《教学研究与管理》doc版.doc

2009年6月8日第032期总第056期教学研究乌鲁木齐外国语学校教研室 主办与管理一、教师获奖1.在“2009年乌鲁木齐市第五届高中英语教师优质课大赛”中，刘国苗老师荣获市级特等奖，杨梅老师荣获一等奖，王虹、杨芳、王晓丹老师荣获二等奖，李曼、张倩倩、赵丽老师荣获三等奖。2.在“2009年初中生物知识竞赛”中，魏嵘、赵阳、李倩老师荣获自治区级指导教师一等奖。二、学生获奖在“2009年初中生物知识竞赛”中，七年级陈志朋等2名同学荣获自治区一等奖，王星博等3名同学荣获二等奖，周佳等10名同学荣获三等奖，张珂宁等2名同学荣获市级一等奖，周子昂等7名同学荣获二等奖，张婷玉等14名同学荣获三等奖。八年级黄彤辉等2名同学荣获自治区一等奖，胡晓华等3名同学荣获二等奖，蔡小玲等4名同学荣获三等奖，杨荣同学荣获市级一等奖，王子明等8名同学荣获二等奖，彭莉等4名同学荣获三等奖。 56、溢美融情 灵动“传奇”听周全华老师哀江南有感高中语文教研组 黄芳倩对周全华老师的课，我最想用以下话来形容：儒雅丰润的语言透露出个人丰厚的文学积淀，明晰不紊的思路展示了个人高超的课堂驾驭能力，说说笑笑中尽显人格的魅力，眉宇舒展中传递着锐敏的思想火花。不愧为久经历练的老教师，短短的40分钟便毫无保留的演绎了自己教学的精彩，三尺讲台上尽情地挥洒着自己的蓬勃激情，不由得让人叹服：教学真有活力、真年轻。本次公开课周老师讲哀江南。一上课，周老师便娓娓道来，从白居易的江南好到李煜的虞美人，从梵高的向日葵到贝多芬的月光曲，从苏轼的前赤壁赋到孔尚任的桃花扇，珠言玑语巧妙连缀，大段的铺陈排比使语言异彩纷呈、美不胜收，流动着美、溢满着韵、沉淀着情，一开始便把人带入美妙而富于特质的情景中去。周老师特别善于激发学生的表现欲。“我们班在朗读课文方面可谓是人才辈出”“你的声音很纯正”“品读时感情基调把握特别到位”“不愧是咱们班的朗诵高手”等等发自于内心的赞扬，使得学生跃跃欲试。周老师又用巧妙的设问激发学生去思考，并学会思考。并使学生在合作探究中畅所欲言，尽情展示自己的才华，写的写，说的说，唱的唱，把明清传奇演绎成自己最得意的作品，并用自己最拿手的方式表现出来。“为什么我的眼中常含泪水，因为我对这土地爱的深沉；为什么我的脸上挂满笑容，因为我的国家日益繁荣昌盛。”是呀，“我的幸福与谁有关？”国之不存，民将焉附；国破之际，谁不痛心。最后，在周老师的引导下，教室里回荡起了同学们激昂的“为了国家拼搏、拼搏、拼搏！”声，本节课在这种强烈的爱国主义精神感召下画上了一个完满的句号。这节课带给了听课师生更多的回味、反思。做课件制作的魔法师初二英语备课组 耿杨多媒体课件制作的方法及过程纷繁复杂，但道理都是殊途同归。以下是我在课件制作中的一些感悟，不到之处还请大家不吝指正。首先，从总体上把握课件的宗旨，简言之即为：合异以为同，散同以为异。就是说我们要使课件看上去浑然一体，每张幻灯片之间可以有小异，但大同是主题，不能因为一己之喜好肆意为之，否则只能使课件看起来眼花缭乱，支离破碎。其次，课件的目的性要明确，就以我所教授的课程来说，在做课件之前要明确其主题是一堂语法课，或是听说课，或是课文讲解，或是习题讲析，只有主题明确了，才能做到“有的放矢”。再次，在制作课件的具体过程中，需要把握三点，即：画面、色彩、图片。要做到画面的风格统一，色彩的冷暖适度，图片的动静结合。这样才能使课件从整体上浑然天成，给人赏心悦目的完美感。最后，值得一提的是，网络带给我们太多的便利和惊喜。在网上，有很多制作简单，功能强大的小软件可以使我们在课件制作的过程中事半功倍。这些软件从功能上可以分为：图像处理型，影音转换型，特定实用型。这些软件的优劣因人而异，并没有统一的标准，我认为适合自己的就是最好的。多媒体课件制作作为一种知识的输送和表现形式，归根结底，是为人服务的，其本身并没有什么高深之处。所以说，多媒体本身并没有什么魔法，而我们教师才是真正能操纵魔法的魔法师！0809学年教学论文大赛获奖论文选登（之四）从语法规则输入到语篇输出一节高三英语语法课引起的思考一等奖 高中英语教研组 樊玉宏摘要 笔者以“主谓一致”的语法教学实践为例，谈了自己对高中语法教学的一些想法。希望通过这样的教学尝试，能将语法知识的讲解与语言运用相结合，机械记忆与创造性地应用语言相结合，使语法课堂摆脱以往形式单一、内容单调、学生被动的学习局面，从而激发学生学习英语语法的兴趣，调动学生的积极性和培养学生的创造力并能切实提高学生的语言运用能力。也希望能利用语法课给学生搭建一个“学中用，用中学”的平台，最终实现“学以致用”的语言交际目的。关键词 语法教学 语法规则 语篇输出 语言能力一 问题的提出长期以来，如何有效的进行高三阶段的专项语法教学一直困扰着很多高中英语教师。高中英语语法项目虽不是很多，但每个专项中子项目（即语法条框）多而繁杂。因此老师讲解起来费劲，学生学习起来因语法条目太多，特例太多也容易记混或记不住。在语法课上，经常是老师一味罗列语法条目，学生单纯记忆；或是一味地就解高考选择题而讲解语法知识，因而英语语法课形式单一，容量大，学生学习效果不好。因为是老师的一味灌输，所以英语语法课上学生缺乏积极主动性和热情，学生的想象力、创造力、发散思维能力等都得不到发展。针对以上问题，本人就以“主谓一致”的语法教学实践为例，谈谈自己对高中语法教学的一些感受。希望通过这样的尝试，能将语法知识的讲解与语言运用相结合，机械记忆与发散、创造性地应用语言相结合，使语法课堂摆脱以往形式单一、内容单调、学生被动的学习局面，从而激发学生学习英语语法的兴趣，调动学生的积极性和培养学生的创造力并能切实提高学生的语言运用能力。也希望能利用语法课给学生搭建一个“学中用，用中学”的平台，最终实现“学以致用”的目的新课改提出了我们英语教学的目的:我们在高中阶段开设英语课程的目的决不仅仅是为了使学生学会说几句外国话，而是使学生通过学习英语来“促进心智、情感、态度与价值观的发展和综合人文素养的提高”。也就是说我们要使英语课程在促进学生的情感发展、价值观形成和综合素质的提高方面发挥积极的促进作用。学生通过学习英语，可以为他们使用英语学习国外先进的文化科学知识创造条件。这也是英语的工具性特征。学生发展了一定的听说读写的综合语言技能，就可以使用英语学习更多的文化科学知识。特别是在对英语课程性质的描述中，高中英语标准把英语课程的设置同提高整个民族的素质联系起来，强调了英语课程对促进对外交往和增强国力具有重要的意义。二 教学设计及说明纵观历年英语高考模拟试题，直接考查主谓一致的最多两、三分。因此很多老师认为一、两分不值得花时间去精讲细练。然而本人认为，掌握“主谓一致”原则是学好英语的关键。因为英语学习者张口说英语，提笔用英语写文章处处会碰到“主谓一致”问题。因此教师有必要花心思花时间去讲这一语法项目而且要让学生掌握地清清楚楚，用时用得正确无误！