[四年级英语]小学英语有效教学的路径.ppt

小学英语有效教学的路径 2011.09.17 郑州 引 言 1.“有效教学”的概念界定 2.为什么要研究“有效教学”？ 3.违背“有效教学”的现象 1）教学目标→目标残缺与目标宽泛 2）难点重点→把握不清与相互混淆 3）教学过程→程序混乱与任务叠加 4）教学方法→方法单一与方法无效 5）课堂提问→难易失当与思维懒惰 6）合作学习→流于形式与缺乏意义 7）作业设计→呆板机械与割裂联系 8）测试评价→因循守旧与缺乏激励 9）兴趣培养→步入误区 10）课堂评价→理性不足 一、有效的小学英语教学的概念 有效的小学英语教学是指，在明确的教学目标和适中的教学难度前提下，通过对教学内容的科学分析和合理安排所进行的、既能够促进学生英语语言知识的建构、语言运用技能的提高和英语语言文化意识的发展又能够培养、巩固和发展学生学习英语的情感、态度和价值观的高效的小学英语课堂教学组织形态和教学行为。 二、有效的小学英语教学对教师教学理念的要求 Classroom effectiveness: Research into school effectiveness appears to have recognized that a key determined factor is the quality of learning in individual classroom. It is individual departments and teachers, more than whole schools, that have the most significant impact. The following eleven features identified as being characteristic of effective schools (Sammons et al. 1995, p.8) are recognized as being crucial and some of them can also form a framework for the evaluation of one’s own work within language departments: ·professional knowledge of the leading professional; ·shared vision and goals; ·a learning environment; ·concentration on teaching and learning; ·purposeful teaching; ·high expectations; ·positive feedback and reinforcement; ·the regular monitoring progress; ·raising pupils’ self-esteem; ·home-school partnership; ·a learning organization in which school-based staff development takes place. 三、有效的小学英语教学行为应具有的特征 1. Students-centered; 2. Active effective classroom; 3. Interesting presentation; 4. Interactive teaching; 5. Meaningful practice; 6. Evidence notion; 7. Multiple and right evaluation. （1）影响有效教学的不正确的教学行为： ·laziness ·dislike or intolerance of children ·lack of praise ·failure to put the child at the centre ·unwillingness to consider or seek alternatives ·tolerance of chaos in the classroom ·getting out of the habit of promoting the target language ·not taking account of learner needs, for example by doctrinaire use of the target language when it is clearly unhelpful ·not incorporating sufficient va