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建构主义认为,知识不是通过教师传授得到的,而是学习者在一定的情境即社会文化背景下,借助学习过程中其他人的帮助,利用必要的学习资料,通过意义建构的方式而获得的。互动教学活动让学生“自组织”,主动地、自发地投入到互动活动中,把学习过程看成是信息的构建过程。教师在设计阅读课的每一个互动环节时,要坚持全面性、开放性、新颖性、启发性、鼓励性、愉悦性的基本原则,以激趣、导学、互动、评价为操作模式。2008年,我校承担了广州市“十五”规划子课题《新课程背景下发展型互动有效课堂教学模式研究》。作为该课题阶段性研究成果的展示,笔者有幸上过多次以此模式开展的面向全校、全区、全市以及全国的公开课,均收到了听课老师的一致好评。现结合其中一节公开课的案例来探讨高中英语阅读课“互动教学”的操作模式。
1. 教学内容
人教新课标版必修二第四单元“Wildlife protection”的阅读课。
2. 教学设计
(1)总体思路
在读前阶段、阅读阶段和读后阶段设计形式多样的互动活动。通过互动活动使学生熟悉课文内容,学习与野生动物有关的词汇,了解更多的保护野生动物的知识。让学生既能增强用英语获取信息、处理信息、分析问题、解决问题的能力,又能用英语思维和表达与野生动物和保护野生动物相关的话题,提高热爱自然、保护野生动物的意识。
(2)教学过程
第一环节:激趣
Step Ⅰ Lead -in (3 mins)
At the very beginning,I will tell the students the objectives of the lesson. Then I will show some wild animals’ pictures and ask the students the questions:Do you know what endangered animals are dying out? Why are wild animals in danger of disappearing?
【教学设计目的:通过回答问题为学生即将要阅读的文章做准备。作为课堂起始阶段的一个热身训练,此步骤能够活跃课堂气氛,从而提高学生的学习兴趣。】
第二环节:导学
Step Ⅱ Pre-reading (1 min)
Ask the students to turn to page 26,and then ask the following question:After a glance at the title and the pictures, can you predict what the passage is about?
【教学设计目的:训练学生通过文章的标题、图片及已有知识对文章进行预测,提高预测的阅读微技能。】
第三环节:互动
Step Ⅲ Reading (25 mins)
Task1: Skimming (3 mins)
Ask the students to read the passage silently, and then ask the students to write down the main idea of the passage.
【教学设计目的:新课程理念要求学生掌握语篇整体框架的分析,这一步骤训练阅读微技能中归纳主旨大意的能力,帮助学生对文章整体有一个基本的了解。】
Task 2: Scanning (4 mins)
Read the passage paragraph by paragraph and write down its main idea and the supporting details.
【教学设计目的:通过通读课文,训练学生对文章的段落大意进行归纳概括的阅读微技能。】
Task 3: Characteristic (1 min)
Ask the students what kind of article the passage is.
【教学设计目的:通过对文章体裁的分析,提高学生分析文章的体裁的阅读微技能。】
Task 4: Open questions.(7 mins)
Ask the students to read the text again and make up WH-questions within their groups based on the reading. Each group chooses a best question and the other groups compete to answer it.
【教学设计目的:在这一步骤学生以小组讨论,设计阅读理解问题,其他小组抢答回答。通过师生互动、生生互动培养学生对课文的挖掘能力,以及自主学习、自主探究的能力,促进了学生思维的发展,激发了学习的动力,并且培养了合作精神。】
【教学效果:这一环节是本节阅读课的第一大创新点,不仅保证了学生的参与度,凸显了以学生为主体的思想,而且锻炼了学生的发散思维能力、语言运用能力和创新能力,整个课堂气氛热烈,将课堂教学推向了高潮。】
Task 5:Make up answers(5 mins)
Ask the students to read the text again and make up answers within their groups based on the text. Each group chooses 4 best answers to the question.Then show the students’ answers on the projector and the other groups compete to evaluate the answers.
