b5在放飞思维中寻找创新教学案例 新课标 人教版.doc

知识改变命运 百度提升自我本文为自本人珍藏 版权所有 仅供参考在放飞思维中寻找创新教学案例浦江县实验中学 邵向阳1. 引 言英语学科是基础教育阶段的一门重要课程，在英语教学中培养学生的创新能力是很重要的，这不仅体现了新一轮课程改革的主旋律：培养学生的创新精神和实践能力，而且对学生今后的发展具有重大的作用。可是在平时的教学中，我发现自己所教的这届学生很少有独特的见解和新颖的想法，课堂上的发言只会按部就班，课后的作业也大多是“百人一面”，缺乏创造性思维的闪光点。2. 背 景我教的两个班虽然在学生整体素质上稍逊于别的班级，但其中也不乏成绩优异，其他科的老师反映聪明伶俐之学生，为什么会在英语这门学科上表现出“呆板”呢？回忆学生上课的表现，翻着他们交上来的作业，看着几乎雷同的回答，我常常陷入深深的思考：这些学生怎么了？如果你问What did you do last Saturday? 第一位学生回答，I did my homework. 第二位学生、第三、第四位学生还会这样回答。如果你要求他们不许重复别人的答案，他们会很委屈地说，老师我们上星期六就是在做作业啊。你如果再问，What else did you do？那么被问的学生普遍回答 I watched TV. 是什么原因使我的学生惰于思考，以至埋没了在他们这个年龄本来应该具备的相当活跃的思维的呢？通过观察和调查，我发现了症结所在：一是作业总量多，大多数学生为了应付繁忙的各科作业，会采取最省时最快的方法来完成任务，根本不会为了一个与众不同的英语答案而绞尽脑汁（可见，过重的课业负担正在侵占学生有限的课余时间，在侵占学生活跃的大脑，在逐渐地把学生与外部世界割裂开来，使他们正在逐渐地失去从生活中创新的机会）；二是学生学习的自主性下降，很多学生只有等老师一定要他们怎样做的时候才会那样去做，如果老师没说“一定”，那么他们也就敷衍了事。3. 问 题了解了学生们懒于创新的原由后，怎样帮助他们树立创新意识，培养他们勤于思考、勇于创新的习惯，这一问题就被摆到了我的日常教学议程中来。学校、社会和家长要升学率，各科教师不得不把压力转嫁给学生，因此学生作业偏多的问题不是一时能解决的，靠我一人绵薄之力，也只能是杯水车薪。因此只有在课堂上“用功”了：怎样在教学过程中，使学生以极大的热情投入到各种课堂活动中，激发学生积极的英语思维，并获得良好的效果，在产生价值感和满足感的基础上，培养学生的创新能力和创新精神呢？4. 解决方法本着这种目的，我在教学中做到多角度、多方位地设计各种思考题，发展学生横向、类比、逆向、联想等思维，使学生不单单停留在理解和掌握所学的内容上，而且要利用现学的知识，结合已学知识去创造、去探索，培养他们的创新思维，增强创新能力。以下是其中的两则课例：课例1：Lesson 42, Book II教学片段Step1: Greetings and presentationT: Good morning, Class. How are you today? （以轻松的语调和亲切的笑容）S: Fine, thanks. And you, madam?T: Fine too, thanks. Tomorrow is Saturday. What are you going to do?S1: Im going to do my homework.S2: Im going to do my homework, too. S3: （挠挠头，有些不好意思）Eh, dohomework. T: Can you say something different? （及时提示，让学生的思维发散开来）S4: S5: S6: Im going hiking.T: Really good. Hiking is a good way to have fun in autumn. （接着我用多媒体打出春、夏、秋、冬四幅图）T: How many seasons are there in a year?S: There are four. They are spring, summer, autumn and winter. T: Very good. Now can you tell me which picture is about spring and why?S: Yes. Picture 1 is about spring, because the people are are “植树”怎么说？T: （在黑板上书写）Planting trees. Great, thanks. What about Picture 2?S: Its about summer, because they are swimming.T: Yeah, look, the people are wearing cool clothes. Now, what about Picture 3?S: Its about autumn. In the picture I can see the children are flying kites, and there are many leaves.T: Exactly correct. What about Picture 4?S: Its about winter. The people are skiing.T: Well done. Now the whole class, in this lesson we are going to read a letter. Its about four seasons in China. Step 2: First readingT: Now read the whole passage and try to find out the answers to the questions on the screen. a) Which season is the best in a year?b) Which season is the busiest in a year?S: Spring is the best season in a year. T: Good. And you?S: The busiest season in a year is autumn. T: Good. You can find the answer quickly.Step 3: Second readingT: Class, lets read the text again after the tape, get more information about the text, and do some TRUE OR FALSE exercises.Step 4: Third readingT: Read the text once again, and try to say something about the four seasons in your own words. Step 5: Investigation and Reporting（将学生分成四组，在全班做一个调查，调查本班有多少学生喜欢哪个季节，并说出理由，小组共同完成调查报告，随后有各组代表向全班汇报）（调查的过程，实际是学生活学活用语言知识和充分调动自己的思维进行创新运用的过程。调查结束后，学生分组商讨，共同完成调查报告的总结）T: Are you ready to report your results now?S: Yes.T: Which group comes first? T: Good! Please!G1: In our group, eleven students like spring best. They think in spring everything is new and fresh, they can go out for a picnic after a long winter. But the others dont like spring because they say it often rains. They dont like rain.T: Good job. FreshWhat about other groups?G2: In our group, twelve students like autumn best. They say the weather in autumn is not too cold and not too hot. People can fly kites and enjoy all kinds of fruits. Its a harvest time. But the others dont think its the best time. G3: In our group, we all like summer best. Because people can enjoy sunshine, go swimming, have sports. The most important, we can have a very long holiday. （教室里响起同学们会心的笑声，有同学开始憧憬暑假，悄悄谈论可以做什么。）T: OK. Thats really good in the summer holiday, and I love it very much, too. We will talk about it next time, OK? Now, lets see Group 4. G4: Eleven students in our group like winter best. They say in winter they can go to play snow. And the winter holiday is very interesting. We have the Spring Festival. Five students say they dont like winter. Because its too cold. （创设机会让学生创造性地使用语言，学生的知识得到扩展，培养了思维的灵活性）T: All of you have done a very good job. 课例2：“Are We Alone” 教学片段（这是本课教学的最后一个步骤，我把学生分成三人小组，分组讨论：“假设你们是故事的主人公”，给故事续文，并告诉大家。学生们根据自己对课文的理解纷纷展开想象：）G1: So Kate came back, after a while we heard something in the banana trees. Keat and Ah Fang were very afraid. They cried again. Jim looked at the banana trees carefully. We found three monkeys in the trees. The monkeys were eating something, oh, that was our picnic. We were very angry, but we were not afraid then. We ate 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. So you had a good time, right? Now, Group 2, please. G2: 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. At last we pulled the boat into the river and went back home. T: Well done, sounds good. G3: The day was getting dark and the wind was getting stronger, too. We couldnt get back to our boat because the weather was so bad. The girls became afraid and hungry. The boys had to go to look for something to eat and picked up wood for a fire. We spent our night alone on the island. The next day we got back to our boat and went home. Well never forget the trip. We were glad to do things by ourselves. T: Aha, really wonderful ending, isnt it? （这样，让学生发挥自己的想象，各抒己见，在求异思维的过程中培养了创新思维。）5. 评 价案例Lesson 42 是一篇阅读课文，本课的教学目标是通过快速阅读，培养学生迅速摄取有效信息