課堂教學(xué)有效性的探索與實(shí)踐課件

1、Email: 課堂低效現(xiàn)象：有課堂低效現(xiàn)象：有“形式形式”少少“實(shí)質(zhì)實(shí)質(zhì)”新課程新課程的理念的理念 存在的問題存在的問題 充分利用現(xiàn)代教學(xué)技術(shù)（多媒體），開發(fā)英充分利用現(xiàn)代教學(xué)技術(shù)（多媒體），開發(fā)英語(yǔ)教學(xué)資源。語(yǔ)教學(xué)資源。 黑板上的板書機(jī)械地搬到屏幕上；黑板上的板書機(jī)械地搬到屏幕上；大量圖片和動(dòng)畫的堆砌；大量圖片和動(dòng)畫的堆砌； 注重注重“過程教學(xué)過程教學(xué)”，提倡，提倡“在做中學(xué)在做中學(xué)” 課桌圍成一圈，但無活動(dòng)；課桌圍成一圈，但無活動(dòng)；有活動(dòng)，但因時(shí)間有限，強(qiáng)行終止；有活動(dòng)，但因時(shí)間有限，強(qiáng)行終止；有活動(dòng)，問題太簡(jiǎn)單，無須討論；有活動(dòng)，問題太簡(jiǎn)單，無須討論； 強(qiáng)調(diào)讓學(xué)生強(qiáng)調(diào)讓學(xué)生“快樂學(xué)習(xí)快樂

2、學(xué)習(xí)” 活動(dòng)多多，下課反思：活動(dòng)多多，下課反思：“學(xué)生學(xué)到了什么？學(xué)生學(xué)到了什么？” 貫徹貫徹“以學(xué)生為本以學(xué)生為本”的教學(xué)理念，教師的角的教學(xué)理念，教師的角色為：引導(dǎo)者，調(diào)控者，參與者色為：引導(dǎo)者，調(diào)控者，參與者 教師站立講臺(tái)，學(xué)生自由聊天無調(diào)控教師站立講臺(tái)，學(xué)生自由聊天無調(diào)控教師象征性地走動(dòng)無引導(dǎo)；教師象征性地走動(dòng)無引導(dǎo)；更談不上參與學(xué)生活動(dòng)；更談不上參與學(xué)生活動(dòng)； 關(guān)注學(xué)生的情感，評(píng)價(jià)有助于增強(qiáng)學(xué)生英語(yǔ)關(guān)注學(xué)生的情感，評(píng)價(jià)有助于增強(qiáng)學(xué)生英語(yǔ)學(xué)習(xí)的信心學(xué)習(xí)的信心 表?yè)P(yáng)泛濫；表?yè)P(yáng)泛濫；大班教學(xué)，無暇顧及每個(gè)學(xué)生；大班教學(xué)，無暇顧及每個(gè)學(xué)生；課時(shí)緊張，寥寥數(shù)語(yǔ)，一點(diǎn)就過。課時(shí)緊張，寥寥數(shù)語(yǔ)，一

3、點(diǎn)就過。 低效課堂教學(xué)行為的特征：低效課堂教學(xué)行為的特征： 低效的講述行為；低效的講述行為； 低效的提問行為；低效的提問行為； 低效的練習(xí)行為；低效的練習(xí)行為； 低效的評(píng)價(jià)行為；低效的評(píng)價(jià)行為； 低效的課堂組織行為；低效的課堂組織行為； 低效的非語(yǔ)言行為低效的非語(yǔ)言行為一、有效教學(xué)的概念及基本訴求一、有效教學(xué)的概念及基本訴求1. 有效教學(xué)的概念有效教學(xué)的概念 “有效教學(xué)是教師遵循教學(xué)活動(dòng)的客觀規(guī)律，以有效教學(xué)是教師遵循教學(xué)活動(dòng)的客觀規(guī)律，以最優(yōu)的過程和最大的效率、效益促進(jìn)學(xué)生在知識(shí)與最優(yōu)的過程和最大的效率、效益促進(jìn)學(xué)生在知識(shí)與技能、過程與方法、情感態(tài)度與價(jià)值觀這技能、過程與方法、情感態(tài)度與價(jià)值

