在教学反思过程中实现专业发展

前面的关于教师专业发展教师专业发展是指教师作为专业，在到型教师的过程。关于课堂教学行为教师课堂教学行为，即教师在教学基于自己的教育理念、教学个教学行为指教容。它大体包括两个方面的内容一是直关于教 教学是一个不断发现问题、分析问题和解通过实践与，教师有机整合学科知识和学意识和能力（，2012）。的过程即教师专业发展的过程教学活动行为是否有足够的容量；是否基于学生的基础；是否有一定的开放性；是否有教师的支持；是否指向成功；是 如：是否有明确的教学目标学生应该知道什么？知道多少？（知识 ofthislesson,thestudentsshouldbeabletoremembertennewwordsaboutsports,suchas…学生应该能做什么？做到什么程度？（能力 ofthislesson,thestudentsshouldbeabletousetensecorrectlytodescribewhathappenedtothemyesterdayorlastweek.学生应该能感受、体验到什么？（情感态度 ofthislesson,thestudentsshouldbeableto lthedifferencesbetweentheopinions.如：是否有显著的效度 我们需要在教学实践中，理论的指导下，按照《课标》要求课堂教学行为进 ，实现专业发展交流三个方面一、教学伴随教师发展二、课堂教学行为例述三、教学类的撰一、教 伴随着教师发 实践积累（发现问题）→理性追 “学得”与“习得Krashen的区分：无意识要注意语言的正式学习涉及学习者的某种活动，比，试图通过了解明确的语则学习言意义为主的交流活动的时候，自然状态下的学习也可以设计正 提 的非正式学习二、课堂教学行 例●词汇教学行●词汇在语言学习中的重要位子毋庸置疑●词汇量的大小是语言能力高低的重要标尺●许多学生因记不住单词而害怕英语学习；中去掉了ocalary版块；《义务教育英语课程标准（2011年版）词汇表中没有给出单词释义●集中、分散教词汇●先教reading？先教词汇●单词拼写？单词搭配？单词运用词汇教学的有效行如：blackboard→board→（n）“木板”→“甲板→（v）上船“上车，上如：以foot为中心的相关联Onebyone（方式多样book→knife→egg→good→door→room→moon→not→tooth；mouse→bird→cat→dog→monkey→tiger→zebra→elephant；one→two,three→four,Playagamein例1：OnedefinesawordandtheotherguessesS1:Itcanbeanounoraverb.Asaverb,itmeanstoseesomethinginadvance.S2:IsitS1:You’reright.Nowit’syour例2：Playagamecalled“What’syourdream?”Wokinpairsand leachotheryourdreamandwhatdoyouexpecttohappen.Usethephrases“dreamof”and“honestwith”inyoursentences.S1:Idream inganimportantButtobehonestwithyou,IknowIshallbeveryluckyifIworkforanewspaper.S2:Idreamofbeingafi Buttobehonestwithyou,IknowIcan’tactwell.单词巩固活动例（数词和动物名称A单词听写；B.单词接龙；C单词活A.HaveaB.mouce→bird→cat→dog→monkey→tiger→zebra→elephant；one→two,three→four,C.A:HowmanylegsdotwodogsB:Eight.Howmanylegsdothreeduckshave?A:Six.B:Fourcats?C:Sixteenlegs.Johntookoutacollapsiblebicycle,unfoldeditandrodetoschool.Chorestakeupmuchofmymother’stime.Shehastogetwaterandfirewoodforthefamilyafterwork.Soshehasnotimetorelaxherself.Yourfatherisgentleandhandsomeandyourmotheriskindandattractive.Myfatherisfriendlyandeasy-goingandhehasacharming BettyandSusandon’tgetalongwellwitheachotherandtheyoftenquarrel,evenfightwitheachotherafterclass.“去语境化”和去语境Step1.（板书）Wrote“grumbleontheStep2.（释义）Saidcomplainaboutsomeoneorsomethinginanannoyedway.Step3.