带孩子们走进精彩的问题空间.doc

带孩子们走进精彩的问题空间一,背景课堂提问是一种重要的教学手段,是教师落实教学计划和进行课堂活动的纽带,也是向学生输入语言信息的一种途径.它兼有启发学生思维和培养学生用英语交际的双重功能.教师要使课堂问题设计得合理,恰当和有意义,必须注重提问的质量,把握提问的时机,讲究提问的策略,培养学生良好的问题意识.英语课上应该问怎样的问题 带着这个思考,我结合两个教学片段的对比进行了反思和讨论.二,教学过程教学片段一【The man upstairs教学片段】(After learning the text 课文的学习之后)T: Do you like this story Ss: Yes.T: Do you get on well with your neighbours Ss: Yes./No.T: Do your neighbours ever do anything that disturbs you Ss:Yes./No.(接着课堂陷入了沉默)点评:提问方式都是一问一答,问题没有思维空间,学生发挥余地小.课堂上听不到学生真正的心声,结果堵塞了学生的思路,桎梏了学生的创新意识.师生之间交流方式单调,教师问,学生答的单向提问,使主动权仍旧掌握在教师手中,学生仍旧处于被动状态.教学片段二【The man upstairs教学片段】(After learning the text 课文的学习之后)T: Is it important to get on well with other people S: Yes.T: What will you do if somebody doesnt understand or hurt you S1: I think I will be unhappy and cry.S2: Ill get angry but I will say nothing.S3: 先让自己冷静(Calm down) first, talk to him and then try to solve the problem.S4: I will do nothing and say nothing. Let it be. Everything will be OK.S5: 争吵(Argue) with him.S6: I will fight against him. If he is stronger, I will ask someone to help me.(引起全班一片哗然)T: You have different ways to deal with your problems. But which one do you think is the best Why S7: I agree with S4. I think we should learn to 原谅(forgive) other people.S8: I agree with S3.I think people should understand each other.S9: Yes. I think so. Talking face to face is usually the best way. We can know what the trouble is and solve it.S10: I dont agree with S5 and S6. They will make things even worse when they get very angry.T: I am very glad to see you can share your ideas in class. Different students have different ways to face troubles. Well done! Do you have any questions (全场一片沉默,一个学生胆怯地站起来)T: Be brave. If you have questions and different ideas, just speak out, dont be so shy.(过了一会儿,一个学生勇敢地站起来)S11: What would you do if somebody doesnt understand you, Madam (老师沉思了一会儿后)T: You asked a very good question.(首先给学生的敢提问以肯定和鼓励) Sometimes I lock myself in the room; Sometimes I do some reading or listen to music and try to make myself calm down. But more often I would like to talk to him. In my opinion, it is a useful way to solve problems. Any other questions Please!(老师一再鼓励)S12: I am afraid I dont agree with you , Madam. I dont think talking always be useful. For example, my neighbor throw rubbish outside the door, it smells very terrible. My mother has talked to her several times, but is doesnt work. So what do you think about that Do you think talking is useful or do you have a better idea T: In such a case, I think you need to ask a leader to help you.S13: Maybe it will work. Ill try , thanks.T: If things are going to be even worse, we can ask for the law. 