采用“互教互學”教學策略提高高中英語教學質(zhì)量

1、采用“互教互學”教學策略 提高高中英語教學質(zhì)量廣西南寧市南寧外國語學校 林萬春內(nèi)容摘要：新課程、新理念，新教材、新教法，實施新課程的過程是我們不斷探索的過程。新理念下的英語課堂教學需要教師積極探索教學新模式，轉(zhuǎn)變教學觀念?！被ソ袒W”英語教學模式的意義就在于它努力倡導新課程，體現(xiàn)新理念，有效實現(xiàn)了課堂教學與社會實踐的溝通，增進了師生之間、生生之間的互動、溝通和信任。真正做到以學生發(fā)展為本，通過“互教互學”凸顯學生的主體性地位，培養(yǎng)學生自主學習、合作學習、探究學習及發(fā)散思維的能力，讓學生能主動探索、互動交流、合作提高。關鍵詞：互教互學 互動交流 探究合作教學是教師的教與學生的學的高度統(tǒng)一,是師生

2、交往,積極互動,共同進步與提高的過程,沒有互動與交流,就不存在教學相長?！盎ソ袒W”高中英語教學,大大激發(fā)了學生的學習興趣,把機械枯燥的操練變成了靈活活躍的應用過程,為課堂教學的有效開展提供了有力的保障,也為課后學生的學習注入了活力,從而對學生英語表達能力的全面提高產(chǎn)生了極大的促進作用。  一、“互教互學”的概念  “互教互學”的理論依據(jù)是交際教學,它強調(diào)語言的多種用途和學習外語的多種目的,強調(diào)教學應以人為本,課堂組織應以學生為主。教師在講授課前對學生作適當?shù)囊龑?給學生提供交際情景、場合,幫助學生創(chuàng)造性地、自由地表達、交流自己的意見和思想?！盎ソ袒W”教學的基本

3、模式結(jié)構為:教師啟動學生自學小組討論組際交流練習評定。  二、高中英語“互教互學”課堂教學模式的策略  (一)確立目標，創(chuàng)設情境  教師在講授新課前對學生作適當?shù)囊龑?介紹相關背景知識及提出相關教學要求,為學生的理解打下良好的基礎。教師做好引導工作,掃清學生知識障礙,為學習新課提供豐富的感性材料,從而創(chuàng)設“互教互學”課堂教學的良好環(huán)境。 例如,在學習Unit 3 Inventors and inventions時,教師是這樣設定學習目標:1. Target language目標語言（1）重點詞匯和短語patent, dist

4、inguish, product, power, perfume, cube, abrupt, abruptly, convenient, expectation, monitor, passive, criterion, valid, application, file, rod, call up, now and then, set about, in case（2）重點句子The first thing I did was to see if there were any products that might help me, but there only seemed to be p

5、owders designed to kill snakes. Between the outside and the inside walls of the bowl there is some jelly, which freezes when cooled. The criteria are so strict that it is difficult to get new ideas accepted unless they are truly novel. Nor will you receive a patent until a search has been made to fi

6、nd out that your product really is different from everybody elses. 2. Ability goals能力目標Enable the students to describe the problem of the snakes and what has been done by the writer to solve the problem. Make them realize it takes steps to catch the snakes and its not easy to get a patent.3. Learnin

7、g ability goals 學能目標Help the students to learn how to retell the story and how to meet the requirements of getting a patent. Help the students how to describe the problem of the snakes and what has been done by the writer to solve the problem.Help the students to learn how to meet the requirements o

8、f getting a patent. 有效地創(chuàng)設教學情境，可以使學生身臨其境，加強感知，突出重點，突破難點，激發(fā)思維，輕松地接受新知識。同時，英語課堂教學情境創(chuàng)設的效能主要是引趣、激疑和誘思。(二)教師啟動“互教互學”的前提  教師的啟動可以指導學生進行各項活動,給學生創(chuàng)造更多的機會,幫助學生主動探求知識。同時教師是課堂的主導者和監(jiān)控者,可以起到反饋性指導的作用。教師應隨時觀察學生的進度和方向,堅持鼓勵發(fā)言,激發(fā)他們的學習興趣,從而產(chǎn)生一種探求知識的渴望。例如,進行Unit 3 Inventors and inventions教學時,教師可以提出如下問題: T: The