4、觀這三維目三維目標(biāo)標(biāo)上獲得整合、協(xié)調(diào)、可持續(xù)的進(jìn)步和發(fā)展，從上獲得整合、協(xié)調(diào)、可持續(xù)的進(jìn)步和發(fā)展，從而有效地實(shí)現(xiàn)預(yù)期的教學(xué)目標(biāo)，滿足社會(huì)和個(gè)人的而有效地實(shí)現(xiàn)預(yù)期的教學(xué)目標(biāo)，滿足社會(huì)和個(gè)人的教育價(jià)值需求而組織實(shí)施的教學(xué)活動(dòng)教育價(jià)值需求而組織實(shí)施的教學(xué)活動(dòng)”。（多（多、快、快、好、?。┖?、省） 2. 有效教學(xué)有效教學(xué)基本的訴求基本的訴求n標(biāo)準(zhǔn)一標(biāo)準(zhǔn)一學(xué)習(xí)共同體：教師和學(xué)生共同參與創(chuàng)學(xué)習(xí)共同體：教師和學(xué)生共同參與創(chuàng)造性活動(dòng)。造性活動(dòng)。n標(biāo)準(zhǔn)二標(biāo)準(zhǔn)二語(yǔ)言發(fā)展：通過課程發(fā)展學(xué)生語(yǔ)言，語(yǔ)言發(fā)展：通過課程發(fā)展學(xué)生語(yǔ)言，提高學(xué)生的文化素養(yǎng)。提高學(xué)生的文化素養(yǎng)。n標(biāo)準(zhǔn)三標(biāo)準(zhǔn)三情境性學(xué)習(xí)：教學(xué)聯(lián)系學(xué)生真正的生情境

5、性學(xué)習(xí)：教學(xué)聯(lián)系學(xué)生真正的生活經(jīng)驗(yàn)?；罱?jīng)驗(yàn)。n標(biāo)準(zhǔn)四標(biāo)準(zhǔn)四挑戰(zhàn)性教學(xué)：教學(xué)應(yīng)具有挑戰(zhàn)性，發(fā)挑戰(zhàn)性教學(xué)：教學(xué)應(yīng)具有挑戰(zhàn)性，發(fā)展學(xué)生的認(rèn)知思維。展學(xué)生的認(rèn)知思維。n標(biāo)準(zhǔn)五標(biāo)準(zhǔn)五教育性對(duì)話：教師通過對(duì)話進(jìn)行教學(xué)，教育性對(duì)話：教師通過對(duì)話進(jìn)行教學(xué)，特別是進(jìn)行教育性對(duì)話。特別是進(jìn)行教育性對(duì)話。有效教學(xué)應(yīng)該遵循的基本原則有效教學(xué)應(yīng)該遵循的基本原則 1.低耗節(jié)能原則。低耗節(jié)能原則。2.差異效益原則。差異效益原則。3.全面素質(zhì)原則。全面素質(zhì)原則。4.師生共進(jìn)原則。師生共進(jìn)原則。 二、實(shí)施有效課堂教學(xué)的策略二、實(shí)施有效課堂教學(xué)的策略（1）教學(xué)目標(biāo)的明晰。）教學(xué)目標(biāo)的明晰。（2）學(xué)生學(xué)情的把握。）學(xué)生學(xué)情的把握。

6、（3）教材的有效利用。）教材的有效利用。（4）資源的有效準(zhǔn)備。）資源的有效準(zhǔn)備。（5）預(yù)設(shè)方法的審視。）預(yù)設(shè)方法的審視。 備目標(biāo)、備核心環(huán)節(jié)、備練習(xí)、備板書、備變化。備目標(biāo)、備核心環(huán)節(jié)、備練習(xí)、備板書、備變化。（6）備課要采取靈活多樣的形式。）備課要采取靈活多樣的形式。1.有效備課有哪些基本要求？有效備課有哪些基本要求？（一）有效備課（一）有效備課2.有效備課方式有效備課方式“返璞歸真返璞歸真”型，即倡導(dǎo)型，即倡導(dǎo)“手寫式手寫式”備課方式。備課方式。 “我的講義夾我的講義夾” 我的講義夾我的講義夾 = 原原創(chuàng)精備創(chuàng)精備 + 翻唱名家翻唱名家 思考：思考：1.備課是為了備課是為了“好看好看”嗎？

