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高中新教材强调课程要从学生的学习兴趣、生活经验和认知水平出发,在教学过程中倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径,发展学生综合运用语言的能力。
在教学中,教师应该通过有效的方法建立和谐的师生关系,让师生成为知心朋友,使学生带着一种高昂的情绪主动参与教学活动的始终,在宽松和谐的教学氛围中,提升学生的创造意识、主体精神,促进学生全面素质的和谐发展,使教学活动达到真情交融,充满生命活力的完美境界。
1. 创设问题情景,实施演示启发
创设问题情景,进行演示启发,可以形成一条学习链条:情景演示——融入情景——产生兴趣——激发积极性——创新思维——掌握知识——产生自豪感。高中英语教材中蕴含着丰富的创造性因素,但需要我们去挖掘、设计。表演导入新课是一种艺术形式,它能以生动的形式使信息直接输入大脑。“情景演示”则是把实物与语言直接联系,用实物与语言直接联系的方式为学生创造一个英语思维的环境,使得实物概念与语言有机结合。教师在教学过程中进行情景演示,创设问题情景,学生往往能在一种自然而然的气氛中完成知识的学习和巩固。如在讲授NO Drugs时,我把自画的关于Adam吸毒的图片带进课堂,用英语讲解Adam's story。演示完后在黑板上板书:
Adam's story
1. Adam was a boy who smoked can nab is, some day a man offered him some crack cocaine.
2. Soon he was addicted to the drug.
3. He had no money to buy the drug, so he broke into a house.
4. He was taken to the police station.
5. He followed the doctor's advice and worked for a treatment center.
同时把这些简笔画按事情发展的顺序分别贴在黑板上。这时,学生在老师的带领下,两人一组看着图进行详细描述。最后,请每位同学写出Adam的经历,并建议他们课后上网查阅,还向他们提出问题:(1)Why are people addicted to the drugs?(2)How could we get away from the drugs?
学生在以上问题中表达了他们的观点:“吸毒对人们来说百害而无一利,青少年应该远离毒品”。这样探讨问题,可以让学生想象、思考,他们不仅学习巩固了新知识,还激活了已学的词汇和句型,促成他们进行创造性的组合与意义表达。
2. 开设多种活动,培养创造意识
我在英语教学中善于启发引导学生把他们学到的知识、技能,从学习情境迁移到真实生活情景中去,举一反三,巩固知识,掌握技能。如在教完Module4 A lively city后,要求两位同学扮演课文中的两个角色,复述一下这个对话:
XL:It is great to see you again.
JM: It is great to see you again. You know I have seen quite a lot of China. I think your home town is the most attractive.
XL: Yes. Everyone says so. I love living by the seaside.
JM: What is the weather like in Xiamen?
XL: Hot and wet in summer, but it can be cold in winter.
JM: Good! Look at that apartment block. It is so modern!
XL: Yes. We are approaching the harbour. You can see Gulangyu Island.
JM: Oh, so beautiful!
XL: It is time for lunch.
JM: Great! I am starving.
通过这种训练学生逐渐会从单纯的方法模仿,发展到思维模仿,从而激发学生的创造性思维。在教学中每学完一篇阅读或一个对话后,我除了让学生扮演外,还让学生根据所学文章和旧的知识创设情景,自编一个新对话或复述课文,激发他们的兴趣和创造激情。
3. 利用插图,展开想象
利用插图不仅能学习语言知识,还能训练学生的想象力和语言表达能力,开发学生的发散思维能力。如Module6,The Internet and Telecommunications。可先让学生看课文中的图,再根据已掌握的知识,写一段关于网络的描写:The Internet is the biggest source of information in the world. It consists of millions of pages of data. It can provide us with a lot of things, and it can carry us to anywhere we like. On the other hand, the Internet has a bad effect, some students are addicted to it, then they run away from school, which makes their parents very worried. So we young people should be careful.
