论文部分内容阅读
摘要本文针对许多学校课堂阅读教学效率偏低的现状,以学生为中心主体,结合实践,提出和论证了通过多媒体课件和文章的整体性来实现学生的课堂参与的可行性,从而实现教师的有效教学目的。
关键词阅读教学 多媒体课件 文章的整体性
中图分类号:G633.4文献标识码:A
阅读教学一直以来是课堂教学的重要组成部分,为学生的语言习得提供了大量的语言信息材料和语言实践,《新课标》要求“侧重培养学生的阅读理解能力”肯定了课堂阅读教学的重要性和必要性。但是由于自身条件所限和受传统的教学习惯和方法影响,面对新教材阅读材料里出现的大量言语基础知识,大部分英语教师一直觉得英语阅读课堂效率低下, 没有学生的参与,学生非常被动,教学效果不是那么令人满意。
新课程理念要求教师教学要以学生为主体,教学活动设计严谨合理,符合学生的认知规律和心理特点,注重学法指导和学生学习策略的培养,充分发挥教师的主导作用和学生的主体作用,让学生成了课堂的真正主人。这样学生就参与了课堂阅读的活动。我们可以通过以下两方面实现教师的教学目的。
1 多媒体课件,激发学生参与阅读的兴趣
多媒体教学使学生学习得更轻松、活泼。图形、音频、视频、动画等效果的运用,从多方面刺激学生的感官,提高学生的学习兴趣和注意力,降低阅读材料的难度,加深记忆,增进对知识的理解,使知识的传授变得浅显易懂,直观形象。多媒体教学改变传统单向传授的教学方式,趋向于双向沟通的学习方式,学生更容易主动去学习和探究知识,参与到课堂中的教学活动中。多媒体课件的运用能更好地展现教师的才艺和想象,老师在备课方面有好的方法、好的设计,在传统教学中,有时是无法做到的,而现在有了多媒体的运用,就能轻而易举地办成,从而保证了教学的质量。
2 文章的整体性,延续学生参与阅读的热情
新课标中指出:“在教学中尤其要重视培养整体把握的能力。”“阅读教学的重点是培养学生具有感受、理解、欣赏和评价的能力。”文章是融知识、思维、情感、审美等多方面教育效益的综合体,是作者人生观、审美观的外现。每篇文章都有整体的内在结构,完整的形象和作者想要说明的观点和意图,各因素间有着不可分割的联系,是一个有机整体。所以阅读教学一定要杜绝“肢解破碎”式的文本分析,否则我们阅读课上学生就会味同嚼蜡、兴趣倍减,无法融入和参与课堂。
下面我们以《新目标》九年纪阅读“I’d love to sail across the Pacific”为课堂教学实例:
Step 1. warming –up and lead in:
(1)Enjoy the play. (I believe I can fly)
(2)T: what do you think of the play?
S: It’s interesting/fun/relaxing…
T: What’s the name of the play?
S: I believe I can fly.
T: Can we fly?
S: No, we can’t.
T: Yes,we can’t fly. It’s only our dream. It’s a difficult dream to achieve. Everyone can have a dream, even the animals. What do they want to tell us?(展示動物的滑稽图片和用中文写的想法:①奶牛: 我要飞;②鹦鹉:我要当翻译家;③小狗:我要横渡太平洋;④猴子:我要当奥运志愿者;⑤小猪:我要继续读大学;⑥大熊猫:我要尽快地生几只小熊猫。)
S1: I want to fly.
S2: I would like to be a translator.
S3: I’d like to sail across the Pacific Ocean.
S4: I would like to be a Olympic volunteer.
S5: I hope to continue going to college.
S6: I dream of having a few babies as soon as possible.
激发了学生已有的阅读“图式”或知识背景,针对性地学习了部分新语言知识,从而帮助他们顺利阅读文章
Step 2. Before reading:
T:(Give an example sentence of a hope and a dream.)
I dream of traveling around the world. I hope to go to the great wall next year.
Work on 1a: Is a hope the same as a dream? Hope≠dream? What are the differences? Which is easier to come true and which is less realistic?
S1: A hope is easier to come true than a dream.
S2: A dream is less realistic than a hope.
搞清“梦想和希望”概念,扫除障碍,为进一步的阅读做准备。
Step 3. While reading:
(1)skimming and fast reading(略读和速读)
T: Read through the passage with the question “Are everyone’s dreams the same or different?
Ss:....
(2)Careful reading and reading with focus(细读找细节)
T: Find out information which can be the key to the following questions:
What are the hopes of teenagers?
What are the dreams of teenagers?
S1: Some students want to start work as soon as possible.
S2: Some hope to continue studying as soon as possible.