7、嗎？2.關(guān)于集體備課關(guān)于集體備課 備修改案。備修改案。把教科書把教科書“備厚備厚”。剪貼式。剪貼式。 修改式。修改式。將集體備課將集體備課的成果進(jìn)行共享。的成果進(jìn)行共享。3.如何設(shè)計(jì)合理科學(xué)的教學(xué)目標(biāo)如何設(shè)計(jì)合理科學(xué)的教學(xué)目標(biāo)(1) 明確目標(biāo)行為的主體明確目標(biāo)行為的主體【案例一案例一】：Teaching aims:(1) Train students reading ability(2) Enable the students to know writing and printing process for an article(3) Help the students to fully un

8、derstand some key words, phrases and sentences. 【案例二案例二】 Teaching aims: To review some key words and phrases and grammar, i.e. changing sentences from direct speech into indirect speech.(2) To practice the students listening, speaking and reading skills.(3) To arouse the students autonomous learning

9、 through summary.(2) 預(yù)設(shè)的教學(xué)目標(biāo)要具體。預(yù)設(shè)的教學(xué)目標(biāo)要具體。(3) 分清教學(xué)過程和教學(xué)目標(biāo)分清教學(xué)過程和教學(xué)目標(biāo)n【案例三案例三】：nTeaching aims:n(1) Have a dictationn(2) Check the homeworkn(3) Learn some language points in then passage(4) (4) 要體現(xiàn)情感、態(tài)度、價(jià)值觀要體現(xiàn)情感、態(tài)度、價(jià)值觀 n 【案例四案例四】nTeaching aims for A Night the Earth didnt Sleep (Unit 4 Earthquake (Boo

10、k 1) :n According to the three-dimensional objectives: knowledge and ability, process and method, emotion, attitude and values, in this period, most of the students should learn how to describe an earthquake using what they have learned. By reading and understanding the text all of them can know som

11、e knowledge about an earthquake. The most important I think is that after studying this lesson Ss can learn how to survive an earthquake and how to rescue others during an earthquake and some of them can lay out some measures.n In this period, Ss will be made center of the class and teacher just act

12、s as director. Task-based method and discussion will be used.(5) 教學(xué)目標(biāo)要梯度化，要關(guān)注學(xué)生學(xué)習(xí)方式的優(yōu)化教學(xué)目標(biāo)要梯度化，要關(guān)注學(xué)生學(xué)習(xí)方式的優(yōu)化 【案例五案例五】Unit 2 Poems Book VI “A few simple forms of English poems”Teaching aims:(1) Most students can learn the key words and phrases by heart: poem, recite, convey, balloon, tease, salty, end

13、less, translate, translation, joy, anger, sorrow; nursery rhyme, take it easy, some others, score the goal, stay up, run out of, be made up of, be popular with by guessing, reading them and making sentences with them.(2) 60% students can tell the main develop steps of the history of English poetry a

14、s well as the characteristics of poems during different periods.(3) 40% students can learn to appreciate the beautiful poems and have a try to write some simple poems themselves. 一節(jié)聽課記錄：一節(jié)聽課記錄： 課題：課題：Unit 3 Computers (Who am I?) 課型課型：ReadingTeaching procedures:Step I. Study the new words1. The teach

15、er read the new words and the students followed.2. Students read the words themselves.3. Ask some students to read the words. (About 10 minutes passed.)Step II. Listen to the tape of the text(Ss opened their books.) and ask three students to read the text. (Another 6 minutes passed.)Step III. Look a

16、t books and translate the text sentence by sentence. (15 minutes)Step IV. Language points:1. simple-minded2. go by3. so.that4. deal with5. love doing enough(At this moment,the bell rang.The teacher had no time to give examples.Ss just wrote down some words and phrases in their note-books.)(二二)有效講授有效

17、講授 Unit 4 Earthquake(BI)Teaching procedures:Step 1 Warming up and Pre-reading 121.A short vedio about the earthquake on May 12, 2008 was shown.Then questions were followed:Question: What did you see in the short film? What does an earthquake bring to people?（Brainstorming according to the short film