这种合理的想象,既可以帮助学生夯实基础,发现自身存在的问题,又可以通过小组活动培养他们的合作意识。
在教学中,教师应该通过有效的方法建立和谐的师生关系,让师生成为知心朋友,使学生带着一种高昂的情绪主动参与教学活动的始终,在宽松和谐的教学氛围中,提升学生的创造意识、主体精神,促进学生全面素质的和谐发展,使教学活动达到真情交融,充满生命活力的完美境界。
1. 创设问题情景,实施演示启发
创设问题情景,进行演示启发,可以形成一条学习链条:情景演示——融入情景——产生兴趣——激发积极性——创新思维——掌握知识——产生自豪感。高中英语教材中蕴含着丰富的创造性因素,但需要我们去挖掘、设计。表演导入新课是一种艺术形式,它能以生动的形式使信息直接输入大脑。“情景演示”则是把实物与语言直接联系,用实物与语言直接联系的方式为学生创造一个英语思维的环境,使得实物概念与语言有机结合。教师在教学过程中进行情景演示,创设问题情景,学生往往能在一种自然而然的气氛中完成知识的学习和巩固。如在讲授NO Drugs时,我把自画的关于Adam吸毒的图片带进课堂,用英语讲解Adam's story。演示完后在黑板上板书:
Adam's story
1. Adam was a boy who smoked can nab is, some day a man offered him some crack cocaine.
2. Soon he was addicted to the drug.
3. He had no money to buy the drug, so he broke into a house.
4. He was taken to the police station.
5. He followed the doctor's advice and worked for a treatment center.
同时把这些简笔画按事情发展的顺序分别贴在黑板上。这时,学生在老师的带领下,两人一组看着图进行详细描述。最后,请每位同学写出Adam的经历,并建议他们课后上网查阅,还向他们提出问题:(1)Why are people addicted to the drugs?(2)How could we get away from the drugs?
学生在以上问题中表达了他们的观点:“吸毒对人们来说百害而无一利,青少年应该远离毒品”。这样探讨问题,可以让学生想象、思考,他们不仅学习巩固了新知识,还激活了已学的词汇和句型,促成他们进行创造性的组合与意义表达。
2. 开设多种活动,培养创造意识
我在英语教学中善于启发引导学生把他们学到的知识、技能,从学习情境迁移到真实生活情景中去,举一反三,巩固知识,掌握技能。如在教完Module4 A lively city后,要求两位同学扮演课文中的两个角色,复述一下这个对话:
XL:It is great to see you again.
JM: It is great to see you again. You know I have seen quite a lot of China. I think your home town is the most attractive.
XL: Yes. Everyone says so. I love living by the seaside.
JM: What is the weather like in Xiamen?
XL: Hot and wet in summer, but it can be cold in winter.
JM: Good! Look at that apartment block. It is so modern!
XL: Yes. We are approaching the harbour. You can see Gulangyu Island.
JM: Oh, so beautiful!
XL: It is time for lunch.
JM: Great! I am starving.
通过这种训练学生逐渐会从单纯的方法模仿,发展到思维模仿,从而激发学生的创造性思维。在教学中每学完一篇阅读或一个对话后,我除了让学生扮演外,还让学生根据所学文章和旧的知识创设情景,自编一个新对话或复述课文,激发他们的兴趣和创造激情。
3. 利用插图,展开想象
利用插图不仅能学习语言知识,还能训练学生的想象力和语言表达能力,开发学生的发散思维能力。如Module6,The Internet and Telecommunications。可先让学生看课文中的图,再根据已掌握的知识,写一段关于网络的描写:The Internet is the biggest source of information in the world. It consists of millions of pages of data. It can provide us with a lot of things, and it can carry us to anywhere we like. On the other hand, the Internet has a bad effect, some students are addicted to it, then they run away from school, which makes their parents very worried. So we young people should be careful.
这种合理的想象,既可以帮助学生夯实基础,发现自身存在的问题,又可以通过小组活动培养他们的合作意识。