（翻译）Translatedthewordinto语境Said:Somepeoplegrumbleabouteverything.Forexample,theygrumbleabouttheweather.Ifitissunny,theysayitistoohot.Ifitiscool,theysayitistoocold.Theyareneverhappywiththeweather.TheyalwaysgrumbleabouttheAsked:Sowhatdoes“grumble”如：8AUnit4Reading GiantpandasWhenXiWangwasborn…Atfourmonthsold…startedtogooutside…Eightmonthslater…grewinto…Attheverybeginning…drankhermother’sWhenshewassixmonthsold…eat（与内容结合起来，并注意类似表达的归纳梳理。）7BUnit4TheGhostintheParksuddenly---quickly---carefullyfrightened---veryafraid---still---verysurprised---notafraidany词汇知识与运用能Thankyoufor lingmeabouttheMid-AutumnFestival.Thankyou e.g.Thankyou

ngyour (你的自行车Thankyou

(帮助我 Thankyou 语言知识教学模(PresentationPractice---Production)模式。研究者和一线教师形成共识的词汇教学模式，如： “3C”（Conveymeaning呈现词义、Check“观察---探索---巩固---运用”词汇教学模“呈现---探究---操练---运用”词汇教学模3C（Conveymeaning呈现词义、Checkunderstanding检查理解、Consolidation巩固运用）词汇教学模式例举（boring）：Step1.ConveyT:LastnightIwenttoseeafilm.Itwasnotinteresting.Itmademefallasleep.Notinteresting.Itwasboring.Step2.CheckT:DoyouunderstandthewordWhatdoesitmeaninS1:枯燥的，没有意思的T:Good.You’vegotStep3.T:(toS1)Doyoulikeboringfi S1:…T:Why?S1:…T:Askthe nexttoyouiftheyhadaboringweekend.Iftheysay“Yes”,findoutthereason.语法教学行Grammar版块编写特点体现的是：在语法学习的过要更加注重语：●用“归纳”法●语法教学有没有一般的教学模式●如何在语法教学 设置语用情境总体语法教学模式一、语法教学的常规模式观察—发现—讨论—归纳—巩固—运观察语言表达中这类语言现象的形式发现这种语言的结构和意义讨论、归纳出这种语法现象的结构特征和使用规则； 二、语法复习的常规模式集中呈现—对比分析—专项梳理—集中呈现，强调语法的系统性和完整 梳理特征要点，形成框架结构 给予学生基本的语法系统概十大词类：名、代、动、数、形、副、介冠、连、九种成分：主、谓、宾、表、定、状、补同位、独五种句式：主＋谓；主＋系＋表；主＋宾；主＋谓＋双宾；主＋谓＋复三类句子：简单、并列、复从形容词性：定语从句（限定与非限定副词性：状语从句（时间，地点，条名词性：主语从句，宾语从句，表语语法教学例定语从p1通过一组带有修饰语的名词短语来介绍和说明英语中定语的基本意义，以及它们在句中的常见位置，即前置和后置两种，从而引出学生对定语的用法的思考： thegreentreesPrepositionalphrase: thetreesingreenAttributiveclause: thetreeswhichwerewearingp2提供与单元话题相关的短文，并含有一定量的定语从句，让学生在真实的语境中加深感受和了解定语从句的运用。通过阅读讨论，要求学生找出含有定语从句的句子并 这些定语从句所修饰的名词。Davidwasoneofthemosthelpfulstudentsthatweeverhad.In1998,OxfordUniversitywherehegetinterestedinChineseculture.SomeofthecitiesinChinawhichhelikesmostareBeijing,ShanghaiandNanjing.Mostofthestudentsthathetaughthaveehisfriends.SomeofthebooksweregiftsthathegotfromhisChinesefriendsandstudents.ThepaintingsthatDaviddevotedtotheschoolarebeingdisplayedintheassemblyhall.Step3归纳讲解关系代词引导的定语从句的相先行词是人，关系词用whowhomwhose。先行词是物，关系词用that,which。Step4句子拓展操练。如S1:ThemanismyS2:Themanwhoisstandingunderthetreeismyteacher.