義務(wù)教育英語(yǔ)課程標(biāo)準(zhǔn)(2011)年版

1、“121”學(xué)導(dǎo)式高效課堂教學(xué)模式解讀學(xué)導(dǎo)式高效課堂教學(xué)模式解讀 （小學(xué)英語(yǔ)）（小學(xué)英語(yǔ)）墊江教師進(jìn)修校 謝曉燕“121”學(xué)導(dǎo)式高效課堂教學(xué)模式是建設(shè)卓越課堂的學(xué)導(dǎo)式高效課堂教學(xué)模式是建設(shè)卓越課堂的具體體現(xiàn)具體體現(xiàn) 什么是什么是“卓越課堂卓越課堂”？“卓越課堂卓越課堂”是指按照新課程改革的要求，堅(jiān)持德育是指按照新課程改革的要求，堅(jiān)持德育為先、全面發(fā)展、能力為重、以人為本、與時(shí)俱進(jìn)，為先、全面發(fā)展、能力為重、以人為本、與時(shí)俱進(jìn)，突出突出“一切為了每一位學(xué)生的發(fā)展一切為了每一位學(xué)生的發(fā)展”的核心理念，的核心理念，轉(zhuǎn)變教師教學(xué)方式和學(xué)生學(xué)習(xí)方式，建立師生轉(zhuǎn)變教師教學(xué)方式和學(xué)生學(xué)習(xí)方式，建立師生學(xué)習(xí)共同

2、體，彰顯多元、開放、包容的課堂教學(xué)文化，學(xué)習(xí)共同體，彰顯多元、開放、包容的課堂教學(xué)文化，最大程度地優(yōu)化教學(xué)環(huán)境、教學(xué)內(nèi)容、教學(xué)方法與手最大程度地優(yōu)化教學(xué)環(huán)境、教學(xué)內(nèi)容、教學(xué)方法與手段，形成最優(yōu)化的課堂形態(tài)，全面提高課堂教學(xué)效率段，形成最優(yōu)化的課堂形態(tài)，全面提高課堂教學(xué)效率和育人質(zhì)量。和育人質(zhì)量。影響高效課堂的因素：影響高效課堂的因素：1教師教師- 引導(dǎo)式教學(xué)引導(dǎo)式教學(xué)2 學(xué)生學(xué)生- 主體式學(xué)習(xí)主體式學(xué)習(xí)3 課堂課堂-當(dāng)堂自學(xué)、同伴助學(xué)、活動(dòng)展學(xué)、當(dāng)堂自學(xué)、同伴助學(xué)、活動(dòng)展學(xué)、互動(dòng)評(píng)學(xué)、教師導(dǎo)學(xué)、檢測(cè)達(dá)標(biāo)互動(dòng)評(píng)學(xué)、教師導(dǎo)學(xué)、檢測(cè)達(dá)標(biāo)一一 教師教師- Learning teaching首先看個(gè)公式

3、：首先看個(gè)公式：教學(xué)質(zhì)量教學(xué)質(zhì)量=學(xué)生學(xué)生1分分+教材教材2分分+環(huán)環(huán)境境4分分+教法教法3分分教師素質(zhì)（？）教師素質(zhì)（？）1 What is learning teaching? There is a kind of teaching that is also a kind of learning - a learning teaching.1) A step towards being a learning teacher Be uncertain !2) Teacher development - read new ideas in magazines and try them out.

4、- write an article for a magazine - go to a conference or a seminar.-go to a confernce and give a talk about what you have been working on in class.- learn about a completely different approach.- discuss what you are doing with other teachers.-make an agreement with a colleague to observe each other

5、s lessons.-find a way to get involved in some in-service teacher training.-specialise( e.g. computers business, self-access centres, music, etc.3) Teacher development groups and assosiations The quality of the progress you make in teaching is partly to do with other people.4) How can I change ? In o

6、rder to grow ,We need to remain open to the possibilityof change . That may be difficult, for change is risky and potentially threatening. It can feel safer to stay fixed ,unmoving .But this means ,week by week , hour by hour ,We grow staleand our lessons grow tired -recreations of old .dead lessons

