互动模式在初中英语教学中的运用探究.doc

互动模式在初中英语教学中的运用探究广东省平远县教育局教研室 易敬廉【内容摘要】新课程理念下的英语课堂教学需要教师积极探索教学新模式，转变教学观念。本文阐述了“互动式”英语课堂教学是提高学生课堂参与的一种有效的方式。在“互动式”英语课堂教学中，师生不分彼此，共同参与到课堂教学中来，共同创建教学环境，共同完成教学活动任务。【关 键 词】互动式教学 课堂运用 初中英语 英语教学过程本身是一门实践性极强的学科，它必须通过教师营造一种宽松、民主、和谐的教学氛围，激发学生的学习动机，培养浓厚的学习兴趣和大胆实践的创新精神，让学生以坚强的意志和较强的自信心，积极参与语言的学习，从而大胆地用英语表达自己的语言知识和语言技能，最终形成运用语言的能力。教师才能有效地完成教学，才能达到Learning by doing, Learning by using，即“在用中学，学以致用”的目的。初中英语是学生英语口语训练的重要阶段，教师要充分发挥学生的积极性，利用“互动式”教学方式，让学生积极参与教学，训练学生的交际能力，以达到良好的教学效果。“互动式”教学是Interaction和Situation的一种结合，是指在“以学生发展为本”的教育思想指导下，包含有学生与课程资源间的互动、学生与教师间的互动、学生间的互动和学生与教学环境间的互动等要素构成的，且具有相对稳定的教学结构和教学流程。与传统的单向传输知识的教学模式不同，它强调师生之间双向沟通与交流，并鼓励学生积极参与、主动探究、大胆创新。在教学活动中教师是引导者、支持者、合作者和参与者。通过创设有关的问题情境，激发学生探究的兴趣，进而在师生互动、生生互动过程中，创造性地进行学习，由此产生教学共振，实现教学相长的真谛。一、课前启动，激发学生求知欲望。英语课堂教学活动主要体现在“动”字上，要做到教师启动、师生互动、学生主动。我在讲授新课前，对学生作适当的引导，用口头或书面的形式提纲挈领地指出学习新课的目标，包括认知目标、情感目标、能力目标等；在讲授较难理解的课文前，先向学生介绍有关背景知识并提出教学要求，扫清学习新知识的障碍，为学生的理解打下良好的基础和提供丰富的感性材料。如教学冀教版八年级（上）Unit 4 L30 “Janes Lucky Life”。本课主要讲述一位名字叫做Jane 的残疾人对待生活的态度，是一篇阅读课文，通过阅读，使学生明白谁是真正的残疾人。课前，我先提个问题：If you are a disabled person, what do you do? 引出谈论假想情况的话题。采用提问、启发、讨论和归纳的教法，让学生接受教材内容，理解阅读内容，培养学生的语言运用能力。T: Do you know Helen Keller? S1: Yes, I know. T: Can you say something about her? S1: I only know she is a very famous writer, but she is blind. T: Yeah. You are right. She is a disabled person. Thank you. (To the whole class) Now class, do you know another disabled people? Can you give me their names? S2: Zhang Haidi and Sang Lan. T: Thank you. (To the whole class) Now class, you know Zhang Haidi, Sang Lan and Helen Keller are all disabled people, but do you know what is their attitude toward life? Suppose: If you dont have arms or legs, what do you do? If you cant see anything, what do you do? If you cant hear anybody say something, what do you do?S3: Ill buy a wheelchair to help me. S4: Ill be very sad and cry all the time. S5: Ill try my best to touch everything in the world. T: OK, stop here. Please listen to me carefully, that is my answers: If I were a blind person, I would use my ears to listen to the sound of the world carefully. If I were a deaf people, I would use my eyes to say the beauty of the world. If I dont have arms or legs, I can use my heart to feel the world, and try my best to enjoy the life. 以这样的问题提问，激发学生兴趣。从海伦、凯勒到张海迪和桑兰，让学生积极地思考，找出她们的共同点，主动学习。用假设的条件句引导学生循序渐进，顺利进入阅读课文，学生对阅读课的理解能力逐渐提高，很快找到了文章的中心句和课后反思的问题。 二、课中互动，课堂调控活跃有序。启动学生的思维，让学生思维活跃起来，为课堂互动打下基础。在互动过程中我教会学生如何学，使之会学；在互动过程中我热情帮助学生克服学习过程中的困难教师点拨，促进学生互动。再鼓励、诱导学生积极参与，不怕出错，对待学生出错误，不批评，只要能发言的都予以表扬；合理调控课堂，使课堂活跃有序。例如，冀教版八年级 (下) Unit 8 Save Our World! 中的一个案例片断。T: There is much pollution all over the world now. Can you tell me what it is? (学生很快地回答)Ss: water pollution, air pollution, noise pollution, soil pollution . etc.T: Do you know what causes water pollution?Ss: Factories pour waste water into rivers and lakes.T: All the factories?Ss: No.T: What factories?Ss: Paper factories, printing and dyeing mills, plastic factories . ect.T: What else can cause water pollution, too?Ss: Some people throw rubbish into rivers and lakes.T: How can we help to solve this problem? (学生们分组讨论解决办法。)Ss: We can advise the directors of these factories to stop pouring waste water into rivers and lakes.T: If they dont accept your advice, what else can we do?