…S1:IliketheS2:Ilikethebikethatmyfathergave…Step5写一段含有定语从句的话，介绍一情境、语用中的语法复习例举“if”引导的条件状语从（学生在讨论春游T:Whereareyougoingforthespringouting?Ss:TheSlenderWestLake.T:ArewegoingthereifitrainsnextSaturday?Ss:Wedon’tknow.T:Whatcanwe fitrainsnextSaturday?S1:Maybewe’llhaveclasses.S2:Maybewe’llstillgothere.S3:Maybewe’llstayathome.（教师板书Ifitrains,wewillstayathome.Ifitrains,wewillhaveclasses.Ifitrains,maybewewillstillgototheSlenderWestLake.（Playagame语言接龙游戏T:IfitrainsnextSaturday,wewillstayathome.S1:Ifwestayathome,IwillwatchTV.S2:IfIwatchTV,mymotherwillbeS3:Ifmymotherisangry,shewillaskmetodoalotof S4:Ifmymotherasksmetodoalotof Iwillnothavetimetoplaycomputergames.S5:If laycomputergamestoomuch,wewillhavebadeyes.S6:Ifwehavebadeyes,wewillnotseetheblackboardclearly.S7:Ifwecan’tseetheblackboard,wewillwear（如果学生出现错误，由同学或教师适度纠错，并再次归纳i从句语 则。）学生语法纠错前的教师示范例举T:TherewillbeeighttensesinwhatI’llsay.ListentomecarefullyandthenyouwillwriteashortpassageonyourpaperusingeighttenseslikeI’mateacherandIteachyouEnglish.YouarestudentandyoustudyEnglish.I’mtalkingtoyouandyouarelisteningtome.YesterdayIwasillanddidn’tcometoschool.MrLisaidhewouldtakemyplace.SomeofyouwenttoseemewhileIwasslee .WhenIwokeup,youhadleft.Thankyouforsendingmeflowers.Ok,nowIhavealreadygotwell.YouhavefinishedyourandI’vecheckedyour youwillcorrectyourmistakes.That’smystory.Pleaseshowyoursonyour总言之，语法教学需要考虑把握准语法教学注重语法教学的尽可能运用“归纳法”教语法努力在语境活动中教语法、用语法阅读教学行例谈以下几个问阅读教学 的问题设差异关系密切。教者需要发挥教8AUnit6NaturaldisastersReading阅读主线：Timmy 经三个问题 WherewasTimmywhentheearthquakestarted?(shop DidTimmyknowwhereheAtlastwhatdidTimmysee?(bright带着这样的问题阅读，不利于把握文章的主线重新设计问题What’sthearticle WhatdidTimmydowhentheearthquakeWheredidpeopleknowtogoatthe DidTimmygiveuportryhisbesttosurvivewhenhewasindangerduringtheearthquake?回答这样的问题，需要获取Timmy经历 进一步地追WhatdidTimmydotosavehimself?saidtomyselftoldmyselftocalmdownshoutedforhelptoldmyselfatechocolate Timmywasquitesmartandbrave,hesavedhimself.Whatshallwe fwearein（问题在引导学生细读。提高了语言输入的有效性。将情感教育有机地穿插其中。）教师的提问常常表现为两种基本的语言结构——纵向结构和横向结构。纵向结构是指教师通过层层设问、逐步递进、环环相扣来呈现、传授新知识，突破教学重点和难点，进而形成递进式结构，以达到让学生掌握所学知识的目的。横向结构是指教师在教学新知识后为了让学生扎实掌握所学的新知识，在同一语言平台上对所学内容进行操练和巩固。在课堂教学过 ，新授内容宜多用纵向结构的课堂话语，而复习内容则宜选用横向结构的课话语为主。引导学生挖掘文本自身信如：8BUnit6ReadingOxfamTrailwalkerParagraph1:Pleasefindoutthelonges inParagraph1.Itisorganized toraiseforhel poorpeople andotherpartsofAsiaandAfrica.

