将会激活学生思维,最大限度地丰富课堂语言,从而使课堂充满生机与活力。
案例片断5:
T: What day is it today?
Ss:Today is Monday.
T: Yes , it’s a new week. How was your last weekend, S1?
S1: It was fun.
T: What did you do?
S1: I went to the library.
T: Who did you go with?
S1: I went with my friend.
T: What did you do there?
S1: I read some books.
T: What books did you read?
S1: I read some story books.
T: Great! Did you have a good time there?
S1: Yes, I did.
以上对话真实自然,主题鲜明,语言鲜活,信息量大。学生在教师巧妙地追问下,激活了英语思维,在复习一般过去时的同时,也拓展了其他语言知识,表达了自己的真实情感,从而发展了综合语言运用能力。
五、在学生插嘴时追问——张扬智慧
课堂经常会碰到学生的“插嘴”,很多教师将这一现象视为课堂的“最大干扰”。其实,有些“插嘴”往往是学生独立思考后灵感的萌发、瞬间的创造,是张扬学生个性的最佳途径,这些精彩稍纵即逝。因此,教师不仅要保护这一类“插嘴”,而且还要在学生的“插嘴”处紧追不放,让学生的智慧闪耀光芒。
案例片断6:
以Go for it 九年级Unit 9 When was it invented?为例,本单元主要教学过去时态的被动语态。笔者事先设计好了教学思路,不料一名中等生的创新思维让笔者改变了设计好的教学计划。当笔者问到中国古代的四大发明都是谁发明的以及用来干什么的时候,话音刚落,成绩较优异的一些同学就高高地举起了手,做出了正确而且也是在笔者的意料之中的回答。这时,坐在笔者身边的一位中等生大声地用中文插了一句:“老外用火药来打仗,人家更了不起。”这句话让笔者灵光一闪,分歧出现了。何不让他们把古代中国人与外国人对四大发明的不同使用作个比较呢?于是笔者追问道:“Yes, foreigners were great, too. The old four inventions were used by foreigners differently. what were they used for by foreigners?”高潮出现了,几乎每一个学生都在开动脑筋,从自己的智慧囊中挖掘出与众不同的观点。在这一比较过程中,大家各尽所能,把自己的智慧发挥得淋漓尽致。
著名教育家苏霍姆林斯基认为:“真正的学校乃是一个积极思考的王国。”课堂中的追问既是一门学问,更是一门艺术。它是教师教学智慧和教学艺术的体现,是教师真情投入、深情流露、适时捕捉的结果。追问提高了质量,追问提升了品位,追问开启了智慧,追问掀起了课堂的高潮,追问演绎了课堂的精彩。