有效的小學(xué)英語課堂提問教學(xué)教材課件

有效的小學(xué)英語課堂提問我國教育家陶行知先生曾說過，“發(fā)明千千萬，起點(diǎn)是一問?！睈垡蛩固挂舱f過：“提出一個(gè)問題比解決一個(gè)問題更為重要?！币?、為什么要在課堂中提問？Discussion課堂教學(xué)中什么時(shí)候你會提問？你會提什么類型的問題？請舉例說明。引起學(xué)生注意，激發(fā)學(xué)習(xí)興趣引導(dǎo)內(nèi)容理解回憶學(xué)習(xí)內(nèi)容，引導(dǎo)進(jìn)一步思考發(fā)現(xiàn)問題及時(shí)檢查實(shí)現(xiàn)互動交流提高口語表達(dá)二、什么是有效的課堂提問？提出更少的問題。提出更好的問題。提問要有一定的深度。提問要有廣度。有合適的等候時(shí)間。面向適當(dāng)?shù)膶W(xué)生。根據(jù)問題的形式分類：a.Yes/no問題。b.選擇性問題。c.Wh-問題。d.How/why問題。提問的類型有哪些？根據(jù)提問的目的與要求分類：a.引導(dǎo)性提問b.強(qiáng)調(diào)性提問c.鞏固性提問根據(jù)英語課堂教學(xué)的順序和環(huán)節(jié)分類：a.新課導(dǎo)入時(shí)的提問b.授課過程中的提問c.總結(jié)性提問根據(jù)答案的伸縮性分類：close/open

questions封閉性問題/開放性問題convergent/divergent

questions聚合性問題/發(fā)散性問題display/referential

questions展示性問題/參考性問題5.根據(jù)問題的難度分類：low-level/high-level

questions淺層問題和深層問題淺層問題側(cè)重記憶和信息再現(xiàn)。深層問題超出記憶和事實(shí)性信息的范圍，要求學(xué)生進(jìn)行復(fù)雜的、抽象的思維，能對材料進(jìn)行分析、綜合、評價(jià)，并且具有相對較高的解決問題的能力。三、課堂提問的作用是什么？教師互動式的提問---有效形成和諧的師生關(guān)系。例如：一位教師在教授動詞過去式時(shí)是這樣引入的。

We

have

just

had

a

long

holiday,what

is

it?Yes,itwas

the

National

day.I

believe

that

you

had

a

goodtime.For

me,

I

went

to

Hong

Kong

with

myfriends.And

we

did

a

lot

of

interesting

things

there.Do

youwant

to

guess

what

I

did

there?接下來教師又問到：Ienjoyed

myselfinHongKong.Howabout

you?Wheredid

yougoandwhatdid

youdothere?Let's

share!......教師激趣式的提問---有效激發(fā)學(xué)生學(xué)習(xí)的興趣。例如：一位老師在嘗試閱讀教學(xué)時(shí)是這樣做的。老師將閱讀材料的名稱定為“Chicken

girl”。不難看出老師試圖從名字上吸引學(xué)生的閱讀注意力。一上課，老師就從ppt

上顯示了一個(gè)叫做Tracy

的女孩并提出問題：Today,we're

going

to

learn

a

storyabout

this

girl---Tracy.

People

usually

call

herChicken

girl.Why

do

we

call

her

“Chicken

girl”?教師懸念式的提問---有效訓(xùn)練學(xué)生的思維能力。例如：老師通過讓學(xué)生閱讀故事的方式整理了人們在生活中接觸到的大量的食物方面的詞匯，總結(jié)出

some

people

like

meat,some

others

likevegetable,and

still

some

like

sweets.

We

knowthat

food

is

good.But

doctors

say

that

food

is

notgood,what

do

you

think

of

it?四、小學(xué)英語課堂提問中存在的問題？Before

asking--

too

many/dificult/easy/random

questionsNotwell-designed,carefully-plannedquestionsWhile

asking--

ask

the

questions

not

in

a

righttime/way--

not

in

the

right

speed,

tooquicklyAfter

asking--

the

too

short

waiting

time--

the

wrong

way

of

taking

care

of

question-answering--

the

feedback

is

not

timely,

positive

enough--

don’t

often

encourage

Ss

to

ask

questions例1：T:

How

are

you?S1:

I’m

fine

thank

you.T:

What

day

is

ittoday?S2:

Today

is

Friday.T:

What’s

the

weather

like

today?S3:

It’s

fine.T:

Do

you

likeEnglish?S4:

Yes,

I

do.

I

like

it

verymuch.語言、情景不真實(shí)。例2：T:

What

day

is

ittoday?S2:

It’s

Wednesday.T:

Do

you

have

anyhobbies?S2:

Yes,

I

do.