点评:这是一个充满磁性的课堂,教师给了学生充分的发挥空间,巧妙的通过三个开放式提问(指教师提出的问题没有标准答案,也就是答案不是唯一的.):1,What will you do if somebody doesnt understand or hurt you 2,You have different ways to deal with your problems. But which one do you think is the best Why 3,Do you have any questions 开放式提问的答案没有纯粹的对,错之分,让学生在讨论中各抒己见,闪烁着创新的火花.遇到个别偏激的看法,并不直接加以驳斥,而是让其他同学就此进行分析得出结论,同时更鼓励学生质疑,向老师和同学提问,让他们在讨论中去体会,去感受,去领悟.三,效果开放式提问能使学生产生既多又新,甚至是前所未有的独创想法,充分尊重学生的个性,满足学生的不同需求,接受学生的不同理解和认识,在这种提问方式的推动下,学生会展开多角度,多方向的思维活动.1,运用开放性提问,培养学生创造性思维能力;学生创新意识的培养和形成,必须有他们自己的空间.没有学生思考的空间,也就没有思考的存在,当然也就不会有创新意识.这就启发我们:提问不能太简单,太直接,不能让学生不加思考便可答出,而要有一定的思维空间,问题要能引起学生的质疑,探究,发现,让学生在质疑,探究,发现中获得知识和体验.本案例中,教师就把时间和空间还给了学生,提出了开放性,探究性问题,叫学生自由发挥,无形之中就培养了学生创造的意识和能力,使课堂成为学生舒展灵性的空间,课堂的魅力指数也大大增加.运用开放性问题,充分体现学生的主体性;新课程的核心理念是以学生发展为本,让学生参与教学是课程实施的核心.在开放性问题教学中,教师完全是一个组织者,参与者.使课堂成为了学生发挥个性的天地,自我赏识的乐园.运用开放性问题,培养学生的问题意识;教会学生质疑是培养学生学习能力的重要组成部分.培养学生用英语思维的能力,特别是创造性思维的能力,关键在于培养学生自己提出问题的能力.教师可用Do you have any questions 等语句在课堂上注意培养学生的问题意识.运用开放性问题,有利于建立民主的师生关系;在开放性问题的教学中,教师放下架子和学生平等对话.教师,学生相互探讨,倾听,相互提供支持,启迪灵感,共享智慧,真正成为了合作的伙伴,学习讨论的对手,交心的挚友.在如此民主,平等的课堂中,学生的思维和想象就如插上了翅膀自由飞翔.四,对策那么,如何在英语课堂教学中设计开放性的问题呢 以下是笔者教学实践中的一些体会.在新旧知识衔接处设问,承前启后;在新旧知识的连接点上设问,既可以复习旧知识,又能引出新知识,有利于突出知识的整体性.【Shopping教学片段】教师出示冰箱图片T: Please guess:Whats in the fridge Ss: There are some apples/oranges/pears/grapes/melons/peachesThere are some tomatoes/potatoes/cabbages/onions/There is some bread/cake/chocolate/butter/cheeseThere is some milk/juice/coke/beer/wine/There is some salt/pepper/sugar/oil在此设问,既复习了前面学过的食物,饮料,水果名称,同时又自然引出了新的同类单词.在引入新课时提问,给出悬念,引导探究;【A traffic accident.教学片段】T: I was leaving school at five when I saw something outside the school gate. What did I see Guess.S1: You saw a wallet lying on the ground.S2: You saw one of your friends and talked to her.S3: You saw Wu Bin(班中的一位捣蛋鬼)playing computer games and took him to the teachers office.(全班大笑)S4: You saw an accident.T: Yes. I saw an accident. A traffic accident .(板书设计A traffic accident.)What do you think caused the accident S: 用两个开放式提问在师生之间创设了信息沟,更能激发学生积极主动参与和思考,充分体现了学生主动,探究学习的新理念.【The monkey and the tiger.教学片段】(教师给出课文的开头)Long long ago, there was an old tiger. He didnt often go to look for food himself. Every day he made one of the smaller animals bring him something to eat. One morning , the tiger was very ,very hungry. He met a monkey. What would happen next Guess! (学生纷纷预测故事的结局)S1: The tiger ate the monkey.S2: The monkey ran away.S3: The monkey was very afraid and found some food for the tiger.S4: The monkey climbed up the tree and the tiger couldnt catch him. The tiger was very angry.S5: T: Well done! Now lets read the text and find out what happen to the tiger and the monkey.