The-Short-History-of-Western-Painting-教学设计-教案

1、教学设计说明Instructional Design一、教材分析(-)语篇内容分析本课的阅读材料选自人教版教材高二年级第一单元“Art”的第一篇课文Ashort history of western painting课文以“绘画艺术”为主题，主要介绍了西方绘画艺术不同历史时期 绘画作品的特点。文章先综述了影响艺术开展的因素是人们的生活方式和信仰，然后按照年 代顺序，分别介绍了中世纪，文艺复兴时期，印象派时期，现代艺术4个历史时期的西方绘 画艺术流派，以帮助学生了解不同时期的西方绘画艺术的特点，让学生初步形成对艺术作品 的鉴赏力，培养跨文化意识。(-)语篇特征分析本篇文章的语言特征为：语言书面化

2、，句式结构较为复杂。此外，全篇课文的拓展方式为 “一般-特殊型”。据此，我认为该篇课文的教学优势是：利用本篇课文，传授语篇分析方法， 培养学生阅读技能；依据文中使用的绘画艺术风格类词汇，让学生依据语篇模式，并联系生 活实际学与致用，就“绘画风格的描述”话题获得相关词汇链，并学会表达自己对艺术作品 的鉴赏观点，拓展学生语言。二、学情分析本堂课授课对象为山东省高密市高二年级学生，本堂课为借班上课。据介绍学生语言能 力较好，有一定的表达能力和意愿，希望在语篇模式和词汇链构建方面进一步有提升。三、教学目标依据上述材料分析与学情分析，本节阅读课的教学目标设定为，引导学生习得“Generalparticu

3、lar pattern” 这一语篇模式， 借助情境语境分析和语用分析深度理解文章，最后加强思 维能力和语言应用能力的培养。具体包括以下三个方面：按照说明文的各个组成局部分析 全篇结构，引导学生分析语段，逐步习得语篇模式；通过情境语境分析和语用分析进一步 理解作者的语篇目的，语篇对象，作者态度、立场等，加深对文章的理解；引导学生开拓 思路，对文章提出自己的见解和看法，同时根据话题建立词汇链，力求在作文中灵活运用语 言和多种句式。四、设计思路这节课除了常规的教学目标外，还注重传授语篇分析的相关知识。就语篇分析涉及的语 篇知识而言，教师在教学过程中，依据迁移原那么，即从知识到未知知识迁移的作为突破

4、口，先从学生已经掌握的概念着手，循序渐进地逐步展开语篇分析，让学生在潜移默化中掌 握语篇分析的新途径。【教学活动一：语篇模式分析】教师在学案的引导下，按照说明文的各个组成局部展开课文结构，最后引导学生分析整 篇文章的语篇模式，逐步习得“General-Particular pattern”这一语篇模式，包括这种语篇模 式的必备要素和备选要素。语篇分析重在分析语篇的功能或意义，有利于学生理解作者的写 作意图，丰富学生语篇图式结构，并形成阅读技能。【教学活动二：情景语境分析】情境语境分析涉及语篇的三个变量，即语场、语旨和语式。语场也可称为话语范围，是指 实际发生的事件，包括谈话的题材，外界的经历和

5、内心的心理经历。语旨也可以称为话语基 调，是指交际者之间的关系，包括社会角色关系，如教师/学生、上级/下级，和交流角色关 系，如给予/求取等。语式也称为话语方式，是指交际的媒介和渠道，包括修辞方式等。在 该活动中，教师通过交流互动，让学生掌握文章的中心、参与者以及话语方式，旨在让学生 掌握文章的三个变量，继而把握语篇的整体内容。【教学活动三：语用分析】语用分析一般主要包括作者行文的主要目的，事实、数据的分析，作者观点的推测等。通 过教师互动交流，让学生理解作者行文的目的、推测作者的观点等，掌握语用分析的概念。【教学活动四：话题与词汇链分析】话题与词汇有密切相关，互为表达关系。据此，我通过让学生

6、从上下文语境中找出话题的 相关词汇链，培养学生在语境中理解语词和运用词汇的能力，建立话题与词汇衔接的概念。 其目的是巩固本节课所学的词汇，以期在写作中得到灵活运用，为学生完成课后作业奠定基 础。【教学活动五：思维能力训练】在了解了文章的架构、内容和语用目的，并积累了相关话题词汇链之后，对文章进行反思， 是一个积极的思维过程，学生从被动的接受，转为积极的思考。思辨性思维强调在透彻理解 文章的基础上，使学生能够客观地分析与评价文章，并运用已学知识有所总结与概括。创新 性思维让学生根据所掌握的知识，举一反三，延伸到生活中其他话题，并利用已有知识解决 生活中的问题。【教学活动六：作业布置】作业是巩固课