I

likeswimming.T:

What’s

my

hobby?

Guess?S3:

I

think

you

likedancing.語言不真實(shí)，邏輯混亂。例3：When

is

Easter?What

is

on

the

hat?What

do

people

give

children?What’s

in

the

big

eggs?Where

do

people

celebrate

Easter?問題多而雜，主題不清。例4：What

day

is

ittoday?Do

you

want

to

see

some

pictures?Understand?Are

you

clear?Ok?缺乏真實(shí)交際意義。例5：Can

you

guess

where

is

he

from?Do

you

know

what

is

hername?Can

you

tell

me

this

passage

is

about

what?How

to

say

inEnglish?Can

you

make

a

sentence

about“bag”?Are

you

OK?語言不規(guī)范。案例分析小學(xué)英語課堂問與答存在的問題問題的設(shè)計(jì)要有層次、有梯度，要步步相因，環(huán)環(huán)相扣，層層相遞；要遵循從易到難、自簡至繁、由淺入深、由表及里的原則，一步一個(gè)臺階把問題引向深入。【課堂案例1】在一次英語展示課上，教師向?qū)W生展示了一幅圖片，圖片上是兩個(gè)小孩子，一個(gè)男孩，一個(gè)女孩，在果實(shí)累累的蘋果樹下開心地握手，樹上的鳥兒似乎也為他們的友誼喝彩。教師讓學(xué)生觀察片刻后，看圖說話，師生的對話大致如下：T:

What

about

this

picture?

What

do

you

see,

Danny?Danny:

The

picture

is

big.

I

can

see

abird.T:

Yes,

you

are

right.

Can

you

see

otherthings?Danny:

Oh!

This

is

a

girl,

that

is

a

boy.T:

Yes.

Who

can

help

her

to

say

something

about

thepicture?S1:

The

girl

and

the

boy

are

standing

under

the

tree.T:

Oh!

Look

carefully.S2:

This

picture

is

beautiful.T:

Yes.

But

anything

else?S3:

They

are

saying

hello

to

each

other.T:

OK!…T:

The

girl

has

long

hair,

the

boy

has

short

hair.

Canyou

see?Ss:

Yes?！菊n堂案例2】在觀摩優(yōu)質(zhì)課教學(xué)PEP

Book

7

Unit

4

Let’s

read中，有位教師一邊講解課文一邊連續(xù)問了以下問題：1.

Is

this

letter

from

whom?2.

Where

does

Alice

live?3.

What’s

Alice

hobby?4.

Who

is

Alice’s

twin

sister?5.

What’s

Ann’s

hobby?6.

Who

likes

sports?7.

Who

likes

Art?8.

Who

is

“me”

?/Who

is“you”?9.

Where

does

Liu

Yun

live

in?10.

Does

Liu

Yun

has

a

sister

orbrother?11.

What’s

Liu

Yun’smom?12.

What’s

Liu

Yun’sdad?13.

What’s

his

hobby?14.

What’s

Liu

Yun’s

hobby?【課堂案例3】在教學(xué)“color”時(shí)，我們常會利用一些物品，進(jìn)行以下的問答:T:

What

color

is

thepencil?S:

It’s

yellow.【課堂案例4】在一節(jié)小學(xué)英語課上，教師教了句型What’s

yourname,please?My

name

is…之后，展開了以下的對話練習(xí)。T:

Hi.I’m

Miss

Wu.

What’s

your

name?Ss:

My

name

is…T:

Ask

and

answer

in

pairs.S1:What’s

your

name,

please?S2:

My

name

is…【課堂案例５】有一位教師在教授（牛津英語）6B

The

seasons時(shí)，與學(xué)生進(jìn)行了如下對話：T:

Can

you

tell

me

something

about

the

weather

insummer

in

New

York?

Can

you

use

your

ownwordsto

say

something?S:

The

weather

in

New

York

is

very

hot.T:

Anything

else?S:Eh...T:

Is

it

as

hot

as

inChina?S:

Yes.T:

Good,

sitdown.【課堂案例６】有一位教師在教學(xué)(PEP小學(xué)英語)Module6Unit2

It’sin

the

north

of

China時(shí)，讓學(xué)生聽兩遍錄音后，就向全體學(xué)生提出了一系列的問題。具體如下：a)

Where

did

Ling-

ling

go?b)

When

did

she

go?c)

Who

did

she

gowith?d)

Where

is

Xingjian?e)

What

did

sheride?f)

What

mountain

did

sheclimb?g)

What

lake

did

shevisit?h)

