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紫砂壶茶楼

桂子落画亭,梅影弄碧洲。胜迹追武陵,美酒流心沟。

 
 
 

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事情要做好,实惠要得到  

2011-04-20 12:34:59|  分类: 教育园地 |  标签: |举报 |字号 订阅

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【编者按】高中英语跨区教研活动已过去一周,陆续收到新教师的作业。今天登载正始中学钱霞、姜山中学王露熙两篇课例分析报告作为3E论坛的第八讲,相信会有更多的教师递交上乖的作业。勤思考,乐动笔至少有十利。

 

师傅说,事情要做好,实惠要得到。所有作业都入选2012年鄞州区高中英语论文、课例分析评奖活动,此一利也;通过听课,分析比较,结合自己的教学实际,修正自己的教学方法,此二利也;勤于思考,防止脑子“短路”,时刻保持对教育与教学的理性思考,使之成为某一时刻的一种“顿悟”,这样成长为一名高明的教师也就不远了,此三利也;经常锻炼自己的思维,象强健体魄那样加强力度,通过笔端,激发合乎逻辑的思辨能力,积累并浓缩自己的教学智慧去指挥自己的日常教学行为,此四利也;踩着别人的肩膀,总结分析教学的得失,少走弯路,不走弯路,保持“3E”态势,优化教学路子,此五利也;保持用英语进行思维的水准,平时勤奋练笔,就不会惧怕用英语“说课”,顺利通过职评和其它一些项目的参评,这是对自身专业技术水平的一种回报,此六利也;从教师专业发展的层面上来讲,既能教书育人、又具备理论高度的新型教师,正是目前教育所需求的,因此勤写论文课例报告就有可能使你成为这样的人才,从而更能得到领导的赏识、学生的爱戴、同事的尊敬,此七利也;日积月累,再回首看自己的笔耕园地,就是一笔具大的精神财富,而难能可贵的是你不曾是独人享受,在你结成硕果的田园里,一直有人分享着你的所得,你的教育思想和教学理念就是这样得到传播的,这是何等的荣耀,此八利也;在物欲横流的当今,更多人为房价、物价闹心时,我们拿起笔,用文字构建属于我们的精神殿堂,这远比高楼大厦华丽、壮美!那些产物终究会倒塌,只有我们用心筑起的教育城堡永远不会倒塌,于是我们的心就会淡泊,就会宁静,此九利也;在人命不及狗命的变态社会,假如我们不拿起笔来,把思维的火花点燃,用我们的血肉之躯把教育的神圣殿堂支撑起来,那要我们教师干什么?我们拿什么去拯救教育,拯救学生?新时期的教育家也许就在你此刻动笔时诞生了,你心中流淌的一条明溪,一定如甘醇般清洌,洒向学生心中,此十利也。老壶还可讲出许多“利”字来,十利百利,归根到底,赶快行动,千万别等到我这把老朽年纪,为时晚矣!

 

“十利”原创文字,欢迎引用,发扬广大!

 

作业题目重新列出,以便大家进一步思考:

 

一、三个老师是如何导入的?分析各自导入的特点和好处?

二、呈现生词方法的异同,分析在语境中使用生词的频率。

三、师生互动环节方面,三个老师是如何展开的?哪位老师做得更出色?

四、分析处理教材方法的异同,各有哪些特点?

五、三个老师是如何挖掘文章主题的,并在学习基础上作出了哪些延伸活动,你认为哪节课的课堂输出性言语活动更有效?

六、谁的作业布置更有效,为下一节课的继续学习开好头?

p3

  新教师作业展示(一)

Class Evaluation of

“Lottery Winners---Rich, but Happy?”

Zhengshi Senior High School

                                                 Jane (Qian Xia钱霞)

 

As William Butler Yeats said, “Education is not the filling of a pail but the lighting of a fire.” So does a class. A good reading class is an enjoyment of wise mind, a freshness of imagination and a vigor of emotions. If a class meets the standard of “efficient, effective and economical”, it can really touch a cord in students’ heart to acquire the knowledge. So I’d like to appreciate the three classes according to the “3E”.

ⅠEfficient

Teaching goals to the class is just as soul to a person. Time is limited for a certain class, so we must make sure what is the most important points to teach and design all the related tasks. From this point of view, I believe that careful analysis of teaching goals is the first and most essential step to be efficient. Before listening to the three classes, I think the most important goal for this reading passage is to highlight “Is wealthy directly lead to happiness”. Now let’s see what the three teachers regard as the core value of this reading material.

