浅析提高小学英语课堂教学有效性的对策.doc

第三届福建省小学英语新课程教学观摩暨研讨会论文汇编浅析提高小学英语课堂教学有效性的对策厦门市思明区莲前小学 许叶祺【摘 要】在新课程标准下的小学英语教学中，提高学生的英语综合素质，是教改的主要理念。而要提高学生素质，就必须重视教育教学实施的主阵地课堂教学，切实提高课堂教学的效率。因此，如何更好的发挥英语课堂的优势，如何顺利开展英语课堂教学，如何进一步提高英语课堂教学的有效性，是我们面临又急待解决的问题。本文旨在探讨如何努力提高英语课堂教学有效性的多种途径。【关键词】小学英语，课堂教学，有效性 一、认识小学英语课堂教学的有效性小学英语课堂教学的有效性是指通过英语课堂教学活动，让小学生学有所获，英语综合运用能力得到提高，真正做到让学生喜欢英语，乐于主动学习，并能掌握一定的英语学习方法。具体表现在：学生在认知上，从不懂到懂，从少知到多知，从不会到会；在情感上，从不喜欢到喜欢，从不热爱到热爱，从不感兴趣到感兴趣。二、提高小学英语课堂教学有效性的必要性小学英语课堂教学是一个整体系统，课堂教学中学与教的过程也是一个多维度、多层次、多因素的复杂系统。我们知道课堂是教育教学实施的主阵地，学生学习效率的提高主要靠课堂教学来实现。但影响课堂教学效率的因素有很多，如课堂教学的目标、内容、结构、过程、方法、评价以及课堂教学的情景、语言和教学技能等。笔者认为，优化小学英语课堂教学、提高课堂教学效率是必须建立在整体优化的基础上的，而课堂教学的整体优化决不是一朝一夕能完成的。要取得良好的教学效果，就必须力求做到努力提高英语课堂教学的有效性，只有上好每一堂课，才能为培养和健全学生必备的英语素质奠定坚实牢固的基础。三、如何实现小学英语课堂教学的有效性1课堂教学设计真实任务，让学生在“学中用，用中学” 新课标提倡教师应采用真实任务教学法将教学目标整合到课堂教学的多个具体任务活动当中，使学生在使用英语完成任务的同时学习英语，运用英语，同时还要顾及学生的真实兴趣和真实困难。请看下例：【教学内容1】通过让学生猜谜引出本课的课堂活动任务，为本课最后任务的顺利完成做铺垫。【教学片段1】（After playing Hot Seat Game）T: Boys, you are so fantastic. Congratulations! And dont be sad, girls. Come on! Maybe you will be the winner next time.T: OK. Lets have a rest. Now, I will give you a riddle. Listen carefully, please. Its black. Its big. (let students guess)S1: Its a panda!T: Oh, Maybe.S2: Its a football!T: Good! Maybe its a football. OK, Lets go on. Its very heavy. Its got a strap on my shoulder. I can put many books in it. I can take it to school everyday. (do the action) What is it? S3: Its a bag!T: Yes, its a bag. How clever! Do you like riddles? Ss: Yes. T: Can you make a riddle in English? Just like this. Ss: No. (disappointed)T: It doesnt matter. Lets learn how to make riddles. Please work hard, then youll make riddles in your group. I think it will be very interesting. Do you think so? (present the task)Ss: Yes! (excited)T: First, we should learn how to describe something. We know Lingling will come back to China, but her bag is broken（repeat this sentence，let students understand the word broken）. So Ms Smart wants to buy a new one for her. Now they are at the shop. Lets go to see how they describe the bags. OK? (lead in)Ss: OK!苏联教育家苏霍姆林斯基说过：“如果教师不想办法使学生产生情绪高昂和智力振奋的内心状态，就急于传授知识，不动情感的脑力劳动就会带来疲倦，没有欢欣鼓舞的心情，没有学习兴趣，学习就会成为学生的负担。”一个好的课堂引入,可以很快的激发学生学习的兴趣。教师在热身游戏后鼓励女生的同时,巧妙地将一个关于书包的小谜语穿插进来,既让全体学生在紧张游戏后得到片刻放松,又自然地导出本课的任务,即以四人小组为单位合作编一个谜语,并让其他小组的成员来猜谜。而教师让学生猜的这个小谜语的谜底是书包，又与本课的课文内容（即Lingling的新书包）相呼应。一个看似简单普通的小谜语，可以让学生产生一种从不会编谜的遗憾转变到急切学习的心理状态，学生有了这种想考倒别人的强烈诱惑力，就会在这种动力的驱使下迅速融入到新知的探究中。本片段的设计既能为学生创设一个自然的情境引出任务，却又点到为止，凸显了简单而又高效的特点。2丰富活动形式，让学生在“玩中学，学中玩” 根据小学生的心理特点和认知水平，教师应尽量使各种任务活动的形式多样化，趣味化，吸引学生主动积极地参与到各个学习活动中，并能享受到“玩中学，学中玩”的愉悦。上课伊始，学生可以在欢快的音乐中唱唱做做，在轻松的节奏中快乐地感受着学习英语的乐趣；接着，可设计一个激烈而又富有挑战的小游戏来激发学生学习英语的兴趣，但需注意，该热身环节须为本课新授内容的教学起到铺垫作用，又要能自然巧妙地导入到本课的语言知识点；同样在上述【教学片段1】中，笔者在热身活动后设计了让学生根据老师的提示猜谜语的教学环节，这无疑将勾起学生的好奇心，猜谜活动虽小，但活跃了学生的逻辑思维,又利于教师顺势推舟地呈现该课的运用任务，使学生明确了该堂课的学习目的，同时也隐示了运用任务的完成形式。请看下例：【教学内容2】让学生以小组为单位开展“眼力大挑战”竞赛，讨论并寻找发现在两幅图中的不同之处。