(学生自由读文,大约5分钟)T: Time is up.Who will try first S6: The tiger jumped into the river and died.S7: The monkey laughed at last.S8: The monkey was cleverer than the tiger.S9: 通过What would happen next 这个预测型提问给了学生一个求知的动力源悬念,激发了学生探究的欲望,为学生提供了探究的空间,培养了学生的想象力和创造思维能力.在结束课文时提问,放飞思维和想象,诱发和拓展新信息;【Are we alone 教学片段】这是本课例的最后一个步骤,教师叫学生分小组讨论:If you are the children , what will you do 学生们根据自己对课文的理解纷纷展开想象,课堂上像雨后春笋般冒出了学生精彩的回答:S1:So Kate came back, after a while we heard something in the banana trees. Kate and Ah Fang were very afraid. They cried again. Jim looked at the banana tree carefully. We found three monkeys in the trees. The monkeys were eating something ,oh, that was our picnic . We were very angry,but no longer afraid. We ate some bananas and then walked around the island. We had a good time. At last we went back to the boat and returned home.T:Very good .Very reasonable.S2:Kate and Ah Fang ran to the boat and sat in the boat .But Lucy and Jim didnt. They looked around and saw something moving in the trees. They looked carefully, then they found those were birds . They didnt find their picnic lunch. Kate and Ah Fang asked them to go home because they were afraid .Finally we pulled the boat into the river and went back home.T:Well done. Sounds good.S3:The day was getting dark and the wind was getting stronger, too. We couldnt get back into our boat because of the bad weather. The girls became afraid and hungry. The boys had to go to look for something eat and picked up wood for a fire. We spent our night alone on the island. The next day we tried to get back into our boat and went home. Well never forget the trip. We were proud that we could depend on ourselves.T: Wonderful ending. (全班沸腾起来)本课例中,通过问题If you are the children , what will you do 把学生带进了课文中的情景,引发了学生的兴趣和思考,一石激起千层浪,课堂充满了创新氛围.在明显具有教育意义的课文中,如Bill Gates,我们往往可以用What do you learn from 等开放式问题,提升课文的育人价值.在A traffic accident.课文教学之后,用What should we do when we see a traffic accident 将课文中的知识运用于实际生活中,培养学生解决实际问题的能力.五,感想那么,用开放式提问应注意些什么呢 提问要掌握好难易程度;太难的问题使学生处于紧张状态,容易损伤学生的自信心,使学生产生恐惧心理,久而久之,学生对教师的提问不再积极主动地回答,而是尽量回避,从而削弱学生渴求知识的热情.太容易的问题学生又不屑于回答,觉得问题太乏味,会对学习失去兴趣,或者产生骄傲自满的情绪.掌握问题难易程度的原则是稍难但未超过学生的水平,就像摘树上的果子,既非唾手可得,又非可望而不可及,应当是跳起来摘果子最合适.提问要面向全体;教师提出问题后应目光扫视全体学生,使每一个问题都产生群体效应,同时保证学生都有足够的时间对问题进行思考.教师要用温和友好的语调提问;与学生交流时面带微笑,而且眼睛要用目光与学生进行非言语交流.如果学生回答不正确或答不出,教师不要急于给出答案,可以引导其他学生帮助,使更多的学生参与.如:Zhang Ming, do you agree with Wang Qing / Mary, does what Ann said seem true / Tom, can you give me an example of the idea that Jim talked about 3,提问要掌握好时机;提问不可滥用,教师只有分阶段,分时机提问,才能达到最佳效果.(1)有些问题在学前提,即在讲授课文之前,问一些引导性,启发性的问题,激发他们的好奇心,引起他们强烈的兴趣,使他们带着问题有目的的学习.如:The monkey and the tiger教学片段(2)有些问题要在学中提,即在讲授课文的过程中提问,可帮助学生理解一些较难的语言现象.教师通过课堂指导和评论,使学生牢固掌握知识和技能.(3)讲授结束后的提问可以帮助学生对课文进行归纳和总结,加深印象,巩固知识.将课文中的道理运用于实际生活中.如:The man upstairs教学片段二4,及时处理学生的反馈信息; 学生对问题的看法是不尽相同的,对于