一区二区三区乱码在线_ 【獨家】課堂教學(xué)案例及分析

課堂教學(xué)案例

高超：天津市第三中學(xué)教師

這是九年級的寫(xiě)作課教學(xué)。我校九年級的學(xué)生在寫(xiě)作方面還是存在問(wèn)題，我受到學(xué)生作文思路凌亂和教材“Online Shopping” 的啟發(fā)，在練習材料中找到了這篇文章，現在很多中學(xué)的作文，實(shí)質(zhì)上還是翻譯句子的比較多，學(xué)生沒(méi)有自己的思考，基本的觀(guān)點(diǎn)已經(jīng)給出，難免有的學(xué)生不理解，就變成了字對字的翻譯。

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教學(xué)設計：Study on the Internet

教學(xué)時(shí)間：45 分鐘

教學(xué)內容分析

Starting with a short video about Coursera, this lesson presents a passage on the topic of Study on the Internet in which many useful expressions are properly and correctly used. Depending on the students’recognition abilities, they are asked to understand the passage and write a short essay in class with the existing structure. With enough authentic input as well as a series of controlled, semi-controlled and open activities on the target language, students should be able to express their own opinions about a certain topic.

教學(xué)目標

1. 語(yǔ)言知識目標

To grasp the following vocabulary:resource,search engine,convenient,advantage,disadvantage,distinguish ...
To use the following expressions in a passage:
Recently, ...
... has a lot of advantages ...
First/To begin with ...
What’s more/In addition ...
Finally ...
However/But/On the other hand ...
In my opinion, ...

2. 語(yǔ)言技能目標

To enable students to get main information about the topic and develop students’reading skills.
To enable students to write a new composition with the target language.

3. 學(xué)習策略

To actively participate in class activities.

4. 文化意識

To have a better understanding of different ways of study.
To realize that online study has been changing the lives of people around the world.

5. 情感態(tài)度

To help students develop the dialectical mind by realizing that everything has two sides.
To show students that every coin has two sides.

教學(xué)重點(diǎn)難點(diǎn)

1. 教學(xué)重點(diǎn)

To help students understand the target language of study on the Internet.
To help students grasp the structure of the passage.

2. 教學(xué)難點(diǎn)

To help students to express themselves in the argumentative writing.
To develop the students’abilities of applying the writing structure on other topics.

教學(xué)過(guò)程

Warming-up & Leading-in

活動(dòng)目的

To familiarize the students with the name of different stores and lead in the topic of Study on the Internet.

教師活動(dòng)

Play the video.

Ask what the main idea is.

Introduce more ways of study.

Introduce some new words.

學(xué)生活動(dòng)

Watch the video.

Say the key words in the video.

Think about other ways of study.

Learn the new words.

Reading

活動(dòng)目的

To help students have a better understanding of the passage.

To help students grasp the structure of the passage.

To develop students’dialectical mind.

教師活動(dòng)

Check if students understand the passage through fast reading and detailed reading.

Ask students to find the main idea of the passage and each paragraph.

Let students find the advantages and disadvantages of study on the Internet.
Ask students to guess the content of paragraph 4 and show the original text after discussion.
Let Students to give the title of the passage.

學(xué)生活動(dòng)

Match four paragraphs with their main ideas.

Work in pairs.

Conclusion

活動(dòng)目的

To guide the students to summarize the structure of the passage and clarify the function of each paragraph.

教師活動(dòng)

To Help students understand the structure of the passage by drawing a picture.

Lead Students to find the connective words, such as to begin with, what's more, last but not least, however, in addition, finally.

學(xué)生活動(dòng)

Follow the teacher to finish drawing the picture.

Group writing

活動(dòng)目的

To improve students’writing ability of using the target language.

教師活動(dòng)

Group the students and ask each group to write a passage about another topic by using the given structure.

Help students do a group writing and let each student write one part of the passage.

Invite several groups to present their passages and other students give comments on their performance.

學(xué)生活動(dòng)

Work on the task according to the task descriptions in groups.

Some present the passages in class and others listen carefully and give comments.