S3: A few said they dream of going to the moon one day.
S4:…
令学生找出文章的大意,并指出文章出现的青少年的不同希望和梦想,多方面培养了阅读能力,促进了语言知识的掌握。
(1)Memory challenge:
T: Why do some students want to start work as soon as possible?
S1:(抢答)….
T: What is important to students about the work they do?
S2: (抢答)…
T: What is an impossible dream in the article?
S3: (抢答)…
对文章细节再次的处理,巩固了学生的知识习得,通过游戏形式,鼓励更多的学生参与。
(2)Conclusion:Different people, different hopes/ dreams.
For example:
The old hope to stay healthy.
The hungry hope to have enough food.
The poor hope to have much money.
Parents hope that their children are healthy and happy.
Students hope to get good grades.
Clerks hope to have higher salary.
Some dream that there is no pollution in the world.
Some dream of immortality (长生不老).
Some ….
拓展学生的思维,为下一步做准备。
Step4. After reading:
(1)Discussion: (Among 3 or 4 students)
What is your dream?How are you going to achieve that?
Note: Students should take notes when they talk.
(2)Game(吹牛大比拼):
Think of a dream that you think is the most surprising or wonderful.
讨论和游戏发散和活跃学生的思维,学生积极踊跃参与,气氛达到本节课的高潮。
(3)Tell the student:
It’s important for us to have hopes and dreams. They are the goals of our lives. They will help us to do everything better till best. So hold on to your dreams and never give it up. Try your best to achieve the dream. You will find your dream is coming nearer and nearer and they might come true one day.
适当对学生进行情感教育,并让他们坚持梦想,永不放弃。
Step 5. Homework:
(1)Write a composition about your dream and how you can achieve your dream:
归纳总结课堂所学的内容,并把口头语言用文字表达出来,锻炼提高协写作的能力。
(2)Search on the internet:Might the dreams of Chinese teenagers be different from western teenagers?
培养学生跨文化意识。
这堂课都是以多媒体课件进行教学的,其中主要的亮點是:
①影片剪辑的引入 (I believe I can fly)
②展示动物的滑稽图片和他们用中文说的梦想和愿望(What are the dreams of the animals? What do they want to say?)
③观看一些不同职业的明星明人图片(what is your dream?)
由一段多媒体播放的轻松搞笑的短片,能活跃气氛,打开学生的话闸,引出本课的主题:dreams。并通过动物的情景剧,为下一步the differences between dreams and hopes做准备,又可以导出一些本课的部分目标词汇。最后出现明星明人,是他们的偶像,是中学生感兴趣的话题,学生在这种情景中必然会参与到话题的讨论中。
课中教师让学生整体地接受阅读材料的内容,掌握其中心思想,并以此为前提学生参与课堂的活动,学习语言知识、言语技能,主要布置包括:
①(设问导入,整体感知)Are everyone’s dreams the same or different?
②(展开呈现,整体理解)Ask the students to read through the passage and find out information which can be the key to the following questions:
What are the hopes of teenagers?
What are the dreams of teenagers?
③(归纳总结,整体掌握)Conclude: Different people, different hopes/ dreams.
④(设计活动,整体运动)
A:Discussion: (Among 3 or 4 students)
What is your dream?How are you going to achieve that?
B:Game(吹牛大比拼):Think of a dream that you think is the most surprising.
教师创造英语学习的氛围,设置阅读目标,导入新课,在此基础上产生了信息沟(information gap),学生在信息沟的指导下进行有目的的快速阅读(fast reading),捕捉信息,满足认知与情意的需要。这样完成了对课文表层理解,感知整体一步。在表层理解基础上,学生细读阅读材料,达到深层理解教学内容的目的,促进课堂效率的提高。在全文阅读后,令学生剥茧去丝,抓文章大意和主要结构,培养了学生的概括能力。最后设置活动,内化学生知识,并检查学生的语言运用能力及课堂效果。这一过程教师充分考虑了学生的个体发展,给了学生广阔的活动空间,令学生有效的参与阅读教学。
总之,英语阅读课不是教师讲解单词,补充词组,罗列搭配,逐句逐段分析句子结构、语法等的满堂灌,也不是简单的做一些练习,要通过对学生心理的探索,使用多媒体教学或其他有效手段激发学生的英语阅读兴趣,鼓励学生课堂活动参与,培养学生主动积极阅读的行为。我们要用整体阅读的方法更多地去关注学生能力的培养,体现学生的情感、态度、价值观。我们在平时阅读课教学中要不断摸索,同时要结合学生的实际情况,灵活选用方法,激发学生的课堂参与热情。
参考文献
[1]胡春洞.英语阅读论.
[2]刘瑶.英语整体阅读教学初探.科技信息,2008(16).