然而，当你打开不同版本的语法书，这一章节都要占去此书中十几页之多。但大都从意义一致、语法一致和就近原则这三方面讲。表面上看三大块，清清楚楚。但仔细研读，就会发现，很难一次性让学生记全、记清。针对这些繁杂的条目规则，能否化繁为简，化难为易，使得学生轻松有效地掌握这一关键的语法项目，并能应用到语言交际当中。为了达到这一目的，本人进行了以下设计：（一）学前活动：热身该阶段是讲解主要内容前的热身活动，本人以游戏的形式通过口头形式列举出学生平常口头及笔头容易出错的句子，让学生判断正误并改正。如：There is some trees in our campus. Everyone except Lily are here. Not only her parents but also lily are going to Shanghai.通过这种练习一是使学生明确了本节课的主题，二是有助于激活学生已有的背景知识和思维，使学生对所学的知识产生兴趣和期待。因为学生们都期望通过本节课内容的复习，在今后的口语表达或书面表达中都能避免再犯主谓不一致的错误。设计说明：兴趣是最好的老师。如何摆脱语法课的冗长、沉闷。引课环节很关键。笔者试图用一种轻松愉悦的方式巧妙地引入主题，激活学生的思维，激发学生的学习兴趣。（二）学时活动 语法规则输入在让学生明确了以上例句都犯的是主谓不一致的错误后，让学生明白要想避免此类错误，一定要遵循主谓一致的原则。然后通过投影向学生从三个方面讲解主谓一致必须遵守的规则。1 谓语用单数的情况：主要包括以下几条：(1)不定式短语、动名词短语做主语(2)“many a +名词单数”做主语(3)由and连接做主语的两个单数词，前面有every, each 或 no 等词修饰(4)everybody, everyone, anyone, someone 等复合代词做主语(5)“this kind of+名词复数”做主语(6)度量,价格,时间,长度的复数名词做主语,通常看做整体,谓语用单数(7)两个并列的单数主语在意义上指同一个概念、同一个人或物时。(2)2 谓语用复数的情况：主要包括以下几点：1）由and 连接的两个并列成分表示两个不同的概念2）a number of /a group of +名词作主语3）有些形容词加上the,如the old, the blind,the living, the dead ,the rich等,用来表示一类人4）当trousers, shoes, glasses, clothes, socks, gloves ,scissors 等做主语时。3 依情况而定1）就近原则并列主语由or, eitheror, neithernor, not onlybut also, notbut连接时，谓语动词常与最邻近的主语保持一致。2）就远原则当主语后有as well as, together with, with，like, but, except等引导的词组时，谓语的单复数与句子主语一致。【设计说明】1.短的一节课内讲解完所有有关主谓一致的规则有可能，但让学生掌握是不可能的。为了减清学生记忆负担，所以本人认为主谓一致至少用两个课时才能完成。因此在第一课时的内容选择上本人只选用了比较典型、考试常考又比较实用的几种规则。2.本节课中的每个规则都是由学生总结归纳而成，而不是直接给出规则让学生机械记忆。以不定代词做主语为例说明。本人先呈现三个例句，让学生讨论得出答案，再找出共性发现规律：复合代词做主语，谓语用单数。 Everybody _（are，is） here. Someone _（have，has）parked the car on the parking lot. No one _(are, is) actually able to complete the work in such a short time. 实践证明通过对比思考、总结归纳得出的结论记忆更深刻，更长久。3. 在本节课语法规则的总结归纳与记忆环节中，本人设计了多种活动方式，如同桌直接互相探讨，个人单独思考，全班智慧共享等方式调动每个同学的积极性。并不时返回循环记忆巩固，为后面的训练活动打好基础。（三） 1 学后活动 语言输出1.学后活动一：单句练习巩固【设计说明】此练习主要是通过十个选择题来检验学生记忆效果。经过练习巩固、加强、加深学生的记忆效果，为后面的语言输出写作再次做铺垫。2.学后活动二：语篇情境练习【设计说明】本人根据本节课主要内容，精心编写一篇短文呈现给学生这篇短文是本人联系生活实际编写的，短文中出现一些学生常犯的错误供学生修改。目的有两个：一是换种方式让学生复习巩固所学知识。众所周知，同一种方式会因形式单一而容易使学生产生厌倦心理。二是让学生感受到学习语言的目的不是为了考试，而是为了表达自己的思想及情感。以下是本人编写的短文：I has a daughter whose name is Song Yifan. Here are a picture of her. Are she lovely? Everybody think she is cute! When were she born? No relative and no friend dont feel funny when they know her birthday. When is it? I think Every girl and every boy here are clever. The young likes to play tricks on others on that day. The day belong to April! Can you guess?Not only other teachers but also I are looking forward to your answer! What date is it?课堂教学实践证明，通过前期的归纳、总结、记忆、练习巩固，学生通过自己的判断或与同桌的共同合作很快地找出并改正了这篇短文中的所有错误。在这个练习环节中，这些语法规则不再是孤立的条目，而是被巧妙地运用到语章中，并与现实生活紧密地联系了起来。学生在巩固复习语法知识的同时并能体会学习语言的真正价值所在交际（口语或书面）3.学后活动三：语篇输出让学生根据本节课所学“主谓一致“的知识，选择自己喜欢或感兴趣的话题，写一篇100字左右的短文。要求学生尽可能多的使用已学习到的主谓一致的不同句型。并选用作品在全班进行点评。【设计说明】学习语言的最终目的是应用。老师精心设计的与现实紧紧相连的短文能进一步巩固所学知识，也把高考应试训练巧妙地贯穿于教学环节之中，并让学生感受到“学以致用”带给大家的美的享受。 “Practice makes perfect”老师写的再好，都不足以说明学生掌握知识的程度，只有创造机会让学生亲自实践，才能达到应用自如的境界！以下是完成主谓一致教学后,学生的一篇习作:My SchoolIm glad to have the honour to tell you something about our school,Urumqi Foreign Language School.Our scool,with a large area,lies in the southeast of Urumqi.It has plenty of students.From the name of it,it is obvious that lots of students know English well.And everyone who studys in our school must obey th stict rules.With the development of our school,it has become one of the key schools in our city.Every teacher and every student is proud of our school.It semms like our second home. Such is our schoola developing and beautiful school. 在这篇习作中虽然还有用词不当及个别小的语法错误，但学生使用主谓一致的原则时，没有出现错误。真是难能可贵！ 三 课后总结与反思（一）重视学法指导，化机械记忆为思考归纳总结古人云：授人以鱼，不如授之以渔。这就是说教师不仅教给学生知识，更重要的是教会学生获取知识的方法和本领，以适应竞争日益激烈的社会需要。指导学生正确的学习方法，培养良好的学习习惯和自学能力，是语法教学的关键。因此我们在复习语法时，着重帮助学生由表及里，由浅入深，找出规律，总结语法规则，然后又在实际的语言运用中去实践和检验这些规则，教会了学生这一点，学生就可以做学习的主人，通过阅读和写作将语法规则融会贯通，这正是语法教学的目的。学生通过这节课的学习，利用推理、归纳、比较等方法分析各种句型变化，加深对语言规则的理解与记忆。学生学得的不仅是知识，更是一种受益终身的学习方法和学习策略。（二）整体设计目标，教法灵活开放语法知识是语言运用能力的组成部分，是英语教学过程中必不可少的，而且在高考题中贯穿始终。因此，无论是传统教学还是新课标下语法教学都是必不可少的。但是，教师在进行教学设计时应根据教学内容,设置语言交际场合及情景、设计课堂活动、组织并引导学生参加语言交际，使学生在活动中学会使用课堂上所教的语言知识和技能，学会用英语进行交际。（三）合作完成任务，培养学生协作意识。本次语法条目是学生通过思考，互相合作交流共同完成的，客观上降低了难度，并培养了学生的合作意识。（四）采用活动途径，倡导发挥语言的工具功能语言是人们的一种交际工具，而且是一种最重要的交际工具。即使是语法教学，教师也应想方设法引导学生通过完成真实生活任务来学习和应用英语，从而培养学生学习运用语言的能力，体现语言的交际功能。贴近生活的活动设计，可以激发学生学习动机，体验用英语表达思想的骄傲与欣喜。本次语法课的最终目的不仅仅是让学生学会几个规则，更重要的是通过学习，讨论思考，将一个个单一毫无生命的语法条目内化后，通过语篇输出，最终达到用语言表达思想的目的。 四 结束语语法是培养语言运用能力的基础，是语言得以成为语言的根本条件之一。因此，语法教学贯穿于英语教学的始终。语法教学的优劣也直接影响到整个外语教学。因此，教师在进行语法教学中，应努力让学生在合作的过程中，归纳总结语言现象与规律，并尽量避免单一的传授语法规则，而应尽量设计一些与生活实际相联系的任务与活动，让学生在练习使用语法知识的同时真正实现语法学习服务语言表达的最高目标。参考文献：1. 陈希洁.谈英语语法的教与学.M.网络资源/kjkw/show.php?itemid=630. 2004.11.2.任中棠英语语法教与学的新途径.M. 湖南师范学院学报. 2000.04. 3.教育部.普通高中英语课程标准.M.北京:人民教育出版社. 2003.The Implementation of Group Work in Speaking Class 一等奖 初中英语教研组 王波Abstract: Teaching the big class has many difficulties for teachers and some other problems do exist in our high school English teaching. As one part of classroom management, group work has many advantages and it can solve these problems in some sense as well as to improve students English learning ability. It encourages students to help and co-operate with each other. This paper analyzed by making best use of the group work correctly and it can achieve learning effectiveness and teaching aims.Key words: high school English; group work; language practice I. Introduction The only way to become good at a skill is to practice. To grasp a second language, the best way is to practice. Since the students will not have enough opportunity to practice speaking in English outside the class, it is our responsibility as teachers to give them as many opportunities in the class as possible. Group work is a possible way to solve this problem. “Students learn best when they are actively involved in