板書(shū)設計

作業(yè)布置

Polish the passage.
Topic writing: Students Use Mobile Phones

教學(xué)反思

Recently, with the wide use of the Internet, online study has become ________ popular in China.More and more people, as long as they are connected to the Internet, choose to study online. You can go on the Internet and learn almost everything anywhere at anytime. It is very __________. Write down something you want to know in the search engine, click the mouse and then you can get plenty of ____________.

Compared with the traditional classroom learning, online study has many advantages. To begin with, online study provides people with plenty of resources. It’s quite easy for people to get much useful information only by clicking the mouse. What’s more, without space and time limitations, online study takes place whenever and wherever you want. Last but not least, it can save money because you don’t need to pay for books by studying online.

However, some people believe that it also has some disadvantages. First of all, when you have some difficulties, sometimes teachers cannot help you immediately. In addition, we cannot distinguish the true from the false now and then. Finally, you cannot always communicate with your teachers and classmates face to face.

__________________________________________________________________________________________________________

____________________________________________________________________________________________________________

Task Paper

Group writing:

Communication on the Internet

Recently, ________________________________________________________________________________________has many advantages. ________________________________________________However, __________________________________________________________

In my opinion, ____________________________________________________________________.

學(xué)習的有效性源于活動(dòng)的有效性

孫泓：青島市普通教育教研室研究員

反復學(xué)習高老師的教學(xué)設計，收獲很多。

Warming-up and leading-in環(huán)節中，教師通過(guò)放視頻使學(xué)生，引導學(xué)生抓關(guān)鍵詞，通過(guò)師生交流、學(xué)習新詞，為有效學(xué)習文本學(xué)習做好鋪墊。學(xué)生多感官參與學(xué)習，有“watch，think，say and learn”確保了學(xué)習的有效性。

Reading環(huán)節活動(dòng)設計層層遞進(jìn)，體現了學(xué)生思維參與的深度，保證了學(xué)習的有效性，學(xué)習方法的有效滲透。此環(huán)節通過(guò)學(xué)生速讀抓主要信息，細讀找段落大意，Pairwork發(fā)現advantages，disadvantages，猜出第四段內容，最后給出文本題目。層層遞進(jìn)的活動(dòng)設計和閱讀策略的滲透，加上全員參與，為有效學(xué)習提供了保障。

Group writing環(huán)節是輸出活動(dòng)。學(xué)生基于任務(wù)進(jìn)行小組活動(dòng)，共同完成一個(gè)passage。寫(xiě)，作為輸出活動(dòng)，在此做到了人人參與。既有人人一句的寫(xiě)作，還有真實(shí)的學(xué)習展示交流，更有學(xué)生之間的互評，這是有效的、真實(shí)的學(xué)習交流，是很好的輸出。另外，仔細閱讀張老師和高老師的交流，我又學(xué)到很多。

基于Dale的經(jīng)驗之錐對高超老師課例中學(xué)生學(xué)習活動(dòng)進(jìn)行分析

魯子問(wèn)：華中師范大學(xué)教授

非常同意各位老師對于教學(xué)目標、教學(xué)材料、教學(xué)活動(dòng)的討論，相同觀(guān)點(diǎn)我不再重復。我基于Dale的經(jīng)驗之錐分析高超老師課例中的學(xué)生學(xué)習活動(dòng)。

高老師一開(kāi)始用視頻導入，這是對所看內容掌握率30%的watch video活動(dòng)，作為導入活動(dòng)，效果不錯。

然后是閱讀活動(dòng)，這是閱讀課，必須有這個(gè)環(huán)節，盡管學(xué)生對所讀內容的掌握率只有10%，還在讀的過(guò)程中有兩人一組的討論，而且有填入語(yǔ)句，這是有效率70%的hands-on，對前面的閱讀是一個(gè)補充，遺憾的是，動(dòng)手時(shí)間較短。

然后是在老師引導下完成文章結構圖分析，這是對所聽(tīng)所看掌握率50%的attend an exhibit和watch a demo（看老師完成結構圖）。

之后是對所做內容掌握率達到90%的Model a real experience。

所以整節課效率非常高。這節課我在現場(chǎng)觀(guān)摩學(xué)習，看到學(xué)生都能寫(xiě)出與范文結構一致的文章，達到學(xué)習所讀文章結構進(jìn)行寫(xiě)作的讀寫(xiě)目標。