7、 ,rather than new , living ones.2 Observe lessons Observation is a common feature of teacher-training courses and is a part of in-service teacher support in many schools. Observation Tasks:（見資料）（見資料） 1) Classroom snapshot 2) Teachers and learners 3) Classromm interaction 4) Thoughts and questions 5)

8、 Stolen goods3 Studying your own teaching :feedback, reflection and action research4 Language and people remember:1) As a teacher ,Dont lose touch with the fact that people need language to communicate with other people. 2) As teachers ,our major contribution to life and toeducation is to help other

9、s find their own way towardstheir own solutions within their own lives.二 學(xué)生：“121”學(xué)導(dǎo)式高效課堂教學(xué)模式 基本內(nèi)涵基本內(nèi)涵基本方式基本方式 獨(dú)學(xué)、對(duì)學(xué)、群學(xué)、導(dǎo)學(xué)、評(píng)學(xué)獨(dú)學(xué)、對(duì)學(xué)、群學(xué)、導(dǎo)學(xué)、評(píng)學(xué)基本過(guò)程基本過(guò)程 “當(dāng)堂自學(xué)、同伴助學(xué)、活動(dòng)展學(xué)、當(dāng)堂自學(xué)、同伴助學(xué)、活動(dòng)展學(xué)、互動(dòng)評(píng)學(xué)、教師導(dǎo)學(xué)、檢測(cè)達(dá)標(biāo)互動(dòng)評(píng)學(xué)、教師導(dǎo)學(xué)、檢測(cè)達(dá)標(biāo)” 如何實(shí)現(xiàn)學(xué)生的學(xué)習(xí)：如何實(shí)現(xiàn)學(xué)生的學(xué)習(xí)： （一） 有效地選擇和使用教學(xué)策略 選擇和使用教學(xué)策略應(yīng)遵循以下原則： （1）策略和方法要與學(xué)習(xí)目標(biāo)學(xué)習(xí)目標(biāo)相一致 （2）策略和方法要與教學(xué)對(duì)象

10、的規(guī)模規(guī)模相適應(yīng)（一人、兩人 還是小組） （3）策略和方法要與學(xué)生的認(rèn)知認(rèn)知風(fēng)格相適應(yīng) 表表1-1 教學(xué)策略與不同學(xué)習(xí)領(lǐng)域的學(xué)習(xí)效果教學(xué)策略與不同學(xué)習(xí)領(lǐng)域的學(xué)習(xí)效果學(xué)習(xí)學(xué)習(xí)領(lǐng)域領(lǐng)域教學(xué)策略認(rèn)認(rèn)知知情情感技技能低水平低水平高水高水平平低水平低水平高水平高水平低水平低水平高水平高水平講授演示討論討論辯論辯論問(wèn)答問(wèn)答看錄像看錄像專題討論專題討論操作實(shí)驗(yàn)操作實(shí)驗(yàn)游戲游戲頭腦風(fēng)暴頭腦風(fēng)暴角色扮演角色扮演模仿模仿表表1-2 不同教學(xué)策略與學(xué)生的參與水平不同教學(xué)策略與學(xué)生的參與水平教學(xué)策略教學(xué)策略參與程度參與程度教學(xué)策略教學(xué)策略參與程度參與程度講授低游戲游戲高演示低或高頭腦風(fēng)暴頭腦風(fēng)暴高討論低角色扮演角色扮