[3]罗晓杰.英语教学和研究.
[4]程可拉,刘津开.中学英语任务型教学理念与教学示例.华南理工大学出版社,2003.7.
关键词阅读教学 多媒体课件 文章的整体性
中图分类号:G633.4文献标识码:A
阅读教学一直以来是课堂教学的重要组成部分,为学生的语言习得提供了大量的语言信息材料和语言实践,《新课标》要求“侧重培养学生的阅读理解能力”肯定了课堂阅读教学的重要性和必要性。但是由于自身条件所限和受传统的教学习惯和方法影响,面对新教材阅读材料里出现的大量言语基础知识,大部分英语教师一直觉得英语阅读课堂效率低下, 没有学生的参与,学生非常被动,教学效果不是那么令人满意。
新课程理念要求教师教学要以学生为主体,教学活动设计严谨合理,符合学生的认知规律和心理特点,注重学法指导和学生学习策略的培养,充分发挥教师的主导作用和学生的主体作用,让学生成了课堂的真正主人。这样学生就参与了课堂阅读的活动。我们可以通过以下两方面实现教师的教学目的。
1 多媒体课件,激发学生参与阅读的兴趣
多媒体教学使学生学习得更轻松、活泼。图形、音频、视频、动画等效果的运用,从多方面刺激学生的感官,提高学生的学习兴趣和注意力,降低阅读材料的难度,加深记忆,增进对知识的理解,使知识的传授变得浅显易懂,直观形象。多媒体教学改变传统单向传授的教学方式,趋向于双向沟通的学习方式,学生更容易主动去学习和探究知识,参与到课堂中的教学活动中。多媒体课件的运用能更好地展现教师的才艺和想象,老师在备课方面有好的方法、好的设计,在传统教学中,有时是无法做到的,而现在有了多媒体的运用,就能轻而易举地办成,从而保证了教学的质量。
2 文章的整体性,延续学生参与阅读的热情
新课标中指出:“在教学中尤其要重视培养整体把握的能力。”“阅读教学的重点是培养学生具有感受、理解、欣赏和评价的能力。”文章是融知识、思维、情感、审美等多方面教育效益的综合体,是作者人生观、审美观的外现。每篇文章都有整体的内在结构,完整的形象和作者想要说明的观点和意图,各因素间有着不可分割的联系,是一个有机整体。所以阅读教学一定要杜绝“肢解破碎”式的文本分析,否则我们阅读课上学生就会味同嚼蜡、兴趣倍减,无法融入和参与课堂。
下面我们以《新目标》九年纪阅读“I’d love to sail across the Pacific”为课堂教学实例:
Step 1. warming –up and lead in:
(1)Enjoy the play. (I believe I can fly)
(2)T: what do you think of the play?
S: It’s interesting/fun/relaxing…
T: What’s the name of the play?
S: I believe I can fly.
T: Can we fly?
S: No, we can’t.
T: Yes,we can’t fly. It’s only our dream. It’s a difficult dream to achieve. Everyone can have a dream, even the animals. What do they want to tell us?(展示動物的滑稽图片和用中文写的想法:①奶牛: 我要飞;②鹦鹉:我要当翻译家;③小狗:我要横渡太平洋;④猴子:我要当奥运志愿者;⑤小猪:我要继续读大学;⑥大熊猫:我要尽快地生几只小熊猫。)
S1: I want to fly.
S2: I would like to be a translator.
S3: I’d like to sail across the Pacific Ocean.
S4: I would like to be a Olympic volunteer.
S5: I hope to continue going to college.
S6: I dream of having a few babies as soon as possible.
激发了学生已有的阅读“图式”或知识背景,针对性地学习了部分新语言知识,从而帮助他们顺利阅读文章
Step 2. Before reading:
T:(Give an example sentence of a hope and a dream.)
I dream of traveling around the world. I hope to go to the great wall next year.
Work on 1a: Is a hope the same as a dream? Hope≠dream? What are the differences? Which is easier to come true and which is less realistic?
S1: A hope is easier to come true than a dream.
S2: A dream is less realistic than a hope.
搞清“梦想和希望”概念,扫除障碍,为进一步的阅读做准备。
Step 3. While reading:
(1)skimming and fast reading(略读和速读)
T: Read through the passage with the question “Are everyone’s dreams the same or different?
Ss:....
(2)Careful reading and reading with focus(细读找细节)
T: Find out information which can be the key to the following questions:
What are the hopes of teenagers?
What are the dreams of teenagers?
S1: Some students want to start work as soon as possible.
S2: Some hope to continue studying as soon as possible.
S3: A few said they dream of going to the moon one day.
