高三英語(yǔ)教學(xué)案例及分析

1、高二英語(yǔ)教學(xué)案例及分析 黃文靜一、教學(xué)內(nèi)容介紹該課是對(duì)高二英語(yǔ)選修8 ，Unit 2 中Discussion and writing 進(jìn)行設(shè)計(jì)的一堂寫(xiě)作欣賞和指導(dǎo)課。是在高中英語(yǔ)新課程改革背景下，對(duì)寫(xiě)作教學(xué)模式的一次嘗試性變革。該課一改傳統(tǒng)的以老師為教學(xué)主體，學(xué)生被動(dòng)接受的教學(xué)方法，鼓勵(lì)學(xué)生以小組合作的方式對(duì)問(wèn)題進(jìn)行主動(dòng)探究和討論以完成特定的任務(wù)。以此來(lái)培養(yǎng)學(xué)生自主學(xué)習(xí)和合作互助的精神，發(fā)揮他們的學(xué)習(xí)積極性和主動(dòng)性，激發(fā)學(xué)習(xí)英語(yǔ)的熱情。二、具體的教學(xué)設(shè)計(jì)流程本節(jié)課采用了“自主，互動(dòng)，探究”的教學(xué)方式，輔助以多媒體，達(dá)到較好的教學(xué)效果。教學(xué)流程如下：Step one: lead inQuesti

2、on: what kind of composition can be considered as a good one? Or we can judge a good composition from which aspects?The students would have a heated discussion about this question as it is not so difficult. Also, they would have different opinions.Step two:let the students look at three passage abou

3、t the same topic, then think about and talk about how the writer attracts the attention of the reader. For this task, the group would be very interested in it. Because every one of them can experience different writing ways of the begging of a composition. So they all have something to say about the

4、ir favorite one. Step threethe students will talk about how the writer shows the order of events. It is most easy for the student to find out the right words and phrases that show the order of events after their cooperation. This step aim to let them know the importance of the order, which can be li

5、nked in different words and phrases.Step fourthe students would like to share their opinion about how the writer shares feelings with the reader, as they are also the reader for the composition. They can appreciate the charming of the language. Step fivethe discussion for “how the writer used vivid

6、language to make the writing more interesting” would be very keen because every student can find out so many such sentences to tell their partners.Step sixwriting a composition that is similar to this one. Then ask some to present for the whole class who will correct it altogether.三、本課設(shè)計(jì)的指導(dǎo)思想要使英語(yǔ)教學(xué)的

7、效果達(dá)到最優(yōu)化，關(guān)鍵的問(wèn)題應(yīng)該是給學(xué)生創(chuàng)造一個(gè)寬松、民主、融洽的課堂環(huán)境，鼓勵(lì)他們體驗(yàn)、討論、合作和探究，發(fā)揮他們的學(xué)習(xí)主動(dòng)性和積極性。教師應(yīng)盡快從舊教材舊教法的框框中解放出來(lái)，轉(zhuǎn)變思想，更新觀念，注重“以人為本”，發(fā)揮學(xué)生的主動(dòng)性,充分體現(xiàn)以學(xué)生為中心的教學(xué)理念。再則，興趣是最好的老師，在教學(xué)實(shí)踐中應(yīng)重視學(xué)生學(xué)習(xí)英語(yǔ)興趣的培養(yǎng)，激發(fā)學(xué)生的學(xué)習(xí)興趣。對(duì)于傳統(tǒng)的老師講授學(xué)生聽(tīng)的教學(xué)方法，已很難激發(fā)學(xué)生的學(xué)習(xí)積極性。而通過(guò)小組的合作討論探究，學(xué)生學(xué)有所得，在發(fā)言的時(shí)候有話可說(shuō)，而且教師與學(xué)生的角色互換，使得學(xué)生有一種平等參與感，更能激發(fā)他們的學(xué)習(xí)興趣。四、教學(xué)方法分析本堂課遵循語(yǔ)言學(xué)習(xí)的規(guī)律，采用

8、任務(wù)型語(yǔ)言教學(xué)，以學(xué)生的生活經(jīng)驗(yàn)和興趣為出發(fā)點(diǎn)，設(shè)計(jì)的任務(wù)有明確的目的并具有可操作性。學(xué)生的小組討論以具體的任務(wù)為載體，以完成任務(wù)為動(dòng)力，把知識(shí)和技能融為一體，很好得完成了教學(xué)任務(wù)。在教學(xué)過(guò)程中，教師搬演的角色是組織者、引導(dǎo)者、合作者，誘導(dǎo)學(xué)生積極主動(dòng)地參與教學(xué)活動(dòng)。五 教學(xué)反思本堂課作為對(duì)傳統(tǒng)作文課堂教學(xué)模式的一次嘗試性變革，有著它不成熟的地方。比如說(shuō)，對(duì)于討論時(shí)間的把握不準(zhǔn)導(dǎo)致最后的結(jié)束很匆忙；對(duì)于討論小組成員的搭配可以進(jìn)行優(yōu)化設(shè)計(jì)，起到互相幫助的作用；對(duì)于學(xué)生在發(fā)言時(shí)出現(xiàn)的語(yǔ)言錯(cuò)誤糾正過(guò)少等等。但從另外一方面來(lái)講，這堂課給予了如許的收獲：首先，作為課堂活動(dòng)的組織者和設(shè)計(jì)者，能從實(shí)際情況出發(fā)，站在學(xué)生的角度看問(wèn)題，教學(xué)行為從面向部分學(xué)生向面向全體學(xué)生轉(zhuǎn)換，設(shè)計(jì)的任務(wù)目標(biāo)明確，可操作性強(qiáng)。有助于學(xué)生積累學(xué)習(xí)經(jīng)驗(yàn)和享受成功的喜悅。其次，在這堂課中，注重“以學(xué)生為本”，發(fā)揮學(xué)生的主動(dòng)性,通過(guò)小組合作討論探究