英语课堂效能改进教学模式探究.doc

英语课堂效能改进教学模式探究英语课堂效能改进教学模式探究关键词：有效课堂；211模式和121模式；英语课堂教学行动研究。新课程呼唤新课堂，新课堂呼唤教学的有效性。那么什么样的课堂教学具有有效性、具有魅力呢？英语课堂效能如何改进才能提高教学的有效性呢？首先应该弄清哪些教学环节是无效的，存在哪些问题，英语课堂教学的行动研究就能很好的解决这个问题。何为行动研究？行动研究是重点解决教育教学实际问题而进行的教育科研活动,着力提升研究成果的质量。教师是行动研究的主体，教师是实践者、研究者、反思者。英语课堂行动研究的过程如下：在课堂教学中发现问题-在课堂中修正和改进自己的教学行为。那么英语课堂（常态课）教学应该从哪些方面进行反思、进行行动研究，以便于在整个的教学活动中，教师教得开心，学生学得带劲，从而提高课堂教学的有效性呢？行动研究项目问题所在修正和改进1Time：分配和控制课堂时间满堂灌现象，教师主宰课堂。授课时间控制在20分钟之内；学生参与课堂，成为教学的主体。“211”模式和“121”模式。教学环节2Problem:：问题驱动，激发学习热情课堂提问浅显，不能有效引发学生积极思考和学习热情学案导学，精心设计。先做后讲，先思后导；增加课堂上学生学习的活动量、思维量，努力提高课堂效率。3Ways of study:：高效课堂教学的标准学生无自主学习、无探究；思维、交流、学习结果放不开；多维互动（师生、生生、小组）少；讲练结合不够充分，不能做到“练-测-馈-矫”连环跟进。以学案为载体、以自主、合作、探究为模式，“先学后教，以学定教；先思后导，以学定导；先做后讲；以学定讲；教为主导，学为主体”的教学模式。自主探究合作学习五个环节：1、激趣定向，目标导航2、尝试自学，自行解疑。3、合作交流，深入探究。4、反馈点拨，释疑自结。5、延伸拓展，当堂训练，反馈矫正。4Check & feedback:知识掌握情况以及课堂教学目标完成情况只讲不练，理论联系实际不够。只见树木，不见森林；不能学以致用。反馈矫正练习10分钟。“三讲”、三不讲”：讲重点、难点，讲易错、易漏、易混点，讲规律、策略和方法；学生已经会了的不讲，学生能自己学会的不讲，老师讲了学生也不会的不讲。5Homework：内容、方式、批改及作业管理，提高作业的有效性、针对性和合理性。只布置不检查不反馈不矫正有做必收，有收必看，有看必评，有评必补。教师要建立错题本，要出一份查缺补漏试卷。讲评要重点讲疑点、讲变式、讲规律、讲思维，切忌题海战术。例如：以下为笔者根据外研社课本SBI中Module 5 A Lesson in a Lab的第一课时设计的学案以及授课的基本过程。The First Period VocabularyAim: Study four words: 1.conclusion / conclude 2.expand 3.aim 4.form Demands(要求): 1. Observe the sentences and translate them into Chinese.2. Give a summary about the use of the words. Step One: Changes of the words in M51.mixture-v2.electricity-adj. electrical & electric 3.conclusion -v 4.react-n 5.ordinary common& normal &usual6. some chemistry elements（化学元素）KNaCaMgAlZnCuStep Two: Observe the following sentences and learn the use of the new words by translating the English sentences into Chinese.1. In conclusion, I want to say I really enjoyed myself today._2. We can draw a conclusion that he was astonished._3. He concluded his speech with a happy ending._4. The concert concluded with the national anthem._5. The police concluded that Tom was the real murderer._So, can you sum up the use of the words “conclusion” and “conclude”?_Lets look at the second word “expand”, and do you know its antonym? 6. Metal expands when (it is) heated._7. The population of the town expanded rapidly in the 1960s._8. The writer expanded his short novel into a long one._What are the main meanings of the word “expand”?_How do we say“无目的的”? _ 9. The main aim of the course is to improve students communication skills._10.The hunter aimed his gun at the bird./The hunter took aim at the bird._11.My brother aims to be a doctor. = My brothers aim is to be a doctor._Lets sum up the word “aim”.12. She has formed a habit of getting up early in the morning.13. She has a tall graceful form.14. The footballers been in/out of form.15. A plan began to form in his mind.16. He asked me to fill in/out an application form when he saw me.Can you sum up the word “form”?Can you tell us the adjective form of “form” and its antonym?