Did

she

have

a

goodtime?【課堂案例７】教Module6

Unit2

It’s

in

the

north

of

China.時(shí)，老師設(shè)計(jì)了以下四個(gè)問題：A)

Where

did

Lingling

go?B)

Where

is

Xinjiang?C)

What

mountain

did

sheclimb?D）What

have

you

learnt

from

the

text?五、課堂提問的方法有哪些？導(dǎo)入新課時(shí)提問例如：在教蘭金仁教授主編的《兒童智能英語》

Book

I

Unit

24時(shí)，老師用提問導(dǎo)入新課。結(jié)合新課內(nèi)容，設(shè)計(jì)了以下問題：教師指著前兩課的圖片讓學(xué)生回答：Where

is

the

boy?

He

is

under

the

tree.Where

is

the

rabbit?

It

is

behind

the

tree.What

do

you

see

under

thetree?There

is

a

flower

under

the

tree.從學(xué)生的回答中逐步引出問句：Is

there

a

flower

under

the

tree?并幫助學(xué)生回答：Yes,there

is.教師指物提問：Is

there

a

robber

behind

the

tree?學(xué)生答：Yes,there

is.這些都為新授內(nèi)容作了鋪墊，并由此很自然地導(dǎo)入到新授內(nèi)容：Is

there

a

TV

in

the

room?2.過渡處提問例1：在教學(xué)BookⅡUnit

1時(shí)，在教完本課單詞father,mother,elderbrother,elder

sister,photo,family后，要過渡到基本句子的教學(xué)，老師設(shè)計(jì)了以下問題：Who

is

the

man

in

the

photo?

/What

is

he?Who

is

the

woman

in

the

photo?

/What

is

she?Who

is

the

big

boy

in

the

photo?

/What

is

he?Who

is

the

big

girl

in

the

photo?

/What

is

she?Who

is

the

little

boy?

/What

are

you?從這些問題很自然地過渡到基本句子：How

many

people

are

there

in

your

family?例2:教師在教學(xué)NSE

Book6

Module5

Unit1時(shí)，要求學(xué)生會運(yùn)用單詞“heavy、light、broken

、pocket、easy”等詞描述事物的特征。她通過創(chuàng)設(shè)情境利用過渡性問題順利地完成了教學(xué)任務(wù)，設(shè)計(jì)的過渡問題如下：情境一：（叫兩位學(xué)生到講臺前提兩個(gè)事先準(zhǔn)備好的重量不一的紅、黑色背包）T：I

want

to

goto

Fuzhou.

Please

bring

the

two

bags

for

me

.Canyou

?（學(xué)生1提包時(shí)肩膀歪一邊）Q1:Oh,is

this

red

bagheavy?（師用卡片呈現(xiàn)“heavy—重的”同時(shí)幫助提包）并說：“Yes,it’s

heavy.”，教授新詞匯heavy；用同一方法教授light。情境二：（師拿起紅背包并指著一口袋問）Q2:What’s

this

?(It’s

a

pocket.教授pocket。)Q3:What’s

in

it

?(It’s

a

balloon.師拿出氣球。)Q4:Can

you

blow

it?(師做吹的動作,然后讓一名學(xué)生試吹。)Q5：What’swrong?Isitbroken?(引出broken一詞教學(xué)，同時(shí)將氣球放在自己的口袋里。)Q6:Oh,where’s

my

broken

balloon?

(Ss:It’s

in

yourpocket.)情境三：師平舉黑色背包，指著背包底下的輪子問：Q7:What’s

this?(It’s

a

wheel.教授wheel。)Q8:How

many

wheels

can

you

see

?(Four.)情境四：師在講臺前拖背包走，一副輕松的樣子，并說：It’s

got

four

wheels.It’ll

be

easy

for

me.（師教學(xué)easy和句型。）突出重點(diǎn)時(shí)提問例如：Book

ⅢUnit

5，本課的重點(diǎn)是：She

is

going

to

the

shop.

She

is

going

to

buy

acard.She

is

at

home

now.

She

is

writing

on

the

card.針對上述重點(diǎn)，教師設(shè)計(jì)了以下問題：Where

is

Mary

going?

Why?

What

card?Where

is

Mary?

What

is

Mary

doing

now?化解難點(diǎn)時(shí)提問例如：Book

I

Unit

14在初次教學(xué)疑問句“Is

this……?”時(shí)，學(xué)生既要理解問句的意思，掌握它的用法，還要學(xué)會用升調(diào)來提問。為了讓學(xué)生從理解、操練到掌握，可以設(shè)計(jì)以下問題：教師指著圖片自問自答，引出問句：Is

this

a

plane?

