对中学英语课堂教学有效性的思考.docVIP

对中学英语课堂教学有效性的思考 浙江省宁波市鄞州中学外语组 沈惠君 “课堂教学有效”主要是指通过一段时间的教学之后，学生获得了具体的进步和发展。有效教学的核心是关注学生有没有学到什么或者学得好不好。如果学生不想学，不管老师教得多么认真也是无效教学。同样，如果学生学了却没有得到应有的发展，这样的教学也称不上是有效教学。所以，有效的英语课堂教学应该有这些特征：能激发学生对英语的强烈的学习兴趣；使多数学生能完成学习任务并使每个学生都有不同程度的收获；使学生体验到学习和成功的喜悦并产生进一步学习的愿望。 那么，教师如何来保证课堂教学的有效性呢？ 课前阶段：教师要设立恰当的、实际的教学目标 恰当地、实际地制定教学目标是保证教学有效性的前提。教学目标不恰当，教师就难以实现高效的英语教学，只有通过对教材和教学对象的仔细分析制订符合学生实际的教学目标，把学生的兴趣和需要作为实现目标的切入点，才能使学生学习热情高涨，才能实现良好的学习效果。 这里有一个教学课例：SEFC Book 2A Unit 10 Frightening nature 的 Reading 中有一篇阅读文章《Under the Volcano》，执教老师是这样进行教学的： Step1. Lead-in Nature is beautiful but sometimes it can be frightening because it may bring natural disasters. Please name some natural disasters. ( 教师在ppt 上呈现flood fire snow storm thunder storm sand storm dust storm earthquake tsunami…) The eruption of a volcano is one of the natural disasters. What happens when a volcano erupts? （显示图片帮助学生总结） Pompeii, a town in southern Italy, was buried under meters of hot ash and mud in the eruption of a volcano. （引出课文） 这是阅读课的导入阶段，教师通过“free talk”的方式从自然灾害引出课文内容“火山爆发”，符合学生的认知水平，所以这个阶段进展比较顺利，实现了自然导入课文的目的。 Step2. Reading Task (1) Find out the main characters and the relationship between them. 这是阅读课的第一阶段：快速阅读并能找到文章的某个细节内容。但是因为阅读时间不够充足，大部分学生甚至连人名还没有找全，更不要说完成“找出人物之间的关系”这个任务了。 Task (2) Find the sentences which describe the eruption of Mount Vesuvius and answer what Pliny the Elder did that day. 学生仔细朗读课文，教师给出一张PPT，请学生根据课文内容完成细节内容和回答问题。 在这个 “careful reading”阶段，只有少数几个同学能够准确回答问题。 Task (3) Deep understanding. Did Pliny the Elder decide to rescue his friend’s wife Rectina at the sight of the cloud rising from a mountain? What does the sentence “What started out as a trip for knowledge now called for courage.” mean? What did he do to calm his friend Pompy down? When Pliny the Younger found his uncle, he wrote that he looked more asleep than dead. What does this sentence suggest? And what do you think is the cause of his death? 在“deep understanding”阶段，学生在老师的引导、提示下勉强完成了任务。 Task (4) Talk time Please act as Rectina, Pompy, telling us