课堂教学有效性的探索与实践.ppt

1、课堂教学有效性的探索与实践,葫芦岛市教师进修学院,刘淑云,Email: ,课堂低效现象：有“形式”少“实质”,低效课堂教学行为的特征： 低效的讲述行为； 低效的提问行为； 低效的练习行为； 低效的评价行为； 低效的课堂组织行为； 低效的非语言行为,一、有效教学的概念及基本诉求,1. 有效教学的概念,“有效教学是教师遵循教学活动的客观规律，以最优的过程和最大的效率、效益促进学生在知识与技能、过程与方法、情感态度与价值观这三维目标上获得整合、协调、可持续的进步和发展，从而有效地实现预期的教学目标，满足社会和个人的教育价值需求而组织实施的教学活动”。（多、快、好、省）,教育的优质、均衡生成于有效教学

2、的实践与研究，让“有效”生成“优质”，让“优质”引领“常态”，让“常态”促进“均衡”，这是实施有效教学的要旨。,2. 有效教学基本的诉求,标准一学习共同体：教师和学生共同参与创造性活动。 标准二语言发展：通过课程发展学生语言，提高学生的文化素养。 标准三情境性学习：教学联系学生真正的生活经验。 标准四挑战性教学：教学应具有挑战性，发展学生的认知思维。 标准五教育性对话：教师通过对话进行教学，特别是进行教育性对话。,有效教学应该遵循的基本原则,1.低耗节能原则。,2.差异效益原则。,3.全面素质原则。,4.师生共进原则。,在有效教学中，教师必须 具备两大特征：教学前有充分的准备，即有效备课；教学

3、中有丰富而创新的教学智慧，即有效提问、有效互动和有效指导等。,二、实施有效课堂教学的策略,（1）教学目标的明晰。 （2）学生学情的把握。 （3）教材的有效利用。 （4）资源的有效准备。 （5）预设方法的审视。 备目标、备核心环节、备练习、备板书、备变化。 （6）备课要采取灵活多样的形式。,1.有效备课有哪些基本要求？,（一）有效备课,2.有效备课方式,“返璞归真”型，即倡导“手写式”备课方式。,“我的讲义夹” 我的讲义夹 = 原创精备 + 翻唱名家,思考： 1.备课是为了“好看”吗？ 2.关于集体备课,备修改案。把教科书“备厚”。剪贴式。 修改式。将集体备课的成果进行共享。,3.如何设计合理科

4、学的教学目标,(1) 明确目标行为的主体,【案例一】： Teaching aims: (1) Train students reading ability (2) Enable the students to know writing and printing process for an article (3) Help the students to fully understand some key words, phrases and sentences.,【案例二】 Teaching aims: To review some key words and phrases and gra

5、mmar, i.e. changing sentences from direct speech into indirect speech. (2) To practice the students listening, speaking and reading skills. (3) To arouse the students autonomous learning through summary.,(2) 预设的教学目标要具体。,(3) 分清教学过程和教学目标,【案例三】： Teaching aims: (1) Have a dictation (2) Check the homewor

6、k (3) Learn some language points in the passage,(4) 要体现情感、态度、价值观,【案例四】 Teaching aims for A Night the Earth didnt Sleep (Unit 4 Earthquake (Book 1) : According to the three-dimensional objectives: knowledge and ability, process and method, emotion, attitude and values, in this period, most of the stu

7、dents should learn how to describe an earthquake using what they have learned. By reading and understanding the text all of them can know some knowledge about an earthquake. The most important I think is that after studying this lesson Ss can learn how to survive an earthquake and how to rescue othe

8、rs during an earthquake and some of them can lay out some measures. In this period, Ss will be made center of the class and teacher just acts as director. Task-based method and discussion will be used.,(5) 教学目标要梯度化，要关注学生学习方式的优化,【案例五】Unit 2 Poems Book VI “A few simple forms of English poems” Teaching

9、 aims: (1) Most students can learn the key words and phrases by heart: poem, recite, convey, balloon, tease, salty, endless, translate, translation, joy, anger, sorrow; nursery rhyme, take it easy, some others, score the goal, stay up, run out of, be made up of, be popular with by guessing, reading

10、them and making sentences with them. (2) 60% students can tell the main develop steps of the history of English poetry as well as the characteristics of poems during different periods. (3) 40% students can learn to appreciate the beautiful poems and have a try to write some simple poems themselves.,

11、一节听课记录： 课题：Unit 3 Computers (Who am I?) 课型：Reading Teaching procedures: Step I. Study the new words 1. The teacher read the new words and the students followed. 2. Students read the words themselves. 3. Ask some students to read the words. (About 10 minutes passed.) Step II. Listen to the tape of th

12、e text(Ss opened their books.) and ask three students to read the text. (Another 6 minutes passed.) Step III. Look at books and translate the text sentence by sentence. (15 minutes) Step IV. Language points: 1. simple-minded 2. go by 3. so.that 4. deal with 5. love doing enough (At this moment,the b

13、ell rang.The teacher had no time to give examples.Ss just wrote down some words and phrases in their note-books.),(二)有效讲授,Unit 4 Earthquake(BI) Teaching procedures: Step 1 Warming up and Pre-reading 12 1.A short vedio about the earthquake on May 12, 2008 was shown. Then questions were followed: Ques

14、tion: What did you see in the short film? What does an earthquake bring to people? （Brainstorming according to the short film ）: S1: Everything is shaking; buildings and houses fall down; S2: Railways , roads and bridges are broken ; S3: Many people are killed and injured andmany more are still trap

15、ped in the ruins; S4: Water and electricity are cut off. People are in great need of help.,2. Then another short vedio about how to rescue was shown. (The teacher asked the Ss to write down what they saw in the film. Try to describe the rescue situations with words they have learnt. According to wha