As for class one, Miss Tu wants to emphasize whether hitting the jackpot means 100% advantages and can be constantly happy, which I think is a good emotional goal. And it’s quite good that her design of the activities for reading is closely related to the goal as we can see from the followings:

In the lead-in section, she put forward the question that “why do so many people keep buying lottery tickets”, which will help students realize the fact that many people chase after one another to dream about becoming a millionaire overnight. Then it naturally transferred to the core question “whether hitting the jackpot means 100% advantages”. Curiosity will drive students move on to read the passage efficiently. But still there is a suggestion for the teacher. Though the beginning game of lottery winning made the whole class heated, it really cost too much time and is not necessarily connected with the core teaching goal.

When it comes to class two, the key teaching goal is to find out whether being rich makes people happy. But I’m sorry to say that the post-reading activity is not a good comprehensive output practice. In while-reading section, much time is spent on “Is lottery winner always be rich and happy?” as well as “What should lottery winners do to secure their fortune?” However, the topic for post-reading activity is “what personal qualities help a person to handle money well”, which I can discuss without any information learned from the passage. So the material is not made full use of.

Different from class one, the core teaching goal given by Mr Le in class three is to have a sense of financial planning. Hitting the jackpot together with financial planning can lead the winners’ life to happiness. It’s not difficult for us to discover that the class is well organized under this key goal. “What will you do after you hit the jackpot?” in the lead-in section is an efficient way to guide the students to think in the right way. The design of the table for the two cases also illustrates the teacher’s real teaching aim by comparing the behavior and the present living status to show the importance of financial planning. Later a case is followed to let students make proper financial planning by using what they have learned from the reading passage. Throughout the class, expressions for finance, the value of the passage and reasonable output practice are all covered.

ⅡEffective

J.Agell, an Amercian psychologist said, “The primary purpose of education is not to teach you to earn your bread, but to make every mouthful sweeter.” So how can a lesson be effective and let the sweet tastes linger on students’ hearts? In my opinion, timely feedbacks and reality practice are the most successful way in the three lessons to make students be at the center of the class.

When students are thinking a certain topic, it’s natural for them to make mistakes in expression. But teachers have to be alert and offer the proper versions. Only pay too much attention to the understanding and analysis of the content is not really effective and significant. Never ignore the timely feedbacks, which will help students form a good habit of thinking precisely. 

More importantly, we have to develop students’ critical thinking. Nowadays we always find that students’ time are so fully occupied by their homework that they have no way to accumulate knowledge for developing original views with profound meaning. In class three, guided by the key purpose of financial planning, Mr Le firstly help the students summarize the suggestions we can take and then add a supplementary material from BBC to show what do westerners really do to secure their fortune, which let the abstract suggestions come down to the earth and also make students’ mind broadened. After that a reality practice is put forward to let students do financial planning ---a good way to combine theory with practice. In all, class three makes full use of the material not for the purpose of finish reading the whole passage but for digesting it and deepening our thoughts. To this degree, I think such class is more effective.

Ⅲ Economical

A typical place to show an economical class lies in the homework design. Above all, reasonable and feasible should be considered, after which we can try to cultivate students’ emotional world by extending homework. As for the three classes, class two and three just ask students to give a second thought to the unfinished tasks in class, while class one have a more detailed requirement. Students in class one are asked not only to go over the new words and expressions but also write a short review on lottery winning. So students are quite sure what they should do and all the tasks are closely related with the reading passage.

Conclusion

All the three classes have its own creative designs to show the value of this passage with enough input and reasonable output. If a class can live up to the 3 “E”---efficient, effective and economical, the joy of teaching and learning and the unfailing childlike appetite of what's next will last forever.