Yes,

it

is.Is

that

a

car?

No,

itisn’t.教師指物提問：Is

this

aplane?學(xué)生答：Yes,it

is.讓學(xué)生感知問句的句子結(jié)構(gòu)和語音、語調(diào)。學(xué)生跟說問句進(jìn)行初步操練：Is

this

a

bus/a

plane/a

car/a

train?教師提供替換詞，并用升調(diào)說，學(xué)生回答：pencil→Is

this

a

pencil?設(shè)置開放性問題，發(fā)散思維教師提出的問題應(yīng)能激發(fā)學(xué)生的思考與求知欲，促進(jìn)學(xué)生思維的發(fā)展，激發(fā)學(xué)生的探索欲望，并在探索活動中培養(yǎng)創(chuàng)造能力。六、課堂提問的策略是什么？例如：在教學(xué)season中的spring時(shí)，可以這樣設(shè)計(jì)教學(xué)問題：課前教師讓學(xué)生觀看有關(guān)春天的錄象，并且設(shè)計(jì)以下問題：1.

What’s

the

weather

like

in

spring?

It’s…2.

What

can

you

wear

in

spring?

I

can

wear…3.

What

can

you

see

in

spring?

I

can

see…4.

What

can

we

eat

in

spring?

I

can

eat…2.設(shè)置適度性問題，面向全體教學(xué)論有“可接受原則”，小學(xué)生心理學(xué)有“最近發(fā)展區(qū)”理論，按照“跳一跳就可摘到”的原則設(shè)疑提問是符合教育學(xué)、心理學(xué)原理的。例1:教學(xué)PEP

Book7

Unit

4

Let’s

read時(shí)，教師設(shè)計(jì)的問題可以以選擇題的形式出現(xiàn)，降低難度：1.

What

is

Alice’s

hobby?A.swimmingC.

riding

a

bikeB.divingD

.making

kites2.

What

is

her

sister

Ann’s

hobby?A.

drawing

picturesC.

collecting

stampsB.divingD.

making

kites然后以問答題的形式出現(xiàn)，提高難度，啟發(fā)思維：1.

How

many

people

are

there

in

Liu

Yun’s

family?2.

What’s

her

mother’s

hobby?3.

What’s

her

father’s

hobby?4.

What’s

Liu

Yun’s

hobby?例2：一位教師在教學(xué)PEP小學(xué)英語第四冊What

time

is

it?第一課時(shí)的問題設(shè)計(jì)是這樣的：T:Look

at

the

clock.

What

time

is

it?(整點(diǎn)時(shí)間)S:It’s…o’clock.（學(xué)困生）T:And

now

what

time

is

it?(非整點(diǎn)時(shí)間)S:It’s…（一般學(xué)生）T:Don’t

look

at

the

clock.

Guess

what

time

is

it?It’stime

for

dinner.(撥動到合理時(shí)間)S:It’s…（優(yōu)生）設(shè)置時(shí)效性問題，激起學(xué)習(xí)興趣例如：在準(zhǔn)備一節(jié)教授color的英語課時(shí)，教師給每位學(xué)生一幅沒有色彩的風(fēng)景畫，問道：Is

it

beautiful?學(xué)生馬上搖頭了。于是教師向?qū)W生提出建議：Let’smake

a

colorful

picture,OK?學(xué)生很興奮地在畫上添上豐富的色彩。T:

What

color

is

yourcloud?S1:

It’s

white.S2:It’s

grey.It’s

rainy.(邊說邊將天空涂上灰色）…T:

My

sky

is

grey.

What

about

your

sky?S3:It’s

blue.（邊說邊將天空涂上藍(lán)色）T:

What

color

is

yourrainbow?S4:It’s

red

,yellow,

pink,

green,

purple...T:

What

color

are

thetrees?S5:They’re

green.S6:They

are

yellow.

Now

it’s

autumn.設(shè)置探究性問答，鼓動學(xué)生質(zhì)疑例如：大家公認(rèn)為平淡無奇的課堂開場白，F(xiàn)ree

talk，也可以設(shè)計(jì)得異?；钴S：T:

Good

morning,

boys

and

girls!

Nice

to

meet

you.I’m

your

new

teacher.I’m

Miss

Cen.

May

I

have

yournames?學(xué)生都踴躍的向新老師介紹自己。T:

Good.

I

think

all

of

you

have

best

friends

in

yourclass.

Can

you

introduce

your

friends

to

Miss

Cen?學(xué)生也爭著要把自己的好友介紹給老師。T:

Wonderful!

Now

I

know

a

lot

about

you.

Do

youwant

to

know

something

about

Miss

Cen?

You

canask