16、t the students said, the teacher wrote down the follwing words and phrases on the blackboard. ) volunteer ,dig up, injure, ruin, destroy, disaster, burst, rescue, collect money, send water, food, shelter, medicine, show love to Question :“The earthquake is so terrible, can we fortell an earthquake s

17、o that we can take measures to reduce the damages?”,Step 2 While-reading 20 1.Fast reading Ss were asked to read the text fast and then find out the general idea of the passage and the main idea of each paragragh. (develop their reading skillskimming) 2.Intensive reading Ss were asked to read the pa

18、ssage carefully to find out the detailed information about each passage. Some T (2) how to take care of the survivors; (3) where to put information for survivors and their families; (4) what to do with the buildings that survived the earthquake;,Step 4 Homework 1 Written task: Ss were asked to write

19、 a short passage about how to survive in an earthquake according to their discussion.,【讨论】：哪节课讲授更有效？,评价一堂好课的标准，从目标的角度看，是学生的接受度，即学生掌握了多少。不是教师的教学进度。一堂成功的课是具有个性特征的，体现教师的个性魅力和知识结构，采用有效的教学方法，这些是镶嵌在教师身上的，难以模仿。,有效讲授的原则和方法： （1）清晰明了。 （2）有吸引力。 （3）掌握节奏。,（三）有效提问,1.有效提问的标准: （1）清晰。 （2）问题的价值 。 （3）趣味性。 （4）大众性。（5）广度

20、和开放性。（6）教师反馈,2.有效提问十戒： 一戒提问专叫优生，省时省力省心；二戒提问专找差生，哪壶不开提哪壶；三戒以问代罚，为难学生；四戒不给时间，突然发问；五戒模棱两可，节外生枝；六戒越俎代庖，自问自答；七戒不置可否，不作评价；八戒大而无当，无从作答；九戒多而琐碎，串讲串问；十戒问如林，答如流，面上开花。,教师A： 1.Who was John Snow ? Why was he so famous ? 2.When would the deadly disease be controlled? 3.Was the map valuable ? 4.When did the disease

21、 begin to slow down ? 5.Was cholera spread by germs or in a cloud of gas ? 6.How many deaths did he find in another part of London? 7.Why did the woman and her daughter die ? 8.How could John Snow able to announce that polluted water carried the disease?,Unit 1 Great scientists (BV),教师B： 1. What do

22、you know about infectious disease? And what do you know about cholera? 2. Do you know how to prove a new idea in scientific research ? 3. What are the two causes explaining how cholera killed people? 4. What conditions allowed cholera develop ? 5. Why do you think people believed that cholera multip

23、lied in the air without reason ? 6. What evidence did John Snow gather to convince people that idea 2 was right ?,真正有效的提问是“倾听”。不会谈话的人喋喋不休，善于谈话的人只是提问，并倾听。 一、是要尊重对方，让对方感到安全、信任。 二、是要真诚，目视对方，集中精力。 三、是倾听的过程中要有回应，比如对对方说的问题 点头示意或作出相对应的反应。 四、要有耐心，宽容和理解对方的情感和表达方式。 五、是倾听要善于运用移情，多站在学生的立场上去 感受学生的语言和心理。,（四）有效的课堂

24、教学活动设计,1. 流于形式的小组活动。,2. 旨在作秀的竞赛活动，抢答题在毫无 秩序的状况下进行。,3. 课堂活动表演化。,课堂活动应有利于学生获得语言知识和发展语言的技能。教师设计和安排的各项活动都必须有明确的目的，每个活动都应以达成教学目标为导向。如果教学活动脱离了教学内容，偏离了教学目标，那么再有趣的教学活动也难以收到理想的教学效果。 （程晓棠2005）,【案例】 新人教版Module2 Unit 4 How Daisy learned to help wildlife是一篇阅读文章。一位教师在处理完课文之后进行了总结： Animals are beautiful and lovely

25、 , we should treat them as our friends. Then which animal do you like best? 于是布置小组活动任务：Talent Show . 教师给学生分发面具，要求每个小组扮演一种动物，描述自己的appearance, talent, personality等。最后全班同学评出super Star。,另一位教师的也设计了小组活动。首先提出一个课题“What should we do to protect animals? Which is the better place for animals to live in, the fo

26、rest or the zoo? Why?”学生按照不同观点分为两组，以小组为单位先通过讨论，确定了课题所需的资料，根据个人的特长进行分工，通过杂志、百科全书及互联网查询收集资料，通过讨论、比较，进而形成自己的观点，并撰文形成展示资料。他们的作业图文并茂地介绍了森林和动物园的特点、动物不同的生存条件以及不同环境对动物的影响，最后是小组的观点。,其中一组学生认为：“If the animals live in the forest, they have large land. They are free. They can run, jump,play with their children a

27、nd catch other animals for food. They will not change their animal characters. They are happy.If the animals live in the zoo, most of them can only live in the same cages. They have nothing to do every day. They can only walk round and round. When they are tired, they sleep. They cant be happy. So w

28、e think its better for animals to live in the forest. And we mustnt destroy the forests and we mustnt eat wild animals, either, e.g. frogs, wild birds,snakes, deer and so on. Let them be far from our tables. We should protect the animals and their living enviroment to make them live happily.”,另一组学生持

29、不同观点，“Its not good for animals to live in the forest. They cant often find food, so they often feel hungry. If they are ill in the forest, they can not get good care. They will die. And they are often in danger. Some animals will be eaten by big animals or be shot by hunters. For these reasons, some kinds of animals are getting fewer and fewer.(出示一组濒临灭绝的动物数据和照片)People are worried about them. But if they live in the zoo, they can have enough food. They can get good care in many ways. They can have more and m