11、演高辯論辯論高模仿模仿高問(wèn)答中案例學(xué)習(xí)中看錄像中作業(yè)、任務(wù)作業(yè)、任務(wù)高操作實(shí)驗(yàn)中案例案例 1 1 讓學(xué)生盡快熟悉彼此的姓名讓學(xué)生盡快熟悉彼此的姓名三年級(jí)第一節(jié)英語(yǔ)課上學(xué)了My name is. Your name is .可分組練習(xí)步驟1，S1將荷包扔給S2說(shuō)My name is. S2-S3同樣說(shuō)My name is.，.步驟2 S1-S2S時(shí)說(shuō)Your name is .，S2-S3.步驟3 請(qǐng)一個(gè)volunteer將荷包分別扔給小組內(nèi)所有成員同時(shí)說(shuō)Your name is .，然后換volunteer重復(fù)這個(gè)活動(dòng)。如果老師接到荷包也參與其中。案例2： 通過(guò)“分享”活動(dòng)練習(xí)聽、說(shuō)、讀、寫（

12、即語(yǔ)言技能也就是“學(xué)以致用”）如：學(xué)了自我介紹”，教師可以設(shè)計(jì)“分享”活動(dòng)1，將學(xué)生分成4人小組，每組成員分別用5個(gè)句子介紹自己，內(nèi)容包括：姓名、性別、年齡、年級(jí)、愛好；2 每個(gè)學(xué)生開始寫自我介紹，時(shí)間3M;3 S A讀給SB聽、寫，SC讀給SD聽、寫；4 SB讀給SC聽、寫，SD讀給SA聽、寫；5 SA用第三人稱向SB復(fù)述SD的內(nèi)容，SC用第三人稱向SD復(fù)述SB的內(nèi)容；6 .(如果是低年級(jí)就只是復(fù)述 不寫）（二（二 ）班級(jí)活動(dòng)（）班級(jí)活動(dòng)（Classroom activities)1 Running an activity (活動(dòng)設(shè)計(jì)） Activity route map1) Before

13、 the lesson:familiarise yourself with the material and activity; prepare any materials or texts you need.2) In class: lead -in / prepare for the activity.3) Set up the activity (or section of activity),i.e. give instructions, make groupings,etc.4) Run the activity (or section): students do the activ

14、ity,maybe in pairs or small groups while you monitor and help.5) Close the activity(or section)and invite feedback from the students.6) Post activity : do any appropriate follow-on work.看一看每一步可以怎么做看一看每一步可以怎么做（1 1） Before the lesson(Before the lesson(略）略）（2 2） Lead-in /Preparation Lead-in /Preparatio

15、n This may be to help raise motivation or interest This may be to help raise motivation or interest (e.g. discussion of a picture related to the topic), (e.g. discussion of a picture related to the topic), or perhaps to focus on language items (e.g. items of or perhaps to focus on language items (e.

16、g. items of vocabulary vocabulary ) that might be useful in the activity.) that might be useful in the activity. Typical lead-ins are: Typical lead-ins are:Show /draw a picture connected to the topic.Show /draw a picture connected to the topic. Ask questions. Ask questions. Write up /read out a sent

17、ence stating a viewpornt. Write up /read out a sentence stating a viewpornt. Elicit reactions. Elicit reactions. Tell a short personal anecdote related to the subject. Tell a short personal anecdote related to the subject. Ask students if they have ever been /seen/done/etc. Ask students if they have

18、 ever been /seen/done/etc. Hand out a short text related to the topic. Students read the text and comment. Play devils advocate and make a strong /controversial statement (e.g. I think smoking is very good for people) that students will be motivated to challenge/argue about. Write a key word (maybe

19、the topic name) in the centre of a word-cloud on the board and elicit vocabulary from students which is added to board.3) Setting up the activity Organise the studends so that they can do the activity or section.(This may involve making pairs or groups,moving the seating,etc.). Give clear instructio

20、ns for the activity .A demonstration or example is usually much more effective than a long explanation. You may wish to check back that the instructions have been understood . In some activities ,it may be useful to allow some individual work (e.g. thinking through a problem, listing answers, etc.)

