浅谈课堂教学中如何突出小学英语教学的生成性.docVIP

浅谈课堂教学中如何突出小学英语教学的生成性 生成性是新课程课堂教学的亮点，也是新课程课堂教学的难点。有效利用课堂的生成，能极大提高课堂效率，展现教师的魅力和高超的教学艺术。现举例说明课堂中我是如何突出教学的生成性的，与大家共同学习探讨。 片段一：巧设引入，激发兴趣。 T：Hello, boys and girls. I’ll be your teacher this class. Do you want to make friends with me? S:…… T: Hello, what’s your name? How are you?……What do you usually do on Sundays/Saturdays? S: I usually…… T: Let’s play games: (1).Listen and act.教师说动词词组，学生做动作，复习listen to music; take photos; play the piano; play football; wash clothes; sweep the floor; go swimming; play with a yo-yo; read books. (2).Look and guess.（多媒体快速闪现图片）学生看图片，说动作类词组，复习go shopping; collect stamps; grow flowers; make clothes; make model ships; surf the Internet. T: Do you like surfing the Internet? S: Yes, we do. T:I like surfing the Internet ,too. I often surf the Internet on Saturdays and Sundays. So, I often surf the Internet at the weekends. (多媒体出示Saturday + Sunday=weekend)T: Saturday and Sunday, we can say “weekend”.(多媒体出示end:结束)教读end,(多媒体出示weekend:周末)拼读weekend,(多媒体出示Saturdays + Sundays=weekends; on Saturdays and Sundays=at the weekends)教读at the weekends. 反思：学习兴趣是人对学习的一种认识倾向，它是由需要引起的一种情绪反应，对学习有明显的增效性。《英语课程标准》也指出,要培养学生对英语有持续的兴趣和爱好。精心设计好导入，也是教师深钻教材，研究教法，有效构建教学程序的结果。本节课导入部分的设计就充分地把握住了“激趣”这一点，用做动作、猜测、加减替代变化等趣味活动为导向，引出这一部分的重点。听令做动作一下让孩子们身体舒展开来，消除了与老师之间的陌生感，图片闪现消失的猜测游戏，紧紧地抓住了学生的思维和注意力，让教学内容一下变得鲜活起来，给课堂增加了亮点。加减替代变化过程巧妙地引出了新内容，让学生带着好奇和新鲜掌握了新单词，达到了以旧引新的目的。这些都在无形中培养了学生听、说、做等综合能力。 片段二：拓展思维，比较迁移。 T: I often surf the Internet at the weekends. What do you often do at the weekends? S:(在教师的引导下应答)I often…at the weekends. T：(出示often)，教读often Ss：often T:I often surf the Internet at the weekends. What do you often do at the weekends?/How do you spend your weekends? S:I often… (多媒体出示ten; pen; weekend)T: Who can read the words? (多媒体出示spend:度过)T: Guess, how to spell ‘spend’?生猜读。 教读spend;拓展词组:spend my weekends; spend your weekends; spend his weekends; spend her weekends. T: Do you want to know how do I spend my weekends?(Yes, we do.)You may ask me:“How do you spend your weekends?”