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摘要:本文结合教学实例介绍了课堂教学导入技巧,论证了恰当的导入能激发学生的学习兴趣,极大地调动学生学习的积极性,从而提高课堂教学效率。
关键词:高中英语 课堂导入 艺术
新编英语教材在原有教材的基础上作了大量的变动,因此,我们再用以往的教学方法已完全不能适应时代的要求。那么,如何有效地呈现教材中的知识点,是我们广大英语教师所面临的共同课题。现结合本人的教学实践,就高中新课的导入技巧举例如下:
一、设疑置悬,导入新课
“学贵有疑”,疑是积极思维和探索问题的动力。美国心理学家布鲁纳指出:“教学过程是一种提出问题和解决问题的持续不断的活动。思维永远是从问题开始的。从教育心理学的观点看,设疑能激发学生的学习兴趣,进而开发学生的想象力和创造力。”一个有经验的教师常常善于在教学之始设疑布阵,引导学生去猜测,去预估,去联想,去拓展,将学生的注意力集中到将要学习的内容中去。
例如,教师在听力活动前,先向学生介绍所要听的材料的背景,然后设置悬念,激发学生学习的好奇心及求知欲。如教授人教版必修模块(二)第五单元的听力时,可作如下导入:
T:Have a look at this picture (show a picture of a frog).Do you know what it is?
Ss:It’s a frog.
T:Right. But he is not a common frog. His name is Freddy. He has a special quality. Can you guess what special quality Freddy has?
(Allow the students to express their own ideas and prediction freely.)
T:When Freddy was young. He was a little tad pole. As time went by quickly,he soon became a frog. One day,Freddy sat on the water lily leaf and slid his long,thin legs into the water. Suddenly,he heard some music across the lake. Then what would happen?
(Allow the students to express their own ideas and prediction freely.)
T:You may have many difficult ideas about what happened to Freddy. Now let’s listen to the story about Freddy and see what Freddy found when he swam slowly towards the sound.
在接下来的部分是阅读更多关于Freddy的生活,所以在听力之后,可继续以设疑置悬的方式导入。
T:So do you think Freddy and the other frogs were going to form a band?Now let me tell you that they formed a band and soon became famous and then they went to Britain to give performances. Then what would happen in Britain?Would they succeed or fail?
这种悬念诱导的方法,吸引学生自觉地走进课堂,使他们一开始就成为探求问题答案的主动者,掌握学习的主动权。但教师提问时,要注意提问的广泛性。使每个学生都有答题的机会,而不能只针对几位成绩好的学生,这样无疑会挫伤其他学生的积极性,使他们将自己排除在课堂之外。
二、创设情景,激发兴趣
语言的运用离不开语言环境,语言教学则需要设置一定的情景。而中学生爱说好动,对语言反应灵敏,模仿能力强,学习语言的积极性高,但思想不易集中。如果教师在导入阶段,创造一个饶有趣味、与学生生活密切联系的比较真实的活动情节,则有助于学生积极参与教学活动,激发学生的学习兴趣。如在教授对话课Computers时,教师可用下面一段话作为开场白:
Though most teachers in our school are not rich,they have decided to buy computers,became the computers are very important in our daily life. I’ve collected much information about three kinds of computers and I have also found out their prices. But I can’t decide which one to buy. Would you please give me some advice?
然后,教师可板书三种电脑品牌,让学生用I think,In my opinion,I believe等来表达自己的观点,教师在对学生的意见做出反应的同时,呈现I think so,I don’t think so,I don’t agree等语言点。
著名教育家杜威说:“为激发学生的思维,必须有一个实际的情景作为思维的开始阶段。”情景导入的主要教学目的就是引导学生直接“入境”,“入境”才能“生趣”,才能身临其境,尽快进入语言学习的最佳状态----习得。正如前苏联教育家苏霍姆林斯基说:“任何一种教育现象,孩子们越少感到教育者的意图,它的教育效果就越大。”巧妙的情景能激发兴趣,诱发思维,情景导入法运用得恰当,使教学活动形象直观,使学生意识不到是在上课,在不知不觉中获得知识,在潜移默化中受到教育。
三、游戏导入,寓教于乐
游戏导入法就是在呈现新知识前组织生动有趣的英语游戏,通过游戏复习调动学生已有的知识的技能,为新课教学做好铺垫。游戏能引发学生的无意注意,变枯燥的学习为丰富多彩的游戏活动,能使学生在玩中学,学中玩,达到寓教于乐的教学效果。如在学习完成时的被动语态时,教师可分别在六张纸条上写出六个动作,让六位学生表演。其余学生闭上眼睛,待其睁开眼睛仔细观察教室后回答what has changed in the classroom?随之呈现:
The blackboard has been cleaned.
The lights have been turned on.
The teacher’s desk has been moved.
The door has been opened.
The windows have been closed.
The picture has been put upon the wall.