18、 ）:S1: Everything is shaking; buildings and houses fall down; S2: Railways , roads and bridges are broken ;S3: Many people are killed and injured andmany more are still trapped in the ruins; S4: Water and electricity are cut off. People are in great need of help. 2. Then another short vedio about ho

19、w to rescue was shown. (The teacher asked the Ss to write down what they saw in the film. Try to describe the rescue situations with words they have learnt. According to what the students said, the teacher wrote down the follwing words and phrases on the blackboard. ) volunteer ,dig up, injure, ruin

20、, destroy, disaster, burst, rescue, collect money, send water, food, shelter, medicine, show love toQuestion :“The earthquake is so terrible, can we fortell an earthquake so that we can take measures to reduce the damages?” Step 2 While-reading 201.Fast reading Ss were asked to read the text fast an

21、d then find out the general idea of the passage and the main idea of each paragragh. (develop their reading skillskimming)2.Intensive reading Ss were asked to read the passage carefully to find out the detailed information about each passage. Some T&F exercises were presented. (scanning)Step 3 P

22、ost-reading Group work : discussion The topic is “How to survive the earthquake”. (Ss were divided into six groups and each group will answer one question. One student from one group gave their opinions and others can add something to complete it.)Some real situations:(1) If you are OUTDOORS when an

23、 earthquake happens, what should you do? (2) If you are in a HIGH BUILDING, (3) If you are DRIVING, (4) If you are HAVING CLASS, (5) If you are in a CINEMA, Situations: What should you do during the earthquake? (1) how to rescue those still trapped in the ruins; (2) how to take care of the survivors

24、; (3) where to put information for survivors and their families; (4) what to do with the buildings that survived the earthquake;Step 4 Homework 1 Written task: Ss were asked to write a short passage about how to survive in an earthquake according to their discussion. 【討論】【討論】：哪節(jié)課講授更有效？哪節(jié)課講授更有效？ 評(píng)價(jià)一堂

25、好課的標(biāo)準(zhǔn)，從目標(biāo)的角度看，是評(píng)價(jià)一堂好課的標(biāo)準(zhǔn)，從目標(biāo)的角度看，是學(xué)生的接受度，即學(xué)生掌握了多少。不是教師的學(xué)生的接受度，即學(xué)生掌握了多少。不是教師的教學(xué)進(jìn)度。一堂成功的課是具有個(gè)性特征的，體教學(xué)進(jìn)度。一堂成功的課是具有個(gè)性特征的，體現(xiàn)教師的個(gè)性魅力和知識(shí)結(jié)構(gòu)，采用有效的教學(xué)現(xiàn)教師的個(gè)性魅力和知識(shí)結(jié)構(gòu)，采用有效的教學(xué)方法，這些是鑲嵌在教師身上的，難以模仿。方法，這些是鑲嵌在教師身上的，難以模仿。有效講授的原則和方法：有效講授的原則和方法：（1）清晰明了。）清晰明了。（2）有吸引力。）有吸引力。（3）掌握節(jié)奏。）掌握節(jié)奏。（三）有效提問（三）有效提問 1.有效提問的標(biāo)準(zhǔn)有效提問的標(biāo)準(zhǔn):（1）清

26、晰。）清晰。 （2）問題的價(jià)值）問題的價(jià)值 。 （3）趣味性。）趣味性。（4）大眾性。（）大眾性。（5）廣度和開放性。（）廣度和開放性。（6）教師反饋）教師反饋2.有效提問十戒：有效提問十戒： 一戒提問專叫優(yōu)生，省時(shí)省力省心；二戒提問專找一戒提問專叫優(yōu)生，省時(shí)省力省心；二戒提問專找差生，哪壺不開提哪壺；三戒以問代罰，為難學(xué)生；差生，哪壺不開提哪壺；三戒以問代罰，為難學(xué)生；四戒不給時(shí)間，突然發(fā)問；五戒模棱兩可，節(jié)外生枝；四戒不給時(shí)間，突然發(fā)問；五戒模棱兩可，節(jié)外生枝；六戒越俎代庖，自問自答；七戒不置可否，不作評(píng)價(jià)；六戒越俎代庖，自問自答；七戒不置可否，不作評(píng)價(jià)；八戒大而無當(dāng)，無從作答；九戒多而瑣

