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余文森教授认为:课堂教学的有效性是指通过课堂教学使学生在知识技能、过程方法与情感态度价值观等方面得到协调发展。通俗地说,学生是否有进步或发展是衡量教学有效性的唯一指标。凡是能有效地促进学生发展、有效实现预期教学效果的教学活动,都可以称之为有效教学。
今年4月,笔者有幸参加了由江苏省中小学教学研究室主办的江苏省“小学英语课内外阅读教学”专题研讨会。由江宁实验小学的宫文胜老师和申菁老师执教的两节不同年级的英语阅读课带给我深深的思考。他们的课都很优秀,但更多的是因为“有效”而更加精彩。
【教学片断1】
教师用PPT呈现多个国家的风景名胜及人们的生活、娱乐的照片。
T: Many nice places and nice people. What’s your favorite?
S1: I like France best.
T: Why?
S1: Because France is a romantic country. I want to go there when I grow up.
T: OK, I see. You speak English so well and you have your own ideas. What about you?
S2: I like America best. Because it is a big developed and beautiful country.
T: Oh, you are a clever boy. You can make such a good sentence.
S3: I like China best. Because it is my country. I was born here and grow up here and it’s becoming stronger and stronger.
T: You moved me, girl. We should learn from you. We love our mother country.
【教学片断2】
T: Boys and girls, I know you like games. Let’s play a game. It’s named‘ Me, too’.
Rules: Stand up quickly and say‘ Me, too’, if you do the same thing at the same time.
T: I get up at six o’clock every day.
Ss: Me, too.
T: You are all early birds. The early bird will catch the worm.
T: I go to school at seven o’clock from Monday to Friday.
Ss: Me, too.
T: I like going to work. Do you like going to school?
Ss: Yes.
T: Good boys and girls.
T: I watched TV at twelve o’clock last night.
Ss: Me, too.
(有部分同学没有准确判断,只是因为惯性说了Me, too)
T: Aha… You were watching TV at twelve last night.
Ss: No.
T: What were you doing at that time?
S1: I was sleeping.
T: What about your father?
S1: He was working.
T: So, we did different thing at the same time.
T: How about different people in different places? Let’s watch and circle. What places are mentioned?
在这两个教学片断中,我们看到,这样的课堂是高效且充满趣味的。我们不妨回头看一看,教师为此都做了什么。
一、创设“有效”的导入
课堂导入的重要性毋庸置疑。不同的教学内容有不同的教学导入,有些教师喜欢由学生已有的旧知识导入新知识。上述这两位老师用了不同的方法导入新课:片断1先给学生美的享受,让学生欣赏世界上不同国家的风景名胜和人们生活娱乐的图片,把遥远的英国伦敦、澳大利亚悉尼、美国纽约等由PPT引入到学生的课堂之中。从孩子们的眼睛里看到的都是激动和向往;片断2用一个“Me, too”的游戏进入同一时间不同地点的人们在做着的不同事情这个主题的学习。上课伊始就用优美的图片、动感的画面、紧张刺激的游戏、欢快的气氛将学生的心牢牢抓住,课堂上学生保持高昂的情绪,学习起来也会比较轻松。
因此,有效的课堂导入应该有利于激发学生的学习积极性,同时应该具有一定的导向性,为顺利完成教学目标而服务。形式上可以是一首与教学内容相关的歌曲或歌谣,或是一些学生喜爱的游戏,或是一些图片或是某一话题,等等。
二、进行“有效”的评价
今年4月,笔者有幸参加了由江苏省中小学教学研究室主办的江苏省“小学英语课内外阅读教学”专题研讨会。由江宁实验小学的宫文胜老师和申菁老师执教的两节不同年级的英语阅读课带给我深深的思考。他们的课都很优秀,但更多的是因为“有效”而更加精彩。
【教学片断1】
教师用PPT呈现多个国家的风景名胜及人们的生活、娱乐的照片。
T: Many nice places and nice people. What’s your favorite?
S1: I like France best.
T: Why?
S1: Because France is a romantic country. I want to go there when I grow up.
T: OK, I see. You speak English so well and you have your own ideas. What about you?
S2: I like America best. Because it is a big developed and beautiful country.
T: Oh, you are a clever boy. You can make such a good sentence.
S3: I like China best. Because it is my country. I was born here and grow up here and it’s becoming stronger and stronger.
T: You moved me, girl. We should learn from you. We love our mother country.
【教学片断2】
T: Boys and girls, I know you like games. Let’s play a game. It’s named‘ Me, too’.
Rules: Stand up quickly and say‘ Me, too’, if you do the same thing at the same time.
T: I get up at six o’clock every day.
Ss: Me, too.
T: You are all early birds. The early bird will catch the worm.
T: I go to school at seven o’clock from Monday to Friday.
Ss: Me, too.
T: I like going to work. Do you like going to school?
Ss: Yes.
T: Good boys and girls.
T: I watched TV at twelve o’clock last night.
Ss: Me, too.
(有部分同学没有准确判断,只是因为惯性说了Me, too)
T: Aha… You were watching TV at twelve last night.
Ss: No.
T: What were you doing at that time?
S1: I was sleeping.
T: What about your father?
S1: He was working.
T: So, we did different thing at the same time.
T: How about different people in different places? Let’s watch and circle. What places are mentioned?
在这两个教学片断中,我们看到,这样的课堂是高效且充满趣味的。我们不妨回头看一看,教师为此都做了什么。
一、创设“有效”的导入
课堂导入的重要性毋庸置疑。不同的教学内容有不同的教学导入,有些教师喜欢由学生已有的旧知识导入新知识。上述这两位老师用了不同的方法导入新课:片断1先给学生美的享受,让学生欣赏世界上不同国家的风景名胜和人们生活娱乐的图片,把遥远的英国伦敦、澳大利亚悉尼、美国纽约等由PPT引入到学生的课堂之中。从孩子们的眼睛里看到的都是激动和向往;片断2用一个“Me, too”的游戏进入同一时间不同地点的人们在做着的不同事情这个主题的学习。上课伊始就用优美的图片、动感的画面、紧张刺激的游戏、欢快的气氛将学生的心牢牢抓住,课堂上学生保持高昂的情绪,学习起来也会比较轻松。
因此,有效的课堂导入应该有利于激发学生的学习积极性,同时应该具有一定的导向性,为顺利完成教学目标而服务。形式上可以是一首与教学内容相关的歌曲或歌谣,或是一些学生喜爱的游戏,或是一些图片或是某一话题,等等。
二、进行“有效”的评价