21、before the students get together with others. 4) Running the activity Monitor . .without too much further interference. Dont rush in to save them too quickly or too eagerly.5) Closing the activity To close properly To judge when to close the activity to give a time warning if you want to close the a

22、ctivity6) Post-activity （三（三 ） 展學(xué)、展學(xué)、 評(píng)學(xué)、評(píng)學(xué)、 導(dǎo)學(xué)導(dǎo)學(xué)-形式形式 Compare answers / opinions. Anticipate(預(yù)測(cè)）- Before class, you anticipate what the main language problems will be and prepare a mini-presentation on these areas. To appoint a spokesperson. To exchange and compare their answers . To get a student

23、to come up front and manage the answer-checking To collect in all answer sheets then redistribute them for collecting Collect ones answer ,then the student collect others Divide the board up into spaces for answers and throw pens to different students to write their answers on 三三 課堂課堂-當(dāng)堂自學(xué)、同伴助學(xué)、活動(dòng)展學(xué)

24、、當(dāng)堂自學(xué)、同伴助學(xué)、活動(dòng)展學(xué)、互動(dòng)評(píng)學(xué)、教師導(dǎo)學(xué)、檢測(cè)達(dá)標(biāo)互動(dòng)評(píng)學(xué)、教師導(dǎo)學(xué)、檢測(cè)達(dá)標(biāo)（一）（一） 課堂管理課堂管理- Classroom management- Classroom management1 What is classroom management? 即 創(chuàng)造學(xué)習(xí)條件 學(xué)習(xí)氛圍 學(xué)習(xí)環(huán)境2 Classroom interaction e.g. 1) Students shoud get most conversationpractice in interacting with other learnersrather than with the teacher.(Ss-Ss

25、,s-s ,S-Ss) 2) Ss usually learn best by trying things out and finding out what works .(自己操作） 3) The teacher shoud speak as little as possible in classroom time.（教師少講）建議建議多問(wèn)少解釋 留時(shí)間學(xué)生聽，思考，做做到真正傾聽增加學(xué)生說(shuō)的機(jī)會(huì)（Students Talking Time)盡量用肢體語(yǔ)言代替教師不必要的說(shuō)話允許學(xué)生完成自己的語(yǔ)句充分利用pairs ,small groups 給學(xué)生最大練習(xí)說(shuō)的機(jī)會(huì)。鼓勵(lì)學(xué)生之間的交流而不是

26、學(xué)生與老師之間3 Seating -根據(jù)需根據(jù)需-要調(diào)整座位要調(diào)整座位4 Giving instructions 怎樣給出清晰的指令？怎樣給出清晰的指令？1) 明白你自己的指令明白你自己的指令 2)盡量用簡(jiǎn)單、清晰的語(yǔ)言，簡(jiǎn)單的語(yǔ)句表達(dá)關(guān)鍵的信息盡量用簡(jiǎn)單、清晰的語(yǔ)言，簡(jiǎn)單的語(yǔ)句表達(dá)關(guān)鍵的信息 （少說(shuō)廢話（少說(shuō)廢話 e.g Im giving you a piece of paper) 3) 盡量用指令、眼神、肢體語(yǔ)言等把學(xué)生從閑談盡量用指令、眼神、肢體語(yǔ)言等把學(xué)生從閑談 打鬧中吸引過(guò)來(lái)打鬧中吸引過(guò)來(lái)4）盡可能示范而不是解釋）盡可能示范而不是解釋5）盡量檢查學(xué)生是否明白你的意圖而不是認(rèn)為）盡量

27、檢查學(xué)生是否明白你的意圖而不是認(rèn)為-（如（如 讓一兩個(gè)學(xué)生讓一兩個(gè)學(xué)生 告訴你要干什么）告訴你要干什么）6) 創(chuàng)建一套簡(jiǎn)單、固定、學(xué)生明白的指令（如、）創(chuàng)建一套簡(jiǎn)單、固定、學(xué)生明白的指令（如、）如何吸引學(xué)生的注意力如何吸引學(xué)生的注意力建議：和盡可能多的學(xué)生進(jìn)行眼神交流建議：和盡可能多的學(xué)生進(jìn)行眼神交流 固定一種你想要說(shuō)話時(shí)的手勢(shì)語(yǔ)言固定一種你想要說(shuō)話時(shí)的手勢(shì)語(yǔ)言 等待等待 不要看起來(lái)沒有耐心或者很著急，要有耐心地不要看起來(lái)沒有耐心或者很著急，要有耐心地掃視每個(gè)學(xué)生掃視每個(gè)學(xué)生 把聚焦學(xué)生的注意力當(dāng)做一種享受，耐心等待把聚焦學(xué)生的注意力當(dāng)做一種享受，耐心等待他們把目光和注意力放在你講的內(nèi)容上。他