27、碎，串講串問；八戒大而無當(dāng)，無從作答；九戒多而瑣碎，串講串問；十戒問如林，答如流，面上開花。十戒問如林，答如流，面上開花。教師教師A：1.Who was John Snow ? Why was he so famous ?2.When would the deadly disease be controlled?3.Was the map valuable ?4.When did the disease begin to slow down ?5.Was cholera spread by germs or in a cloud of gas ? 6.How many deaths did h

28、e find in another part of London?7.Why did the woman and her daughter die ? 8.How could John Snow able to announce that polluted water carried the disease?Unit 1 Great scientists (BV)教師教師B：1. What do you know about infectious disease? And what do you know about cholera? 2. Do you know how to prove a

29、 new idea in scientific research ?3. What are the two causes explaining how cholera killed people?4. What conditions allowed cholera develop ?5. Why do you think people believed that cholera multiplied in the air without reason ?6. What evidence did John Snow gather to convince people that idea 2 wa

30、s right ? 真正有效的提問是真正有效的提問是“傾聽傾聽”。不會(huì)談話的人喋喋不休，。不會(huì)談話的人喋喋不休，善于談話的人只是提問，并傾聽。善于談話的人只是提問，并傾聽。 一、是要尊重對(duì)方，讓對(duì)方感到安全、信任。一、是要尊重對(duì)方，讓對(duì)方感到安全、信任。 二、是要真誠(chéng)，目視對(duì)方，集中精力。二、是要真誠(chéng)，目視對(duì)方，集中精力。 三、是傾聽的過程中要有回應(yīng)，比如對(duì)對(duì)方說的問題三、是傾聽的過程中要有回應(yīng)，比如對(duì)對(duì)方說的問題 點(diǎn)頭示意或作出相對(duì)應(yīng)的反應(yīng)。點(diǎn)頭示意或作出相對(duì)應(yīng)的反應(yīng)。 四、要有耐心，寬容和理解對(duì)方的情感和表達(dá)方式。四、要有耐心，寬容和理解對(duì)方的情感和表達(dá)方式。 五、是傾聽要善于運(yùn)用移情，多

31、站在學(xué)生的立場(chǎng)上去五、是傾聽要善于運(yùn)用移情，多站在學(xué)生的立場(chǎng)上去 感受學(xué)生的語(yǔ)言和心理。感受學(xué)生的語(yǔ)言和心理。（四）有效的課堂教學(xué)活動(dòng)設(shè)計(jì)（四）有效的課堂教學(xué)活動(dòng)設(shè)計(jì)1. 流于形式的小組活動(dòng)。流于形式的小組活動(dòng)。2. 旨在作秀的競(jìng)賽活動(dòng)，搶答題在毫無旨在作秀的競(jìng)賽活動(dòng)，搶答題在毫無 秩序的狀況下進(jìn)行。秩序的狀況下進(jìn)行。3. 課堂活動(dòng)表演化。課堂活動(dòng)表演化。 課堂活動(dòng)應(yīng)有利于學(xué)生獲得語(yǔ)言知識(shí)和課堂活動(dòng)應(yīng)有利于學(xué)生獲得語(yǔ)言知識(shí)和發(fā)展語(yǔ)言的技能。教師設(shè)計(jì)和安排的各項(xiàng)活發(fā)展語(yǔ)言的技能。教師設(shè)計(jì)和安排的各項(xiàng)活動(dòng)都必須有明確的目的，每個(gè)活動(dòng)都應(yīng)以達(dá)動(dòng)都必須有明確的目的，每個(gè)活動(dòng)都應(yīng)以達(dá)成教學(xué)目標(biāo)為導(dǎo)向。如