【教学设计目的:这一步骤通过师生互动、生生互动来培养学生对课文的挖掘能力,以及自主学习、自主探究的能力。】
【教学效果:这一环节是本节阅读课的第二大创新点,让学生的思维和互动得以延伸,也是本节课的高潮部分。】
Task 6:Answer questions(5 mins)
Ask the students to answer some questions. They will get different points for their group according to different level questions, which are set from the easiest one to the most difficult one.
One point question:
(1) What does the word in italics refer to in the sentence “As they landed, things began to disappear (in Line 34)”?
Two points questions:
(2) Please put the sentences in the right order:
A. Daisy found her being watched by an elephant.
B. Daisy woke up and found a flying carpet.
C. As Daisy landed, things began to disappear including the monkey.
D. Daisy and her flying carpet were in a thick rainforest.
E. Daisy looked at an antelope which was looking sad.
(3) What does“respond” mean in the sentence“Daisy responded immediately (in Line 4)”?
(4) What does“endangered” mean in the sentence“As a result, we are now an endangered species (in Line 11)”?
Three points questions:
(5) What’s the author’s purpose of writing the passage?
(6) What should we do to protect wildlife?
【教学设计目的:问题由浅到深、由表及里,学生能够深入领会课文的细节和内涵,从而培养学生的阅读能力,让学生可以达到各自的学习目标,体验成功。】
StepⅣ Post-reading (9 mins)
Task 1: Summary (2 mins)
Ask the students to summarize tips for summing up the main idea of a story and how to guess the meaning of the new words from the context.
Task 2: Reading (7 mins)
Ask the students to read a passage and then answer some questions.
【教学设计目的:通过合作和师生互动、生生互动,达到拓宽知识、提升能力的效果,加大了学生在上课过程中的参与度,并完成了从信息输入再到综合运用的过程,使学生所学知识得到进一步的拓展和深化。】
第四环节:评价
StepⅤ Assessment (1 min)
Ask the students to make an assessment according to their behavior in their Assessment Table.
共3表,分别是课堂学习效果自我评价表、课堂表现自我评价表、课堂表现小组评价表(表略)
【教学设计目的:让学生自己对这一节课及时做出评价,及时总结与反思。】
StepⅦ Homework(1 min)
3. 教学反思
本节观摩课教师话语用时5分56秒,学生话语时间为31分钟,以Yes-no question
1. 教学内容
人教新课标版必修二第四单元“Wildlife protection”的阅读课。
2. 教学设计
(1)总体思路
在读前阶段、阅读阶段和读后阶段设计形式多样的互动活动。通过互动活动使学生熟悉课文内容,学习与野生动物有关的词汇,了解更多的保护野生动物的知识。让学生既能增强用英语获取信息、处理信息、分析问题、解决问题的能力,又能用英语思维和表达与野生动物和保护野生动物相关的话题,提高热爱自然、保护野生动物的意识。
(2)教学过程
第一环节:激趣
Step Ⅰ Lead -in (3 mins)
At the very beginning,I will tell the students the objectives of the lesson. Then I will show some wild animals’ pictures and ask the students the questions:Do you know what endangered animals are dying out? Why are wild animals in danger of disappearing?
【教学设计目的:通过回答问题为学生即将要阅读的文章做准备。作为课堂起始阶段的一个热身训练,此步骤能够活跃课堂气氛,从而提高学生的学习兴趣。】
第二环节:导学
Step Ⅱ Pre-reading (1 min)
Ask the students to turn to page 26,and then ask the following question:After a glance at the title and the pictures, can you predict what the passage is about?
【教学设计目的:训练学生通过文章的标题、图片及已有知识对文章进行预测,提高预测的阅读微技能。】
第三环节:互动
Step Ⅲ Reading (25 mins)
Task1: Skimming (3 mins)
Ask the students to read the passage silently, and then ask the students to write down the main idea of the passage.