由上例可见,用游戏的方式呈现语言知识能活跃课堂气氛,激发学生的学习热情,使较难记忆的语言项目在轻松活泼的活动中得以掌握。
教学有法,教无定法,贵在得法。导入的方法和形式多种多样,但没有固定的模式。各种导入方法异曲同工,在具体运用时常常是单独使用和相互交叉渗透相结合。因而,施之教法,貴在启导。“导入”将点燃学生的求知欲望,变“要我学”为“我要学”。“导入”可以以旧带新、以易带难、以熟带生,达到融会贯通、动静结合、循环往返的效果,使教学具有新鲜感、启发性的衔接性。这就要求教者熟悉教材,了解教材前后知识的内在联系,并以热情、简洁、富有吸引力的语言把学生导入学习的乐趣。
关键词:高中英语 课堂导入 艺术
新编英语教材在原有教材的基础上作了大量的变动,因此,我们再用以往的教学方法已完全不能适应时代的要求。那么,如何有效地呈现教材中的知识点,是我们广大英语教师所面临的共同课题。现结合本人的教学实践,就高中新课的导入技巧举例如下:
一、设疑置悬,导入新课
“学贵有疑”,疑是积极思维和探索问题的动力。美国心理学家布鲁纳指出:“教学过程是一种提出问题和解决问题的持续不断的活动。思维永远是从问题开始的。从教育心理学的观点看,设疑能激发学生的学习兴趣,进而开发学生的想象力和创造力。”一个有经验的教师常常善于在教学之始设疑布阵,引导学生去猜测,去预估,去联想,去拓展,将学生的注意力集中到将要学习的内容中去。
例如,教师在听力活动前,先向学生介绍所要听的材料的背景,然后设置悬念,激发学生学习的好奇心及求知欲。如教授人教版必修模块(二)第五单元的听力时,可作如下导入:
T:Have a look at this picture (show a picture of a frog).Do you know what it is?
Ss:It’s a frog.
T:Right. But he is not a common frog. His name is Freddy. He has a special quality. Can you guess what special quality Freddy has?
(Allow the students to express their own ideas and prediction freely.)
T:When Freddy was young. He was a little tad pole. As time went by quickly,he soon became a frog. One day,Freddy sat on the water lily leaf and slid his long,thin legs into the water. Suddenly,he heard some music across the lake. Then what would happen?
(Allow the students to express their own ideas and prediction freely.)
T:You may have many difficult ideas about what happened to Freddy. Now let’s listen to the story about Freddy and see what Freddy found when he swam slowly towards the sound.
在接下来的部分是阅读更多关于Freddy的生活,所以在听力之后,可继续以设疑置悬的方式导入。
T:So do you think Freddy and the other frogs were going to form a band?Now let me tell you that they formed a band and soon became famous and then they went to Britain to give performances. Then what would happen in Britain?Would they succeed or fail?
这种悬念诱导的方法,吸引学生自觉地走进课堂,使他们一开始就成为探求问题答案的主动者,掌握学习的主动权。但教师提问时,要注意提问的广泛性。使每个学生都有答题的机会,而不能只针对几位成绩好的学生,这样无疑会挫伤其他学生的积极性,使他们将自己排除在课堂之外。
二、创设情景,激发兴趣
语言的运用离不开语言环境,语言教学则需要设置一定的情景。而中学生爱说好动,对语言反应灵敏,模仿能力强,学习语言的积极性高,但思想不易集中。如果教师在导入阶段,创造一个饶有趣味、与学生生活密切联系的比较真实的活动情节,则有助于学生积极参与教学活动,激发学生的学习兴趣。如在教授对话课Computers时,教师可用下面一段话作为开场白:
Though most teachers in our school are not rich,they have decided to buy computers,became the computers are very important in our daily life. I’ve collected much information about three kinds of computers and I have also found out their prices. But I can’t decide which one to buy. Would you please give me some advice?
然后,教师可板书三种电脑品牌,让学生用I think,In my opinion,I believe等来表达自己的观点,教师在对学生的意见做出反应的同时,呈现I think so,I don’t think so,I don’t agree等语言点。
著名教育家杜威说:“为激发学生的思维,必须有一个实际的情景作为思维的开始阶段。”情景导入的主要教学目的就是引导学生直接“入境”,“入境”才能“生趣”,才能身临其境,尽快进入语言学习的最佳状态----习得。正如前苏联教育家苏霍姆林斯基说:“任何一种教育现象,孩子们越少感到教育者的意图,它的教育效果就越大。”巧妙的情景能激发兴趣,诱发思维,情景导入法运用得恰当,使教学活动形象直观,使学生意识不到是在上课,在不知不觉中获得知识,在潜移默化中受到教育。
三、游戏导入,寓教于乐
游戏导入法就是在呈现新知识前组织生动有趣的英语游戏,通过游戏复习调动学生已有的知识的技能,为新课教学做好铺垫。游戏能引发学生的无意注意,变枯燥的学习为丰富多彩的游戏活动,能使学生在玩中学,学中玩,达到寓教于乐的教学效果。如在学习完成时的被动语态时,教师可分别在六张纸条上写出六个动作,让六位学生表演。其余学生闭上眼睛,待其睁开眼睛仔细观察教室后回答what has changed in the classroom?随之呈现:
The blackboard has been cleaned.
The lights have been turned on.
The teacher’s desk has been moved.
The door has been opened.
The windows have been closed.
The picture has been put upon the wall.
由上例可见,用游戏的方式呈现语言知识能活跃课堂气氛,激发学生的学习热情,使较难记忆的语言项目在轻松活泼的活动中得以掌握。
教学有法,教无定法,贵在得法。导入的方法和形式多种多样,但没有固定的模式。各种导入方法异曲同工,在具体运用时常常是单独使用和相互交叉渗透相结合。因而,施之教法,貴在启导。“导入”将点燃学生的求知欲望,变“要我学”为“我要学”。“导入”可以以旧带新、以易带难、以熟带生,达到融会贯通、动静结合、循环往返的效果,使教学具有新鲜感、启发性的衔接性。这就要求教者熟悉教材,了解教材前后知识的内在联系,并以热情、简洁、富有吸引力的语言把学生导入学习的乐趣。