9、importance of inventions to social progress can never be changed. Each invention carries the world a step forward and provides stimulation for later ones. With inventions turning up all the time, our world is always taking on a new look. Teacher can ask the students to look at the pictures on Page O

10、ne and talk about the pictures with the teachers help, and then discuss the following questions. Work in pairs and talk about the three different things, telling them apart and giving reasons.1. What is a discovery? 2. What an invention is? 3. Whats the difference between a discovery and an inventio

11、n? 4. Which of these pictures show inventions? Does any of them show discoveries?5. What modern inventions do you know?在“互教互學”過程中，教師有效的指導，有利于學生以追求從探究中獲得新知；教師如何引導，何時介入，介入多少；這些，都要求在教學實踐中不斷摸索和總結(jié)，針對不同的探究活動，進行不同的指導。(三)學生自學是“互教互學”的基礎  在新授課伊始,教師要根據(jù)學生心理、生理特點,制定切實可行的、學生容易達到的“階梯式”教學目標,然后向?qū)W生提出本課的教學目標

12、,明確自學的方法和要求后,由學生個人自學讓其自己去發(fā)現(xiàn)問題、研究問題。例如, 在學習高中英語選修 Unit 3 Inventors and inventions時,筆者是這樣設制“階梯式”教學目標:  1. Enable the students to talk about inventions and discoveries.2. Help the students learn how to talk about inventions and discoveries.3. With teaching and studying methods, talk about how

13、 to talk about inventions and discoveries.教師要根據(jù)學生心理、生理上的特點，制定切實可行的、學生容易達到的“階梯式”的教學目標，然后向?qū)W生提出本課的自學目標，如難點式自學和嘗試解答式自學，明確自學的方法和要求后，由學生個人自學，讓其自己去發(fā)現(xiàn)問題、研究問題、解決問題，為小組討論做好準備。(四)小組討論是“互教互學”的主體  在學生自學的基礎上,讓學生首先自己“動起來”,學生在對相關問題學習思考的基礎上,開始小組討論,小組一般4人,由程度各異的學生組成,每隔一段時間,小組重新組合,永遠保持同組異質(zhì)、異組同質(zhì)的學習程度。在課堂上小組匯報

14、成員用英語匯報自己的自學情況,一般15分鐘,組員利用輪流式提問的方式提問,各小組成員利用英語匯報自己的自學情況,把在自學中遇到的問題總結(jié)出來讓大家一起思考討論,最后各小組長把組內(nèi)不能解決的問題歸納起來,以便在組際交流時能解決這些問題。在此過程中,教師充分發(fā)揮主導作用,通過巡視和參與,督促學生自主完成任務。例如，在學習高中英語選修 Unit 3 Inventors and inventions時,  I ask the students go through the whole text again and Id like the students to analyze the tex

15、t in details by discussing the following questions. 1. What are the attempts to catch the snakes2. What are the requirements of getting a patent 3. What are the writing techniques of this text?4. Whats the main idea of the text?5. What should we learn from this text?6. Whats the writing purpose of t

16、he writer?小組合作有利于培養(yǎng)學生的交際能力，有利于學生自我意識的形成和發(fā)展。小組合作學習是同學之間互教互學、彼此之間交流信息的過程，也是互愛互助、情感交流、心理溝通的過程。這樣的活動使分擔與成果共享，相互交流與相互評價，使學生能體驗到一種被他人接受、信任和認同的情感，這就為學生社會化程度的提高、交際能力的培養(yǎng)、自我意識的發(fā)展提供了充分的條件。    (五)組際交流是“互教互學”的關鍵  在小組討論后,進行組際交流,也是全班同學一起交流,組際之間進行討論、解答。經(jīng)過激烈的討論后,學生對課文的內(nèi)容有了更深入的了解。在討論過程中,