【教学片段2】T: I have got two pencils. Can you find some differences? Ss: Yes. This pencil is long. Its red. Its new. And this pencil is short. Its black. Its old. T: Very good. Look at the pictures. There are some differences between them. Can you find how many differences? Discuss in your group, please.T: OK. One minute for you to see the pictures again. Then I will keep them secret. You should tell me what the differences are. S1: Apple A is Apple B is. S2: Pencil A is Pencil B is S3: 在任务准备过程中，这样的游戏活动既培养了学生善于观察的能力, 满足了学生挑战的欲望, 同时让学生在比赛中巩固了本课的语言知识，训练了说的技能，学生的主体性也得以充分地体现。3开展小组合作学习，培养学生自主学习的能力英语课也就是英语语言实践课，语言实践需要合作才能进行。在课堂教学过程中，教师应多利用合作学习，让学生自主参与教和学，积极分析思考，让他们自己从活动中找出得与失。请看下例：【教学内容3】引导学生自主合作完成课堂任务，即以四人小组为单位编谜并将各组谜面贴在教室四周进行猜谜比赛，最后教师揭示谜底。【教学片段3】（After playing the Guessing Game）T: OK. You are so clever. But I have something more difficult for you. Can you guess it out? (guess another riddle) Its an animal. It is fat. It is black and white. Its very cute. It likes bamboo very much. Its a _.Ss: Panda！T: Good. You can guess riddles very well. But can you make riddles like this? Ss: Yes. T: OK. Now lets make riddles. Each group has got an envelope. Please open it. There is a picture and some key words. Just keep secret, dont show to other groups. Then you will make riddles and write down on this paper. You can find the word on your books, or maybe you can ask me for help. Lets begin!(students make the riddles)T: Have you finished? Ss: Yes. T: Now I will give you three minutes to guess the riddles. All of you can leave your seats to read the riddles and try to guess them out, and then write down on your paper. Lets see which group can guess the more riddles. Lets move! (Let students leave the seats and guess the riddles, T play music and stop guessing after three minutes)T: Now lets check the answers. (feedback)S1: Its an animal. It has got a long nose. Its big and heavy. What is it? (call one member of group1 read out their riddle)S2: Its an elephant!T: Right! If your answer is elephant, you can tick it by yourselves. (use red pen)T: You are really fantastic. I am very proud of you. You did a good job today. Most of you can describe something very well. Just do it like this, you will be better! (sum up)英语课程标准指出：基础教育阶段英语课程的任务是激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略，发展自主学习的能力和合作精神；使学生掌握一定的英语基础知识和听，说，读，写技能，形成一定的综合语言运用能力；培养学生的观察，记忆，思维，想象能力和创新精神。上例中，教师以另一个熊猫的小谜语为引子，既让学生在之前的课堂环节后得到放松，又自然地引出本课的活动任务。学生在经过之前的由浅及深的层层学习，掌握了能用一定的形容词来描述物品，为他们后面的编谜任务树立了自信心。在编谜过程中，该环节的设计不仅发展了学生自主学习的能力和合作精神，还培养了学生观察图片和创新思考的能力。猜谜过程中，学生允许离开座位,可以让他们不必拘泥于空间的限制，以便能更好的去思考分析谜语，同时也活跃了课堂气氛，渲染了一种自主学习的氛围。在伴随着I can sing a rainbow的音乐声中，学生有序地回到座位，师生开始一一揭示谜底。在这里教师采用的设计是让该谜语所在小组的一名代表复述谜面，其他有猜出的小组抢答，并及时进行自我评价。活动结束后的总结，教师适时给予评价和激励，有利于学生认识自我，树立信心，使学生获得成就感，培养与他人的合作精神，以便能最大化地激发学生知识，激起学生思考，激励学生情感，让英语课程标准提及的目标得到很好的体现和落实。四、结束语总之，在新教材的指导下，我们必须树立英语新课