32、果教學(xué)活動(dòng)脫離了教成教學(xué)目標(biāo)為導(dǎo)向。如果教學(xué)活動(dòng)脫離了教學(xué)內(nèi)容，偏離了教學(xué)目標(biāo)，那么再有趣的教學(xué)內(nèi)容，偏離了教學(xué)目標(biāo)，那么再有趣的教學(xué)活動(dòng)也難以收到理想的教學(xué)效果。學(xué)活動(dòng)也難以收到理想的教學(xué)效果。 （程曉棠（程曉棠2005） 【案例】【案例】 新人教版新人教版Module2 Unit 4 How Daisy learned to help wildlife是一篇閱讀文章。一位教師在處理是一篇閱讀文章。一位教師在處理完課文之后進(jìn)行了總結(jié)：完課文之后進(jìn)行了總結(jié)： Animals are beautiful and lovely , we should treat them as our frien

33、ds. Then which animal do you like best? 于是布置小組活動(dòng)任務(wù)：于是布置小組活動(dòng)任務(wù)：Talent Show . 教師給學(xué)教師給學(xué)生分發(fā)面具，要求每個(gè)小組扮演一種動(dòng)物，描述自生分發(fā)面具，要求每個(gè)小組扮演一種動(dòng)物，描述自己的己的appearance, talent, personality等。最后等。最后全班同學(xué)評(píng)出全班同學(xué)評(píng)出super Star。 另一位教師的也設(shè)計(jì)了小組活動(dòng)。首先提出另一位教師的也設(shè)計(jì)了小組活動(dòng)。首先提出一個(gè)課題一個(gè)課題“What should we do to protect animals? Which is the better

34、place for animals to live in, the forest or the zoo? Why?”學(xué)生按照不同觀點(diǎn)分為兩組，以小組為單學(xué)生按照不同觀點(diǎn)分為兩組，以小組為單位先通過討論，確定了課題所需的資料，根據(jù)個(gè)位先通過討論，確定了課題所需的資料，根據(jù)個(gè)人的特長(zhǎng)進(jìn)行分工，通過雜志、百科全書及互聯(lián)人的特長(zhǎng)進(jìn)行分工，通過雜志、百科全書及互聯(lián)網(wǎng)查詢收集資料，通過討論、比較，進(jìn)而形成自網(wǎng)查詢收集資料，通過討論、比較，進(jìn)而形成自己的觀點(diǎn)，并撰文形成展示資料。他們的作業(yè)圖己的觀點(diǎn)，并撰文形成展示資料。他們的作業(yè)圖文并茂地介紹了森林和動(dòng)物園的特點(diǎn)、動(dòng)物不同文并茂地介紹了森林和動(dòng)物園的特點(diǎn)、

35、動(dòng)物不同的生存條件以及不同環(huán)境對(duì)動(dòng)物的影響，最后是的生存條件以及不同環(huán)境對(duì)動(dòng)物的影響，最后是小組的觀點(diǎn)。小組的觀點(diǎn)。 其中一組學(xué)生認(rèn)為：其中一組學(xué)生認(rèn)為：“If the animals live in the forest, they have large land. They are free. They can run, jump,play with their children and catch other animals for food. They will not change their animal characters. They are happy.If the anim

36、als live in the zoo, most of them can only live in the same cages. They have nothing to do every day. They can only walk round and round. When they are tired, they sleep. They cant be happy. So we think its better for animals to live in the forest. And we mustnt destroy the forests and we mustnt eat

37、 wild animals, either, e.g. frogs, wild birds,snakes, deer and so on. Let them be far from our tables. We should protect the animals and their living enviroment to make them live happily.” 另一組學(xué)生持不同觀點(diǎn)，另一組學(xué)生持不同觀點(diǎn)，“Its not good for animals to live in the forest. They cant often find food, so they often

38、 feel hungry. If they are ill in the forest, they can not get good care. They will die. And they are often in danger. Some animals will be eaten by big animals or be shot by hunters. For these reasons, some kinds of animals are getting fewer and fewer.(出示一組瀕臨滅絕的動(dòng)物數(shù)據(jù)和照片出示一組瀕臨滅絕的動(dòng)物數(shù)據(jù)和照片)People are worried about them. But if they live in the zoo, they can have enough food. They can get good care in many ways. They can have more and more babies by artificial propagation(人工繁殖). They will be happy. So we think its better for animal