17、教師一定要做好調(diào)控工作,讓學生的討論始終圍繞課文中心話題,最后教師不失時機地進行引導,師生共同對所學內(nèi)容進行歸納,形成一致意見。例如，在學習高中英語選修 Unit 3 Inventors and inventions時,    在討論的過程中，教師一定要做好調(diào)控，讓學生的討論始終圍繞課文中心和話題，突出關鍵問題，不失時機地進行引導。T: Well, lets go on with Activity 2. Please look at the pictures and read the instructions below, discuss in grou

18、ps and finish the exercises.What was its possible use? Why?When and where did it appear in Europe?1. Its possible use isAbout 2. Its possible use is About 3. The south pointer was The navigational compass appeared in 這樣，不僅使每一位學生都可以在課堂上大膽地、盡情地交換各自的看法，使學生能積極主動地獲取知識，提高他們分析、判斷、推理等思維能力；而且在不知不覺中，學生們的語言技能也

19、得到提高，學習潛能和創(chuàng)造力得到發(fā)揮；更重要是培養(yǎng)了學生團結(jié)合作的精神，克服了自我中心、膽怯等不良心理品質(zhì)。(六)練習評定是“互教互學”的檢測  組際交流后,教師按一定的評價標準對各個學生進行全面、客觀、準確的評價。課堂練習是學生鞏固知識的必要環(huán)節(jié),也是檢測教學效果的有效手段。教師事先準備設計好的練習題,從知識的不同層次、不同側(cè)面讓學生練習測試。在練習的過程中讓學生互評、互議、互改,對其中出現(xiàn)的代表性問題,教師也不急于講解,而是采取組際交流的方法,通過學生互評、師生互評等手段來解決。例如，在學習Unit 3 Inventors and inventions之后，筆者就布置這樣

20、的練習先學生獨立完成，接著告訴大家分組討論，最后，教師與學生一道分析點評。1. First he made a list of the names of those _. Then he began to write the invitation cards.A. invitedB. being invitedC. to be invitedD. having been invited2. The first textbooks _ for teaching English as a foreign language came out in the 16th century.A. having

21、 writtenB. to be writtenC. being writtenD. written3. This method, _ in areas near Shanghai, _ in a marked rise in total production.A. trying; resultingB. tried; resulted C. trying; resultedD. tried; resulting4. The Olympic Games, _ in 776 B. C., did not include women players until 1912.A. first play

22、ed B. to be first played C. first playing D. to be first playing5. When I got back home I saw a message pinned to the door , _ “Sorry to miss you; will call later.”A. read B. reads C. to read D. reading6. The picture _ on the wall is painted by my nephew.A. having hungB. hangingC. hang D. being hung

23、7. Next he is going to write a science story about outer space _ by Science and Technology Press.A. published B. being published C. to be published D. publishing8. The lady said she would buy a gift for her daughter with the _.A. 20 dollars remainedB. 20 dollars to remainC. remained 20 dollarsD. rem

24、aining 20 dollars9. The Yellow River, _ to be “the mother river”, runs across China like a huge dragon.A. saying B. to say C. said D. being said10. The _ boy was last seen _ near the East Lake.A. missing; playingB. missing; playC. missed; played D. missed; to play“互教互學”采用當堂檢測教學效果的方法,反饋迅速、校正有力,讓學生理解學習的意義和目標。  三、高中英語課堂“互教互學”模式的意義  (一) “互教互學”充分發(fā)揮學生的主體地位,培養(yǎng)其創(chuàng)造性思維  在傳統(tǒng)的教學中由于教師的講授占主體地位,學生的學習帶有很大被動性和依賴性,學生的創(chuàng)新思維和創(chuàng)新能力的發(fā)展受到很大的制約,而在交流互動教學中,學生的主動性、自主性和獨立性較傳統(tǒng)的教學模式有很大的改善與提高。學生的主體地位代替了教師的主體地位,讓