7、堂所学语言知识，继而提高学生语言综合运用能力的重要环节。这节课的课 后作业是：在所学内容的基础上，运用一般-特殊型模式及相关话题词汇链口头复述介绍西 方绘画史的四个时期，并选择其中一个绘画风格用自己的语言进行概要写作。这一环节针对 学生语言知识的巩固与拓展、语言能力的培养和学生素养的开展而设计，同时期望到达“以 写促学”的目的。五、教案The Short History of Western PaintingLearning objectives:In this period, you are expected to be able to.discover textual pattern wr

8、iting purposejudge situational context pragmatic valueexpress your attitude to western paintingyour reflection on the passageTeaching ProceduresI. Textual Pattern AnalysisInteractive Task 1: Figuring out textual pattern & its steps.*Teacher: Help students to figure out the textual pattern and its el

9、ements.*Students: Work out the textual pattern and its elements under the guide of learning proposal.Purpose: to develop studentsf ability to analyze the text with the help of textual pattern.Guided Questions:What can we guess from the title?How many parts are there in the text? Whats the relationsh

10、ip between them?How is the text developed?What is the main idea of each part? How can you draw the conclusion?What are the supporting details of each part?What is the conclusion of this part?General-Particular pattern 一般特殊模式Elements:/ General statement/ Details (Detail 1, 2,.)/ Conclusion/Comment (O

11、ptional)Other textual patterns:General-Particular Pattern 一般-特殊型Problem - Solution Pattern 问题一解决型Hypothetical-Real Pattern 设定-真实型Matching Pattern匹配比拟型Question-Answer Pattern 提问-问答模式Opportunity-Taking Pattern 机会-获取模式Goal-Achievement pattern 目标-实现模式IL Situational Context & Pragmatic analysisInteractiv

12、e Task 2: Analyzing the situational context.*Teacher: Encourage students to find out the three variants of situational context (field, tenor, and mode).Students: Read and analyze the text.Purpose: to deepen students understanding of the main idea of the passage.Guided questions:What is the main idea

13、 of the text?What is the relationship involved in the text?How is the text developed?A Field: introduce the short history of western painting. Tenor: the author and the readers. Mode: in chronological order and general-paticular patternInteractive Task 3: Analyzing pragmatic valueTeacher: Help stude

14、nts deduce the pragmatic value (infer the writing purpose, the intended readers and the authors attitude etc.).Students: Conduct pragmatic analysis according to the related information.Purpose: to deepen students understanding through pragmatic analysis.Guided Question:What is the purpose of writing

15、 the passage?Who is the passage written for?What is the writers attitude towards the western painting?Writing purpose: to inform readers of the short history of western painting.Intended readers: readers, especially the middle school students. Author9s attitude: in general,the author is neutral and

16、hasnt shown his/her favour, but get confused about the painting style in the future.IIL Application and Thinking PracticeInteractive Task 4: Topic Related LexisTeacher: Help students look for the lexical chain under the guide of the given topic.Students: Look for related phrases in the text and make

17、 a list of lexisPurpose: to help students elicit useful lexis about a given topic, enlarge the vocabulary and thus improve writing skills.Topic 1: to describe the painting styles in the Middle Ages represent religious themes药 typical picture/ was full of religious symbols怒 ideas were changing in the

18、 13th century-religious scenes in a more realistic wayTopic 2: to introduce the painting styles during the Renaissance魅 new ideas and values药 adopt a more humanistic attitude to life犯 classical Roman and Greek ideas about art陋 paint people and nature as they really were魅 new paints: oil paints- rich

19、er and deeper colours魅 new technique: draw things in perspective- paint realistic picturesTopic 3: to talk about the painting styles of the Impressionism越 impressionists: broke away from the traditional style of painting越 work outdoors菖 show how light and shadow fell on objects at different times of

20、 day隹 not detailed药 dislike and angry超 careless and ridiculousTopic 4: to present the painting styles of Modern ArtN look at their environment in new ways隹 abstract- concentrate on certain qualities of the object记 realistic- look like photographs魅 differentInteractive Task 5: Food for thoughtTeacher: Encourage students to share their own opinions concerning questions about the