28、們把目光和注意力放在你講的內(nèi)容上。 總之，教師需要樹立自己的權(quán)威，控制你聲音，總之，教師需要樹立自己的權(quán)威，控制你聲音，說(shuō)而不是吼叫控制你說(shuō)的數(shù)量和質(zhì)量，盡可能用簡(jiǎn)單說(shuō)而不是吼叫控制你說(shuō)的數(shù)量和質(zhì)量，盡可能用簡(jiǎn)單 清清晰語(yǔ)言晰語(yǔ)言。5 Participate , Monitor or Vanish6Gestures7 Using the board well8 Board drawing 9 Eliciting (引出）引出） -即從學(xué)生已有的知識(shí)、見聞等引出信息，即從學(xué)生已有的知識(shí)、見聞等引出信息，知識(shí)或想法。知識(shí)或想法。 引出的一般步驟：一，教師用圖片、手勢(shì)語(yǔ)、引出的一般步驟：一，教師用圖

29、片、手勢(shì)語(yǔ)、或者問(wèn)題向?qū)W生或者問(wèn)題向?qū)W生 表達(dá)想法或者主意。二，然后學(xué)生表達(dá)想法或者主意。二，然后學(xué)生給出他們的語(yǔ)言、信息、想法。給出他們的語(yǔ)言、信息、想法。 三三 教師給他們反饋教師給他們反饋 11 Intuition (直覺）直覺）12 How to prevent learning-some popular techniques Here some ways that teachers unintentionally hinder or prevent learning .(教師的一些無(wú)意識(shí)地教師的一些無(wú)意識(shí)地妨礙和阻礙學(xué)生學(xué)習(xí)的行為）妨礙和阻礙學(xué)生學(xué)習(xí)的行為）e.g 1)T T T (

30、Teacher Talking Time) 2) Echo （重復(fù)）（重復(fù)）- e.g S: I went to the cinema .T: You went to the cinema . Good. You went to the cinema. 3) Complicated and unclear instructions(復(fù)雜和不清楚的指令）復(fù)雜和不清楚的指令） 4） Not checking understanding of instructions(沒檢查學(xué)生對(duì)你的指令是否理解）沒檢查學(xué)生對(duì)你的指令是否理解） 5）Over helping/ over-organising “121”學(xué)導(dǎo)式高效課堂教學(xué)模式學(xué)導(dǎo)式高效課堂教學(xué)模式 操作流程操作流程課前準(zhǔn)備精編學(xué)案精編學(xué)案引導(dǎo)自學(xué)引導(dǎo)自學(xué)預(yù)習(xí)課本完成學(xué)案課堂教學(xué)教師活動(dòng)學(xué)生活動(dòng)學(xué)生活動(dòng)自主學(xué)習(xí)導(dǎo)入課題展示目標(biāo)獨(dú)立思考找出疑難合作探究合作探究視導(dǎo)討論視導(dǎo)討論布置展評(píng)布置展評(píng)合作交流討論解疑成果交流成果交流展評(píng)設(shè)疑精講點(diǎn)撥展示點(diǎn)評(píng)質(zhì)疑升華鞏固提升鞏固提升評(píng)價(jià)激勵(lì)評(píng)價(jià)激勵(lì)達(dá)標(biāo)檢測(cè)達(dá)標(biāo)檢測(cè)“121”學(xué)導(dǎo)式高效課堂教學(xué)模式 導(dǎo)學(xué)案模板見word文檔教學(xué)設(shè)計(jì)教學(xué)設(shè)計(jì)一 Planning is a thinking skill- It involves