S4:…
令学生找出文章的大意,并指出文章出现的青少年的不同希望和梦想,多方面培养了阅读能力,促进了语言知识的掌握。
(1)Memory challenge:
T: Why do some students want to start work as soon as possible?
S1:(抢答)….
T: What is important to students about the work they do?
S2: (抢答)…
T: What is an impossible dream in the article?
S3: (抢答)…
对文章细节再次的处理,巩固了学生的知识习得,通过游戏形式,鼓励更多的学生参与。
(2)Conclusion:Different people, different hopes/ dreams.
For example:
The old hope to stay healthy.
The hungry hope to have enough food.
The poor hope to have much money.
Parents hope that their children are healthy and happy.
Students hope to get good grades.
Clerks hope to have higher salary.
Some dream that there is no pollution in the world.
Some dream of immortality (长生不老).
Some ….
拓展学生的思维,为下一步做准备。
Step4. After reading:
(1)Discussion: (Among 3 or 4 students)
What is your dream?How are you going to achieve that?
Note: Students should take notes when they talk.
(2)Game(吹牛大比拼):
Think of a dream that you think is the most surprising or wonderful.
讨论和游戏发散和活跃学生的思维,学生积极踊跃参与,气氛达到本节课的高潮。
(3)Tell the student:
It’s important for us to have hopes and dreams. They are the goals of our lives. They will help us to do everything better till best. So hold on to your dreams and never give it up. Try your best to achieve the dream. You will find your dream is coming nearer and nearer and they might come true one day.
适当对学生进行情感教育,并让他们坚持梦想,永不放弃。
Step 5. Homework:
(1)Write a composition about your dream and how you can achieve your dream:
归纳总结课堂所学的内容,并把口头语言用文字表达出来,锻炼提高协写作的能力。
(2)Search on the internet:Might the dreams of Chinese teenagers be different from western teenagers?
培养学生跨文化意识。
这堂课都是以多媒体课件进行教学的,其中主要的亮點是:
①影片剪辑的引入 (I believe I can fly)
②展示动物的滑稽图片和他们用中文说的梦想和愿望(What are the dreams of the animals? What do they want to say?)
③观看一些不同职业的明星明人图片(what is your dream?)
由一段多媒体播放的轻松搞笑的短片,能活跃气氛,打开学生的话闸,引出本课的主题:dreams。并通过动物的情景剧,为下一步the differences between dreams and hopes做准备,又可以导出一些本课的部分目标词汇。最后出现明星明人,是他们的偶像,是中学生感兴趣的话题,学生在这种情景中必然会参与到话题的讨论中。
课中教师让学生整体地接受阅读材料的内容,掌握其中心思想,并以此为前提学生参与课堂的活动,学习语言知识、言语技能,主要布置包括:
①(设问导入,整体感知)Are everyone’s dreams the same or different?
②(展开呈现,整体理解)Ask the students to read through the passage and find out information which can be the key to the following questions:
What are the hopes of teenagers?
What are the dreams of teenagers?
③(归纳总结,整体掌握)Conclude: Different people, different hopes/ dreams.
④(设计活动,整体运动)
A:Discussion: (Among 3 or 4 students)
What is your dream?How are you going to achieve that?
B:Game(吹牛大比拼):Think of a dream that you think is the most surprising.
教师创造英语学习的氛围,设置阅读目标,导入新课,在此基础上产生了信息沟(information gap),学生在信息沟的指导下进行有目的的快速阅读(fast reading),捕捉信息,满足认知与情意的需要。这样完成了对课文表层理解,感知整体一步。在表层理解基础上,学生细读阅读材料,达到深层理解教学内容的目的,促进课堂效率的提高。在全文阅读后,令学生剥茧去丝,抓文章大意和主要结构,培养了学生的概括能力。最后设置活动,内化学生知识,并检查学生的语言运用能力及课堂效果。这一过程教师充分考虑了学生的个体发展,给了学生广阔的活动空间,令学生有效的参与阅读教学。
总之,英语阅读课不是教师讲解单词,补充词组,罗列搭配,逐句逐段分析句子结构、语法等的满堂灌,也不是简单的做一些练习,要通过对学生心理的探索,使用多媒体教学或其他有效手段激发学生的英语阅读兴趣,鼓励学生课堂活动参与,培养学生主动积极阅读的行为。我们要用整体阅读的方法更多地去关注学生能力的培养,体现学生的情感、态度、价值观。我们在平时阅读课教学中要不断摸索,同时要结合学生的实际情况,灵活选用方法,激发学生的课堂参与热情。
参考文献
[1]胡春洞.英语阅读论.
[2]刘瑶.英语整体阅读教学初探.科技信息,2008(16).
[3]罗晓杰.英语教学和研究.
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