但較為遺憾的是，這個(gè)寫(xiě)作活動(dòng)的范文的“典范”性不夠。這樣，盡管學(xué)習活動(dòng)很有效，但學(xué)習的范本不夠典范，導致學(xué)習成效不是很高，就像學(xué)生跟我學(xué)打籃球一樣，即使學(xué)習活動(dòng)再有效，成效也不會(huì )很高；而跟姚明學(xué)打籃球，即使學(xué)習活動(dòng)效率不是很高，但成效依然會(huì )很高。

所以，這節課如果需要調整，需要調整的不是學(xué)習活動(dòng)，而是文本選擇。

當然，基于現有文本，也可以開(kāi)展有控制的教學(xué)。從現有文本出發(fā)，我有一個(gè)與高老師略微不同的教學(xué)設計，主要是分散閱讀時(shí)間，穿插有效性較高的hands-on活動(dòng)在閱讀之中，從而提高對寫(xiě)作技能的掌握率（這里不是培養閱讀能力，而是培訓寫(xiě)作能力）：

用文字、圖、表格明確告訴學(xué)生，本節課要求學(xué)生寫(xiě)一篇文章介紹他們自己的網(wǎng)絡(luò )學(xué)習經(jīng)歷，說(shuō)明其優(yōu)劣。問(wèn)學(xué)生是否需要范文幫助。這是運用掌握率10% 的讀 + 20% 的聽(tīng) + 30% 的圖，進(jìn)行多通道的綜合呈現。

讓學(xué)生一分鐘通讀所選文章，看這篇文章是否可以作為范文。引導學(xué)生達成共識：這篇文章可以作為范文。這是10% 的讀 + 50% 的觀(guān)看展示（范文其實(shí)一直在展示）。

讓學(xué)生兩分鐘認真閱讀第一段，三分鐘分析其結構，引導學(xué)生建構該段落在整篇文章的結構，發(fā)現其結構與語(yǔ)句的范文價(jià)值，分析其觀(guān)點(diǎn)、觀(guān)點(diǎn)表達與論證方式的不足。這是10% 的讀+ 70% 的hands-on。（一般情況下，我不贊成這樣的分段閱讀，但這是learn/read to write，不是write to learn，所以設計為分段閱讀與分析。）

讓學(xué)生兩分鐘認真閱讀第二段，三分鐘分析其結構，引導學(xué)生建構該段落在整篇文章的結構，發(fā)現其結構與語(yǔ)句的范文價(jià)值（如按照重要性排列優(yōu)勢），分析其觀(guān)點(diǎn)、觀(guān)點(diǎn)表達與論證方式的不足。這是10% 的讀 +70% 的hands-on。

讓學(xué)生兩分鐘認真閱讀第三段，三分鐘分析其結構，引導學(xué)生建構該段落在整篇文章的結構，發(fā)現其結構與語(yǔ)句的范文價(jià)值（如按照影響大小排列劣勢），分析其觀(guān)點(diǎn)、觀(guān)點(diǎn)表達與論證方式的不足。至此學(xué)生完成整篇文章結構建構與語(yǔ)句價(jià)值發(fā)展。這是10% 的讀 + 70% 的hands-on。

讓學(xué)生模仿文章結構、規避觀(guān)點(diǎn)和觀(guān)點(diǎn)表達與論證方式的不足，各自寫(xiě)作自己的網(wǎng)絡(luò )學(xué)習經(jīng)歷。這是掌握率90% 的model a real experience。

請各層次學(xué)生代表分享作文，看是否與范文結構一致、語(yǔ)句邏輯關(guān)聯(lián)性一致，是否規避了文章觀(guān)點(diǎn)、觀(guān)點(diǎn)表達與論證方式的不足。這是掌握率50% 的觀(guān)看展示，對學(xué)生代表來(lái)說(shuō)是掌握率90% 的presentation。

當然，我的這一設計顯得太樸實(shí)，若是需要，可以使用計算機技術(shù)等加以?xún)?yōu)化。

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