the group work process. Researchers report that, regardless of the subject matter, students working in small groups tend to learn more of what is taught and retain it longer than when the same content is presented in other instructional formats. Students who work in collaborative groups also appear more satisfied with their classes”. (http:/ ) So by making best use of advantages in-group work, we can enhance our speaking lesson efficiently.II. What is Group Work? Since group work is one part of classroom management, before we talk about group work, lets look at what is classroom management. Classroom management is one of the most important factors that contribute to the efficiency of the teaching and learning activities. The most effective activities can be made almost when the teacher organizes them efficiently (Joanna Baker and Heather Westrup, 2000:13). So students are grouped in a way suitable for the leaning activities. It can achieve an efficient classroom management. “Group work came into the standard EFL (English as foreign language) teaching repertoire with communicative methodologies in the 1970s. At that time, studies of contemporary foreign language classes revealed that as much as 80% of lesson time consisted of the teacher talking to the students. Learners got little chance to practice the language” (Simon Andrewes : n.d.). To keep TTT (teacher talking time) low has become more and more noticeable. Thanks to group work, it gives more time for the students oral practice and speaking production. PPP (presentation, practice and production) teaching methodology emphasizes that practice and production are vital tasks for students to use target language. It provides the time and chance for students to speak in foreign language. The most important feature of a successful speaking lesson is that students talk a lot in the foreign language. But how can we motivate each student to speak in one limited period (50 minutes)? III. Advantages of Group Work1. It can create a safe speaking environment and increase the chance for each student to practice and avoid speaking foreign language in front of the whole class. When they speak in public students may be afraid of losing face or being criticized (some are very shy to speak in the public for the first time)2. It is more natural for students to talk in small groups because in real conversation we always talk with people. When the students have no chance to communicate with others, we will have a sense of isolation.3. It creates a brainstorming. When students talk to each other, they have different opinions. Group work can arouse students interests to discuss with different members.4. It helps peer checking, peer teaching and peer evaluation. Advanced students can help or “teach” showers, so it is easier for slower students and challenging for advanced students.5. It can