课堂英语创新设计教学案例反思.doc

PAGE  PAGE - 4 - 课堂英语创新设计教学案例反思 以培养创新精神和实践能力为重点的素质教育是当今教育改革的主旋律，课堂教学则是培养学生创新精神及实践能力的主阵地。因此，教师必须加强创新教育理论的学习，更新教育观念，创新教学方法，创新教学手段。本文将通过五则教学案例，探讨如何通过课堂创新教学设计培养学生的创新能力。 一、“一问”激起千层浪 　　提问可以促进学生思维的发展，从而提高学生的智力。有多项研究证明，向学生提问不同类型的问题，可以开展学生的不同思维能力，从而促进学生思维多元化发展。如Go for it. (Book1B)Unit12，听录音后，笔者进行了以下听力测试： T: Who called Anns mother? S: Bill did. T: What was the message? S: Bill couldnt go to the birthday party. 到此，两个问题已顺利解决，但是笔者不失时机地诱导以激活学生的思维。 T: Why will Bill not go to the birthday party? S1: Maybe he is ill. S2: I think his mother is busy. He has to look after his sister. S3: He may have little money, and he cant buy anything for Ann. …… 　　前两个问题来自课文的内容，答案基本是唯一的。而第三个问题则书上无答案，要学生展开想象的翅膀，百花齐放，只要言之有理，就投以赞许的目光及恰当的点评。学生思维被激活，思维由集中而发散，兴趣大增，竞争氛围达到高潮。 二、有“头”无“尾”并不坏 　　Go for it. Book(2A)Unit 8,主要复习行为动词一般过去时，通过看图问答，看图说话，对一般过去时有所了解。到此，我创设几个有“头”的情景，让学生思维任其驰骋，凭“头”想“尾”。例如： T: Yesterday I was ill, I was late for school, I was worried... S1: Yesterday Wei Hua was busy... S2: Last week Li Mei was away from school for three days... 　　这种写作或演讲，既有一定的约束，即有“头”，要用过去时态，却又自由发挥，任你去猜测、假设，只需把喜怒哀乐的缘由写清(说清)便可收场，求异思维得到了较好的训练，使本来很棘手的写作便成了言之有物，言之有理，充满个性，富有创新的乐事。 三、各抒己见，分享智慧 学习Go for it. Book(2B) Unit 12时，笔者设计如下： T: Yesterday we learned 3a.We have known something about Han Meis family and Indiras. We also discussed yesterday. Now please tell me something about your family. S1: Im a girl of 15.I have a small family. My father and mother are both busy. They have a small company. So they help each other with work and housework. Sometimes my father does some cooking and cleaning, my mother does some washing and shopping. At the weekend I often help them do some housework. I think everyone should do some housework. It’s good for a family. S2: Im a boy of 14.I have a big family... 　　笔者对这一篇章式阅读的处理如下：首先在学习课文后进行讨论，在讨论的基础上再进行自由说，把各自家中的情况和同学一起分享。这一话题学生非常熟悉，与他们的实际生活密切相关，因此他们很感兴趣。这样学生不仅与文章的作者进行了双向交流，更与全班同学进行了多向交流。这是一种高层次的阅读技能训练活动，即阅读不仅仅是为了掌握文章中事实，了解作者观点，还更重视结合作者观点及自己的经历，表达自己的体会，是真正实施素质教育的具体体现。我想若干年以后，这些孩子长大成人，拥有