英语课堂教学案例.doc

英语课堂教学案例及分析思南县合朋溪小学 秦蓉案例我和学生们分别已有一周左右时间了。今天我一进教室，许多学生就亲热地凑到了我的身边。这么多天，老师干什么去了？同学们都非常想知道。于是，我灵机一动，今天的英语课，我不教课本上的内容，而是来了一回别开生面的“答问”，同时我向学生们提出了一个要求：用英语交谈。生1：Miss Shi, will you please tell me where did you go? （还挺有礼貌，会用will you please）师：You are very polite. But there are some mistakes in your sentence.（同时我板书学生的问句。学生经常这样出错，今天趁机再次纠错。）Is there someone can correct the sentence?生2：Miss Shi, will you please tell me where you went? (我继续鼓励学生进一步找出错误并改正)生3：Miss Shi, will you please tell me where you have been?生4: Miss Shi, will you please tell me where you have gone?师：(我肯定学生的进步) Id like to tell all of you that I have gone to Suzhou University.生5: What is Suzhou University like?师：It is very large. There are lots of teaching buildings in the university, one of them is a tall building more than 15 floors. （这么高啊，同学们不禁失声赞叹。）With a long history, many buildings are very beautiful, the trees around were grown long ago, they are looking very nice. And also, lots of grass there is beautiful enough for you to sleep on.（瞧，一张张脸上流露出向往的表情。）生6：Miss Shi, what did you learn in that university?师：I came to learn English grammar there. You know, there is no end to learn. Not only to you, but also to us teachers.（我竭力显示老师是不断要求上进的。）生7：Miss Shi, what is your teacher like?（有同学发出了笑声，显然是觉得这个问题提得幼稚。）师：Well, who can tell me what my teacher is like.（我把皮球踢回给学生。结果无一人举手。）See, there is a little difficulty. The student who asked this question is hard-working, so we shouldnt laugh at him. Now I tell you that the teachers there are with great knowledge. Every time my teacher comes to the classroom, hes always well dressed, his lessons are wonderful.师：Just now you asked me. Now I think its time for me to ask you. Can you tell me what happened while I was away?生：Yes.（回答整齐而有力。同学们一个个跃跃欲试。）“I won the first prize in the long jump”（一位男生兴奋地说。）“I didnt finish my homework last week”（他不好意思地说。）“I made a kite with my fathers help and we are going to fly it this Sunday.”（他的小脸上放着光彩。）问题还在提出，回答仍在继续。英语课堂已然成为我们师生交流的课堂，对话的课堂，碰撞的课堂。我们都没有感觉到时间飞逝而过。案例分析一、教学资源的有效开发新课程要求教师应该成为“课程的建设者和开发者”。教科书是一种教学资源，地域和社区文化是一种教学资源，家长是一种教学资源，学生的出错是一种教学资源，其实，作为“传道、授业、解惑”的我们教师也可以成为一种良好的教学资源。如教师的个人经历，道德情感，人文素养，内在底蕴。上述案例中，我出去函授的经历，是学生急于想知道的。于是我把这当成一种课程资源，与学生交流、学习、分享，成了一堂紧密联系生活的英语口语交际课。实践证明，这些是非常受学生欢迎的。二、探究主体的有效生成我们都知道学生是学习的主体，但真正要调动学生学习的积极性和主动性，充分发挥学生主动学习的精神是比较困难的。上述案例中，在教学形式上，我利用了“老师函授回来”这样一种自然的情境，采用了“答记者问”这样一种新颖的学习方式，激发了学生探究的欲望，学生自主设计提问，趣味盎然地表达，乐在其中。有人说：“真正良好的教育是设法启发一个孩子的创造力和想象力。”在教学语言上，我力求生动、幽默、风趣，启发学生的想象，激发学生对大学教授的崇拜，对高等学府的向往，激励学生努力进取，不断向上。三、师生之间心灵交往的和谐苏霍姆林斯基说“师生之间心灵交往的和谐境界”是教师教育技巧的“顶峰”。通过这一堂课，我感到，我一直在苦苦追寻的“师生之间心灵交往的和谐境界”，似乎与我有了一丝丝亲密接触。学生们的心是一个个燃烧的火把，等待我们去点燃；学生们的心是一片片肥沃的