关于陈序性和陈述性的高中英语教学设计.doc

关于陈序性和陈述性的高中英语教学设计 陈述性知识的教学设计要求： 1.促使学生对知识的理解过程，而理解的实质是学生知道新知识的内部联系，也清楚新旧知识的关系。 2.在知识转化和应用阶段设计的题型或问题情景要有变化，能帮助学生获得熟练解决问题的技能。 陈述性知识，也叫“描述性知识”。它是指个人具有有意识的提取线索，而能直接加以回忆和陈述的知识。主要是用来说明事物的性质、特征和状态，用于区别和辨别事物。这种知识具有静态的性质。陈述性知识要求的心理过程主要是记忆，主要关注的“是什么”，如需氧呼吸和厌氧呼吸的过程。 程序性知识是个人没有有意识提取线索，只能借助某种作业形式间接推论其存在的知识。程序性知识是一套办事的操作步骤，是关于“怎么办”的知识，如需氧呼吸和厌氧呼吸中关于能量利用率的计算。 I. Teaching Contents 教学内容 Unit 16 Scientists at Work (SEFC Book 1B) Reading: Franklin’s Famous Kite Experiment (全日制普通中学教科书(必修)人教版高一英语(下)第十六单元《科学家在工作》的阅读部分《富兰克林的著名风筝实验》) II. Design of Teaching Objectives 教学目标设计（三维目标） 1.Knowledge objectives 知识目标 Make the students master the following words,phrases and sentence pattern.(让学生掌握下列单词、短语和句型。) (1)Important words(重点单词)： conduct, charge, shock, prove, tear, fasten, explain, appear (2) Important phrases(重点词组)： do an experiment, a great deal, tie…to…,stop…from… (3)Important sentence pattern(重点句型) Having realised that I could use…,I decided to do an experiment. 2.Ability objective能力目标 Improve the students’ reading ability through reading activities.(通过系列阅读活动提高学生的阅读理解能力。) 3.Affective objectives 情感价值目标 (1)After Learning the passage, the students are expected to know about some famous scientists and their inventions and train the students’ qualities of science. （通过本节课的学习，让学生了解著名科学家及其发明，培养学生的科学品质。） (2)Enable the students to know the serious attitude towards science.(让学生了解科学的严谨态度。) III. Teaching Important Points(教学重点) 1.Learn the words and phrases listed above. (学习上列单词和短语。) 2.Enable the students to improve their reading compre -hension. (提高学生的阅读理解能力。) IV. Teaching Difficult Points(教学难点) 1.Understand the following sentence correctly. (正确理解下面句子。) Having realised that I could use a kite to attract lightning,I decided to do an experiment. 2. How to help the students understand the passage better. (怎样帮助学生更好地理解这篇课文？) V. Teaching Methods(教学方法) 1.Task-based method to make students interested in what they will learn.(任务型教学法) 2. Fast reading to get the general idea of the passage.(略读法) 3. Careful re