【教学设计目的:新课程理念要求学生掌握语篇整体框架的分析,这一步骤训练阅读微技能中归纳主旨大意的能力,帮助学生对文章整体有一个基本的了解。】
Task 2: Scanning (4 mins)
Read the passage paragraph by paragraph and write down its main idea and the supporting details.
【教学设计目的:通过通读课文,训练学生对文章的段落大意进行归纳概括的阅读微技能。】
Task 3: Characteristic (1 min)
Ask the students what kind of article the passage is.
【教学设计目的:通过对文章体裁的分析,提高学生分析文章的体裁的阅读微技能。】
Task 4: Open questions.(7 mins)
Ask the students to read the text again and make up WH-questions within their groups based on the reading. Each group chooses a best question and the other groups compete to answer it.
【教学设计目的:在这一步骤学生以小组讨论,设计阅读理解问题,其他小组抢答回答。通过师生互动、生生互动培养学生对课文的挖掘能力,以及自主学习、自主探究的能力,促进了学生思维的发展,激发了学习的动力,并且培养了合作精神。】
【教学效果:这一环节是本节阅读课的第一大创新点,不仅保证了学生的参与度,凸显了以学生为主体的思想,而且锻炼了学生的发散思维能力、语言运用能力和创新能力,整个课堂气氛热烈,将课堂教学推向了高潮。】
Task 5:Make up answers(5 mins)
Ask the students to read the text again and make up answers within their groups based on the text. Each group chooses 4 best answers to the question.Then show the students’ answers on the projector and the other groups compete to evaluate the answers.
【教学设计目的:这一步骤通过师生互动、生生互动来培养学生对课文的挖掘能力,以及自主学习、自主探究的能力。】
【教学效果:这一环节是本节阅读课的第二大创新点,让学生的思维和互动得以延伸,也是本节课的高潮部分。】
Task 6:Answer questions(5 mins)
Ask the students to answer some questions. They will get different points for their group according to different level questions, which are set from the easiest one to the most difficult one.
One point question:
(1) What does the word in italics refer to in the sentence “As they landed, things began to disappear (in Line 34)”?
Two points questions:
(2) Please put the sentences in the right order:
A. Daisy found her being watched by an elephant.
B. Daisy woke up and found a flying carpet.
C. As Daisy landed, things began to disappear including the monkey.
D. Daisy and her flying carpet were in a thick rainforest.
E. Daisy looked at an antelope which was looking sad.
(3) What does“respond” mean in the sentence“Daisy responded immediately (in Line 4)”?
(4) What does“endangered” mean in the sentence“As a result, we are now an endangered species (in Line 11)”?
Three points questions:
(5) What’s the author’s purpose of writing the passage?
(6) What should we do to protect wildlife?
【教学设计目的:问题由浅到深、由表及里,学生能够深入领会课文的细节和内涵,从而培养学生的阅读能力,让学生可以达到各自的学习目标,体验成功。】
StepⅣ Post-reading (9 mins)
Task 1: Summary (2 mins)
Ask the students to summarize tips for summing up the main idea of a story and how to guess the meaning of the new words from the context.
Task 2: Reading (7 mins)
Ask the students to read a passage and then answer some questions.
【教学设计目的:通过合作和师生互动、生生互动,达到拓宽知识、提升能力的效果,加大了学生在上课过程中的参与度,并完成了从信息输入再到综合运用的过程,使学生所学知识得到进一步的拓展和深化。】
第四环节:评价
StepⅤ Assessment (1 min)
Ask the students to make an assessment according to their behavior in their Assessment Table.
共3表,分别是课堂学习效果自我评价表、课堂表现自我评价表、课堂表现小组评价表(表略)
【教学设计目的:让学生自己对这一节课及时做出评价,及时总结与反思。】
StepⅦ Homework(1 min)
3. 教学反思
本节观摩课教师话语用时5分56秒,学生话语时间为31分钟,以Yes-no question