說教學(xué)策略,，秀英語素養(yǎng) ——記初中英語教研組開展教學(xué)策略&學(xué)科素養(yǎng)展示交流系列活動(dòng)之一
發(fā)布日期：2018-09-20 信息來源：
9月19日下午，我校初中英語教研組開展了以“說教學(xué)策略，秀英語素養(yǎng)”為主題的教學(xué)策略及學(xué)科素養(yǎng)展示交流系列活動(dòng),，活動(dòng)的主要形式為用英語說課,，以教學(xué)案例為載體來闡述教學(xué)理念和教學(xué)策略,。
此次活動(dòng)英語組21名教師全員參加,，按照年齡與教學(xué)經(jīng)驗(yàn)預(yù)計(jì)分三期完成全部展示。參加第一期英語交流活動(dòng)的教師共六位,，分別從英語教學(xué)的不同角度分享了他們的教學(xué)思考和經(jīng)驗(yàn),。
教研組長劉娟首先拋磚引玉，以一堂學(xué)生為主體的寫作課為例,，向大家展示了在傳統(tǒng)寫作教學(xué)中加入自評(píng)與互評(píng)表格,，指導(dǎo)學(xué)生學(xué)會(huì)運(yùn)用這些表格中的標(biāo)準(zhǔn)和原則來進(jìn)行自我評(píng)價(jià)和評(píng)價(jià)他人，從而引導(dǎo)學(xué)生反思自己的寫作過程,發(fā)展自主學(xué)習(xí)能力的做法,。
Writing is one of the most important and useful skills in students’ English learning. However, in a traditional writing class, the writing process usually follows a teacher-student one-way pattern, which is not very helpful for students to develop abilities in editing and proofreading, Therefore, it is essential for English teachers to establish a cooperative learning setting and to develop some effective scaffolding strategies as well as tools to help students learn to reflect on their own writing process to identify their strengths and weaknesses as writers. In Ms. Liu’s writing class, these come in the form of checklists for self-editing and peer-editing.
初一備課組長吳芳老師關(guān)注的是閱讀,。她首先介紹了上一輪初三總復(fù)習(xí)階段閱讀教學(xué)的幾點(diǎn)心得，閱讀文章分類講解,，一詞多義的總結(jié),，閱讀高頻詞句的匯總從多角度幫助學(xué)生提升閱讀能力，又以現(xiàn)在教授的七年級(jí)《典范英語》為例,，向大家展示了怎樣從起始年級(jí)開始系統(tǒng)性地培養(yǎng)學(xué)生的閱讀能力以及良好的閱讀習(xí)慣,。
Wufang first introduced several points about teaching reading in Grade 9, such as classifying different types of reading articles, summarizing the multiple meanings of words, and summing up the high-frequency words, which help students improve their reading ability from many perspectives. She also took "Good English" as an example, shows how to systematically develop students 'reading ability and good reading habits from the beginning grade.
宋莉莉老師也是以閱讀為例進(jìn)行說課。她以初一第一單元的閱讀教學(xué)為例,，從本節(jié)課的教學(xué)內(nèi)容,、學(xué)情分析、教學(xué)目標(biāo),、重難點(diǎn),、評(píng)價(jià)方式及整節(jié)課的教學(xué)設(shè)計(jì)等方面進(jìn)行了介紹,，著重分享了如何培養(yǎng)初一學(xué)生畫思維導(dǎo)圖的技能,。宋老師設(shè)計(jì)層層深入的教學(xué)活動(dòng)，其板書以思維導(dǎo)圖的形式逐步呈現(xiàn),。課堂上利用思維導(dǎo)圖幫助學(xué)生建構(gòu)解讀文本的知識(shí)結(jié)構(gòu),，以簡潔明了的方式呈現(xiàn)主要知識(shí)框架。課后布置了作業(yè)，讓學(xué)生從不同角度和層面,，并鼓勵(lì)學(xué)生發(fā)揮想象,，用多種形式繪制思維導(dǎo)圖，培養(yǎng)學(xué)生的發(fā)散性,、創(chuàng)造性思維能力,。在課上分享學(xué)生作品并提出修改意見，修改后的學(xué)生的作品可謂內(nèi)容充實(shí),、形式多樣,、設(shè)計(jì)美觀。
Mind Mapping is an efficient tool for both the students and the teachers in English reading. It can stimulate students’ motivation and imagination for reading. While how to draw the mind map in a correct way, we should pay attention to guiding students to understand it in classroom teaching. Mind Mapping in English reading is effective teaching means and learning way. It will arouse students’ learning interests, improve the interaction between the teacher and students, develop students’ creative thinking and increase the efficiency of English reading.