cultivate students cooperation. Cooke and Nicholson pointed out that small group work helps students learn to work cooperatively and it helps them develop interpersonal skills. When students work with other students who are not their friends, they learn how to work with a wider variety of people and this fosters development of tolerance, mutual respect and harmony.IV. Application of Group Work There are several factors which influence the process of speaking lesson. In our school, each class has almost 60-70 students (big class), 30-35students (small class). So many students in one speaking class make the teachers out of control sometimes. When some groups finish before other groups and they start chatting in Chinese. During the group work activities, there are a lot of noises. Some students do not know what to do. These learners always talk with the people they like, admire, familiar with or just talk with the people who sit around them. It is difficult to change partners, because the fixed tables and chairs etc. These problems are very common. So, how do we organize and control the different groups for speaking instruction effectively? It has several important aspects to think about. We have other matters to address too, not only before the activity starts but also during and after it. We can focus on the following three steps to solve these common problems.1. Before the Group Work 1.1 Do more preparations for group workSelect suitable tasks that are easy to operate and control for students. It may arouse students attention, enthusiasm and motivation. 1.2 Give a clear instructionA clear and brief instruction can help student to understand what they are going to do. “It is suggested to give the instruction before giving out materials or dividing the class into groups”(). My instructions should involve demonstration by giving the cards or other prompts. Sometimes do it with one student as an example, it can give the students a clear visual aid. If it is a discussion activity, ask other groups members to come and share different opinions or information and talk about the different ideas to their original group. If it is a dialogue or a conversation between two people, it is very easy to find a partner next to you. But remember to change different partners. Dont talk with one from the beginning to the end. Explain to the class how the groups will operate, and how students will be graded, it may avoid diverting their attention.V. During the Group Activity 1. In this part, teacher should be a monitor. Move around the classroom, watching and listening to each group. If the teacher overhears any mistakes or errors in their conversation, or they speak in Chinese, we should write down these problems. Dont participate or disturb them too much unless we are required to provide supports for individuals. If they speak in the first language do our best to motivate or persuade them to speak in English. Try to tell the difference between naughty noise (problems with discipline) and busy noise (students discussion). 