 

宁波外国语学校听课感想之英语课堂的导入

姜山中学   王露熙                                                2011.4.18

 

上周三,我参与了在宁波外国语学校举行的英语教研活动,很幸运能够听三位非常出色的英语教师的三节课。三位老师都有自己独到的教学特色和非常棒的课堂掌控能力,这几节课听下来真是让我获益良多,尤其是他们风格迥异的导入方法,真的是让我大开眼界。“良好的开端是成功的一半”。英语教学实践也很好地证明了这一点。老师导入成功,能吸引学生,使学生产生求知欲和好奇心,从而积极主动地参与课堂教学,为整个教学成功奠定一个良好的基础,从而有效的完成教学任务。

首先简要阐述下这节课的材料内容。这份阅读材料主要是描述了一些中了彩票的人生活发生了翻天覆地的变化,例举了 Michael Carroll和Laurie Grant 两个人的生活起伏。但是由于他们都经不住金钱的诱惑,使得原本平淡的生活也被毁了。然后作者提出了要合理理财的观点进行总结。这份阅读材料文字篇幅较长,并且生词众多,话题给学生既熟悉又陌生的感觉,这就要求老师用适当的手法引出话题,并正确引导学生进行文章的阅读。

其次我想大致回顾下三位老师各自的导入手法。第一位老师设置了一个抽奖的环节,学生通过抽奖来感受 “How lucky you are!”并且,“What’s the name of this game?”从游戏引出文章的讨论主题“Lottery”,这样的导入首先充分激发了学生的学习兴趣,并且学生赢取了一些小奖品来体会“幸运从天而降”感觉,也利于理解阅读材料中主人公的心态。在奠定一定的情感基础之后,“Why do so many people keep buying lotteries without winning anything sometimes?”这个问题能够启发学生思考到底彩票能够给人带来什么变化,不可否认彩票能给人带来衣食无忧的生活,那么是不是“Hitting the jackpot =100% advantage?”带着这个问题,老师引导学生展开阅读,这样的导入方式总共花了13分钟。

第二位老师的导入手法相对比较简洁,仅仅用时5分钟,形式以一个假设性的问题来导入,“If I won 5 million Yuan, I would _________.”学生充分展开想象,整个回答问题的过程也是学生参与着一种情态体验,能帮助学生体会文章中主人公的心情,便于更好地理解文意。

那么第三位老师的导入也是通过设置了两个假设性的问题引起学生的思考,“What kind of ways can you think of to become a millionaire?”以及“What will you do after you hit the jackpot?”前者问题的目的主要是暖场,然后引出文章讨论的主题“Lottery”;后者问题主要是为了激发学生好奇心与学习兴趣,让学生可以通过回答第二个问题来体会一夜暴富之后的感受,也能帮助学生深层次挖掘文章的主旨,用时为10分钟。

这三位老师导入环节的设置都能充分调动学生参与的兴趣与积极性,并且引出话题,但是形式上有所不同,导入的切口和侧重点也不同。

我认为第一位老师的导入方式比较新颖,令我印象深刻。老师通过组织小游戏让学生“感同身受”中奖的愉悦感受。唯一美中不足的是,由于步骤较多,投入到导入部分的时间比较长,这也会直接导致后面的时间紧张,学生阅读不够充分,从而影响教学进度。但是导入部分就已经提出“Hitting the jackpot =100% advantage?”这样的问题,已经将理解文意挖掘到一定的深度,让学生带着问题去思考和阅读,可以帮助学生理解文章主旨,这样的导入应该说是很有效的,尤其是面对高年级的学生,阅读文章不仅仅是要抓住主要内容,把握细节,更重要的是能够体会文章的深意。但是,花费在这个环节上的时间略显多了,我在想老师是否再进行一点小改动,可以将游戏形式简而化之,使游戏既能发挥作用又能提高课堂的教学效率,将时间留给后面的环节,也可以增加学生的有效输出。

至于第二位老师和第三位老师都是采取创设情境,提出若干个假设性的问题,形式虽然不算新颖,但是这样的导入手法时间花费相对较短,问题的设置紧扣主题,不仅仅引起学生的学习热情,并且更重要的是能够启发学生,在这个环节就让学生确立自己对待一夜暴富这样的情况时的态度和情感。

通过这样别开生面的三节外语课,我充分体会到一个有效的导入会使之后教学任务的开展“事半功倍”。英语教学过程中导入是首要的一步,走好这一步,才能保证之后的教学活动顺利开展。导入的艺术能够起到凝聚课堂、激发求知欲和铺垫等作用。新课应该要注重温故知新,新旧衔接;复习课要注意归纳、总结。但是没有绝对万能的导入手段,有效的导入手段应该要根据不同的课型、教学目的等情况做适当的调整和改进。在教学过程中只有因地制宜,因“材”施教,找出配合教学材料、教学任务的导入方法,才能达到“良好的开端,成功的一半。” 

 

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