_/_Step Three: PracticeA. Make the best choice, using the above words.1. The new dictionary _ better helping English beginners.A. is made up of B. aims at C. agrees with D. concentrates on 2. -I dont think the students know what the result of the experiment was. -Well, surprisingly they do. A new result has been found out and _into a paper now. A. has been formed B. is being formed C. is forming D. has formed3. We discussed the problem three or four times, but could come to no _. A. end B. conclusion C. result D. judgment4. Reading is an experience quite different from watching TV; there are pictures_ in your mind instead of before your eyes.A. to form B. form C. formed D. having formed5. A balloon _as it is filled with air.A. is increased B. increases C. expands D. is expanded6. _ improving the students English, English corner is held once a week.A. Aims to B. Aimed at C. Aimed to D. Aims at 7. How did scientists reach their _? First, the scientists took DNA samples from the iceman. Then the scientists compared that DNA with traces of blood on Otzis clothing and weapons. A. imagination B. destination C. introduction D. conclusion8.Davis _ from an analysis(分析) of traffic accidents that the speed limit should be lowered.A. concluded B. included C. thought D. explained9. The bird _ its wings and flew away. A. spread B. expanded C. opened D. divided10.He took good _ at the target(靶子) before he fired.A. goal B. aim C. purpose D. objectB. Task：Try to make up an interesting story by using the words we have learned.Topic: OurTeacher授课过程：在这一节课中，共处理了四个单词，学生利用学案提前进行了预习，采用了“先学后教，以学定教；先思后导，以学定导；先做后讲；以学定讲；教为主导，学为主体”的教学模式。在处理这些单词时，采取了“自主探究合作学习”五个环节：一、激趣定向，目标导航。自主探究、合作学习是一种学生的学习活动，活动的目的、规则和本堂课的教学目标要首先交代清楚，交代目标要做到简洁、清楚。学生明确了学习目标，学习中就有了方向，为下一步的巩固训练奠定基础。二、尝试自学，自行解疑。三、合作交流，深入探究。尝试自学是学生利用自习完成的。他们人人一本词典，不会就查，不懂就问。合作交流部分一般采用学生先分组讨论、交流，后由小组发言人（spokesman）上台讲解和总结，教师只是“助教”。学生的活动既有广度又有深度，学生上课的注意力集中，课堂气氛活泼而有序。通过这样的方式，旨在不断培养学生的自学能力、概括总结能力、勇于发表自己看法的勇气和互相交流、沟通、合作的能力。四、反馈点拨，释疑自结。基本做到了详略得当、讲练结合：简单的单词一带而过，重点讲解conclusion，适当扩展aim，并及时通过练习进行了巩固。这种“小步调，即时清”的教学策略，应用广泛。在学生预习过程中和课堂巡视过程中，要面批学生的学案，要倾听学生的问题，这是课堂教学中教师能够详略得当的事实依据。否则很难做到“三讲”、“三不讲”。五、延伸拓展，当堂训练，反馈矫正。单词学习完毕后，及时通过练习进行了巩固。练习的方式采用小组讨论-竞赛的方法。巩固训练是课堂教学的重要环节，应该尽可能在课堂上完成。及时的训练有利于巩固所学知识，实现当堂课的教学目标和任务，同时及时反馈的信息对教师下一节教授重点具有导向作用。在这个环节中，学生参与度高，分析反馈全面及时，时效性强。请注意采用的教学方式：在黑板上画表格-学生填写答案-对比答案-Why-讨论-讲解。这样的处理方法，节约了时间，突出了问题，引发了讨论，加深了理解，调动了全体（如果不同意此答案，可以上黑板前修改），并对学生的小组学习活动进行了适当的评价，效果明显。表格如下： 题组12345678910ABC 四川省社会科学院的查有梁老师在“高效教学的20项思考-效能改进教学模式”中谈到：在基础教育中（19年级），每节课总是要有58个环节，平均每一环节占用85分钟。每一环节（或称阶段），是一个小“节目”，不宜太长，也不宜太短。要根据学生实际和教学内容灵活调整，以提高教学效率。一般情况下，在英语的常态课可以采用“211”模式（即：“