OxfamFor

InParagraphWhat’sParagraph2mainlyabout?PleaseuseonewordinParagraph2to Pleasefindoutthenumbersthat lyouitisatoughhike.finishwalkinga100-kilometre

within48‖2daysandwalkthrough8countryparksover20hillsand7Unit6DowntherabbitDown,down,down.Alicefellforalongtime,andthenshehittheground.Shefoundherselfaloneinalong,lowhall.Q1:HowdoyouknowAlicefellforalongAlicejumpeddown.Alicejumpeddown.AliceAlicejumpeddown.Alicejumpeddown.AlicejumpeddownWhichdoyoulikeDown,down,概念图表在阅读教学中的运如：9AUnitReadingMurderinValley是一篇关于谋杀案的报纸 victim,detective,attacker,murderer, ,victim’senemies,victim’sfriends,victim’sparents等）案情复杂，如有了嫌疑人的线索，但嫌疑人又有证第一和第二 了谋杀案中最主要信息，包含受害者、案发时间和地点。树状式有利于表现主要内容和内容之间的主次关系。第一至第六自落中有两条线索，一是已经掌握的，另一是还不知道的。为了更好地最后两个自落讲述了谋杀案中证人的目击证据和嫌疑人的无罪辩解，还有受害者父母的悬赏缉凶，为表现出相互交织的关系，可选用网络式图表。阅读 的长剔出从句单独理Afterleavingschool,HawkingwentfirsttoOxfordUniversitywherehestudiedphysics,thenhewenttoCambridgewherehestudiedcosmology.Whenacupofteaisputonateatablebeforeyouorsenttoyourhands,youwillsay“Thankyou”andreceiveitwithtwohands,notonehand,ortheywillthinkyouareill-mannered.抓 ，弄清目络，按序理Itcanshowpoliteness,reportedspeechandconditionalssuchastheFirst---probability---ifIcancometoyourparty,Iwill;theSecond---improbability---ifIsawyoutomorrow,I’dgiveyouthebook;andtheThird---impossibility(meaningitistoolatetochangesomethingthathashappened)---ifyouhavetoldme,Iwouldhavehelpedyou.IseesuchadifferenceinNewYorkCity,forexample,fromwhenIfirstmovedheremorethan20yearsago:rushingintoliftswithoutgivingthoseinsideachancetogetofffirst,neversayingthankyouwhenothersholdadooropenforthem,orpleasewhentheywantaclassmatetohandthem阅读长句例Afterleavingschool,HawkingwentfirsttoOxfordUniversitywherehestudiedphysics,thenhewenttoCambridgewherehestudiedcosmology.Afterleavingschool,HawkingwentfirsttoOxfordUniversitywherehestudiedphysics,thenhewenttoCambridgewherehestudiedcosmology.Afterleavingschool,HawkingwentfirsttoOxfordUniversitywherehestudiedphysics,thenhewenttoCambridgewherehestudiedcosmology.Afterleavingschool,HawkingwentfirsttoOxfordUniversitywherehestudiedphysics,thenhewenttoCambridgewherehestudiedcosmology.WhendidHawkinggofirsttoOxfordUniversitywherehestudiedphysics,thenhewenttoCambridgewherehestudiedcosmology.Afterleavingschool,wheredidHawkingstudyphysicsandwheredidhestudy长句方法 抓住句子主干，再把句子中涉 写作教学行学生需要什么样的写作环境语言表达和语篇结构孰轻孰重什么是学生作文中理想的语言表达写作教学需要关注的几个方与单元话题协同，融入语言情境模 用概念图引导学生关注篇章结如：HowtoArrangeOurPara1Introductiontothetopic：withthedevelopmentof…,freetime,differentideasPara2Differentideas：ononehand,parents…,ontheotherhand,moststudents…Para3Myview：spend…studying,makeupthelessons,Inaddition,read,gainknowledge,getwellpreparedforWiththedevelopmentofeducation,middleschoolstudentshavemorefreetimetoplanforweekends.However,peoplehavegotdifferentideasabouthowtoarrangetheirOnonehand,parentsinsistthatweekendsshouldbeusedforreviewinglessons,becauseitisanextensionofthewholeweek’sstudy.Ontheotherhand,moststudentsprefertotakepartinotheractivities,suchas sports,takingpartinsocialactivities,relaxingthemselvesbywatchin ormovies,orevenplayingcomputergames.Inmypointsofview,asastudent,weshouldspendmoretimestudyingontheweekends,duringwhichtimewecanmakeupthelessonswehaven’tlearnedwellenough.Inaddition,wecanreadsomegoodbooks,fromwhichwecangainusefulknowledgeandgetwellpreparedforourfuturelives.原句：Ihavefoundaplaceforyou.Itisasmallflatof25squaremeterswhichhasabedroom,abathroom,andakitchen.修改句：Ihavefoundaplaceforyou,25squaremetersinsizewithabedroom,abathroom,andakitchen.原句：Istronglyhopethat