初三備課組長陶懿為大家梳理了適合英語教學(xué)的教學(xué)策略,，其中英語交際教學(xué)法是英語課堂最為普遍的英語教學(xué)方法,。但是，這種方法的目標(biāo)是什么,？焦點(diǎn)是什么,？在這種教學(xué)策略下可以開展的教學(xué)活動(dòng)有哪些？陶老師為我們帶來了一些答案,。此外,，她還利用自己真實(shí)的教學(xué)案例向我們展示如何最大限度激勵(lì)學(xué)生在課堂上表達(dá)自己， 使他們所學(xué)聯(lián)系其自身實(shí)際,， 以確保他們的學(xué)習(xí)內(nèi)容對(duì)他們有意義并且可理解,。
Communicative approach is one of the most popular teaching strategies used in English class. But what is the goal and focus of the approach and what are the possible learning activities under this approach? Our English teacher Tao Yi gives us some answers. Besides, she used her own class design example to show us how to maximally motivate the students to express themselves in class and relate what they are learning to students themselves to make sure they are learning something meaningful and understandable to them.
同樣介紹教學(xué)策略的還有王越老師，她介紹了什么是同伴教學(xué)法,。她提出了要對(duì)閱讀文本或聽力文本進(jìn)行深層次的分析,，通過設(shè)問的方式啟發(fā)學(xué)生思考，激發(fā)學(xué)生的求知欲,， 促使學(xué)習(xí)真正發(fā)生,。 同伴教學(xué)是用于檢驗(yàn)學(xué)習(xí)者及其同伴對(duì)于內(nèi)容的掌握與分析的一種教學(xué)策略，簡單卻能夠有效的促進(jìn)學(xué)生的參與,。同伴教學(xué)不只是先進(jìn)行講授,，再進(jìn)行討論這么簡單。教師需要階段性的向?qū)W習(xí)者拋出一些精心設(shè)計(jì)的概念性問題,。這些問題通常與常見的困惑與誤解有關(guān),，學(xué)生利用幾分鐘的時(shí)間來形成和組織自己對(duì)這些問題的答案，然后通過小組的討論合作來達(dá)成共識(shí),。小組的討論通常能夠讓學(xué)習(xí)者對(duì)概念進(jìn)行解釋,，并幫助那些在一開始沒有得到正確答案的小組同伴理清問題，形成正確的理解,。
The English teacher Wang Yue from Grade 7 explains what a peer instruction classroom is like. Students work on some exciting projects. That’s something they want to do. They love doing. So that’s when the real learning happens. That’s how they internalize the knowledge and think in English. This way, the students learn English not because the teachers tell them to do so. They learn because English is fun, interesting and meaningful. They are learning because they are curious, because they want to learn.
國際項(xiàng)目組長張麗君老師談得更具體,，跟大家分享了自己在平時(shí)教學(xué)中運(yùn)用不同的教學(xué)策略幫助學(xué)生積累詞匯量的方法,。眾所周知，在外語學(xué)習(xí)中詞匯量起到了至關(guān)重要的作用,，幫助學(xué)生擴(kuò)大詞匯量也是外語教師在外語教學(xué)中的重要目標(biāo)之一,。張老師通過如：教會(huì)學(xué)生使用詞典、詞匯本的積累,、完成思維導(dǎo)圖,、課前前測、課后積累,、詞匯周測,、及時(shí)記錄過程性評(píng)價(jià)并反饋等方式，引導(dǎo)和幫助學(xué)生積極主動(dòng)地背誦單詞并積累詞匯量,。
As English teachers we all have been trying several approaches to strengthen and broaden student’s vocabulary. From this year, Cora started to work more on helping her students improve their vocabulary. The first thing she does each week is to introduce new vocabulary by offering them a new vocabulary list and asking the students to read them aloud together. This gives the students practice speaking the words aloud and pronouncing them correctly. Knowing how to say new vocabulary words is just as important as knowing how to use them in a sentence. Using mind-maps is also a very good way to help students to re-organize and summarize their knowledge. Lastly and most importantly, Cora has recorded their daily and weekly test results in a timely manner in order to let the students see their scores quickly and reinforce that it’s their job to memorize words on time.
隨著課程改革的深入,，特別是高中英語新課程標(biāo)準(zhǔn)的頒布實(shí)施，對(duì)英語教師的學(xué)科專業(yè)素養(yǎng)提出了更高的要求,，因?yàn)榻處煹膶I(yè)化水平是有效實(shí)施英語課程的關(guān)鍵,。本次活動(dòng)便是英語教研組課堂教學(xué)改進(jìn)行動(dòng)的一部分，旨在提升組內(nèi)教師的專業(yè)素養(yǎng)和教學(xué)基本功,，促進(jìn)全體教師特別是青年教師的專業(yè)自我發(fā)展的內(nèi)驅(qū)力,。本次活動(dòng)全程進(jìn)行錄像，資料組內(nèi)共享,，作為后續(xù)學(xué)習(xí)提高的資源,。
（供稿：初中英語教研組 編輯：何穎）