（学生们讨论更热烈了，过了一会儿，他们七嘴八舌地说）Ss: 1. We can write a letter to Green China about it.2. We can also ask newspaper reporters and TV station reporters to report these factories. . T: There is a paper factory in my hometown. It pours waste water into the river every day. The people in the town drink the water of the river every day. They have advise the leader to stop pouring waste water into the river many times. But he never accepts it. Can you write a letter about it to the Green China? (学生异口同声说Yes。由于写作太费时间，这封信作为回家作业，请同学们写在作业本上。)T: You have told me what causes water pollution and how to solve this problem. Youre very clever. Thank you very much. But can you tell me what causes air pollution?Ss: The smoke of factories, the smoke given out by buses, cars, trucks, motorbikes . ect.T: There arent many factories in our city, but the air is not good enough. Why?Ss: Because there is much traffic.T: Can you think out a way to solve this problem? (学生们分组讨论解决方案，基础差的同学也纷纷参与，只不过在用中文说；基础好的同学在帮他们翻译。)Ss: 1. We can plant more trees on roads. 2. We can ask people not to drive their cars to work. 3. We can ask people to ride bikes to work. 4. We can tell people riding bikes is good for their health. . T: If their homes are far away from their workplaces, can they ride bikes to work?Ss: No.T: How can we solve it? (学生们兴致更高了。你说一句，我说一句。)Ss: We can ask the leader of the city to develop the public traffic, such as adding more buses.T: We have thought out many methods to improve our environment. I will try my best to tell our government that something must be done to make Meizhou more beautiful. Have you ever made any pollution?Ss: Yes .T: Can you tell me something about it?Ss: Yes.S1: I sometimes spit in public places.S2: I sometimes draw on public walls.S3: I cut down a small tree in my school in Grade One. I feel very sorry now.S4: We sometimes throw litter on the ground in and out of our classroom.S5: I often dont pick up rubbish in public places. .T: Will you spit in public places from now on? (我乘机问全班同学下列问题。)Ss: No.T: Will you draw on public walls any more?Ss: No.T: Will you cut down trees in the future?Ss: No.T: Will you throw rubbish in public places?Ss: No. . .（这时候，同学们情绪很高涨，他们几乎是异口同声地说：）We must try our best to make our city (our country) the most beautiful one in the world.本节课我让学生列举出空气污染、水污染、土壤污染、噪音污染等污染源，让学生分组讨论如何解决这些污染问题，巧妙地运用了“互动式教学模式”，培养了学生探究问题和自主解决问题的能力，参政议政的意识，以主人翁的姿态，提出了种种解决方法。把课堂营造成和谐，民主、激动的氛围，整个过程，教师不是在“教教材”，而是在“用教材教”。三、课后联动，学习延伸课堂内外。学生在课堂互动的基础上被激活思维，获得成功感，我再鼓励、诱导学生积极参与课后互动，学生便会自觉的动起来。如，在教学九年级Unit 9 Where would you like to visit？后，我作了以下的设计让学生“动”起来的。首先，谈谈每个人所向往的旅游胜地。在教学这一单元期间，我有意识地强调了一些描述旅游的形容词和简单的定语从句，如beautiful, relaxing, educational, peaceful, interesting, exciting, fascinating, dangerous, and so on. 并让学生学习掌握与旅游有关的语言材料，以帮助他们在使用语言时准确和流畅。具体措施为：首先两人一组向同伴描述介绍自己去过的旅游景点的特色，同伴一边听，一边做记录，记下自己感兴趣的旅游景点，然后向其他组的同学介绍自己最向往的旅游胜地。运用I would like to go to , because it is , I love places whereetc. 其次，设计一个度假安排，并给予评价。首先同学自己设计一下在下一个节假日如何度过，然后两人一组开展活动，通过互问互答的形式，调查出同伴理想的度假方式，并做记录，然后向全班同学介绍自己想如何度假，请同学们评论这样度假的意义。并运用：What do you want to do in your next vacation？Would you like to travel？Where would you like to go？I would like to go somewhere. I can enjoy myself in because it is etc.再有，我要求学生设计制作一个国内旅游的手册