2) Give students enough time to do activities. Although timing is so important, which give them much longer time especially in the big class does help them. Make sure every student will finish the activity. If one group finishes earlier than another, the teacher can prepare an extra activity which they can do while they are waiting. 3) To choose a group leader, whose duty is to remind other group members speak quietly and speak in English. He or she is going to represent their groups ideas, and compete with other groups if necessary.VI. After the Group Activity If the time is up, stop it gently. Otherwise itll spoil students interests in their tasks. In the end, there must be a feedback. According to the different tasks, it could be giving the right solution. It is suggested that the teachers corrections for students should be given after the peers corrections.VII. Conclusion By giving different roles and responsibilities to different students, the teacher can encourage students to work well. It gives students more confidence and develops their different skills. It is very important for the teacher to have good classroom management skill. It can help teacher to control the group work. Students are required to complete the exercise in groups, which can help everyone in the group; because it has a higher chance to know the answer than if they complete the task alone. Giving prompts, pictures or cards help group work to work well. It is inevitable that some students in a class will be more advanced than other students. If teachers modify a given task to make it easier for slower students and more challenging for more advanced students, then all students will continue learning and remain more motivated. Even when teachers do not modify the task, students will naturally perform to their abilities more readily in small groups than in a whole class ().References:1 Jeremy Harmer (2003), London, The Practice of English Language Teacher, Cambridge University Press, 1152 Joanna Baker and Heather Westrup (2000), London, The English Language Teachers Hand book first published by Continuum, London: 133 Vivian Cook. Second Language Learning and Language Features, Longman, 19994 Sharon Vaughn, Marie Tejero Hughes, Sally Watson Moody, and Batya Elbaum (2001) /article/203?theme5 Simon Andrewes (n.d.) , London ,Group work V. whole-class activity, http:/ .uk/think/methodology/whole class.shtml6 /group.htm7 http:/www. /bgd/collaborative.html如何通过设置问题来为Reading引课二等奖 初中英语教研组 邓新春摘要 设置既能覆盖全篇内容，又能结合学生实际，激发学生兴趣的问题，让学生从整体入手理解文章，同时使自己的写作技能有所提高。关键词 引课，设置问题，结合实际，激发兴趣我们上每节课几乎都有presentation 这一步骤，而这里我要探讨的是如何为Reading 引课。Reading 在初二下学期的正文单元后出现。而在初中阶段的孩子们忽然接触这么大篇幅的阅读，对于只会编小对话，写小作文