高中英語課堂寫作教學的理論與實踐

1、高中英語課堂寫作高中英語課堂寫作教學的理論與實踐教學的理論與實踐 紹興市稽山中學紹興市稽山中學 吳璇吳璇 2007 , 8問題的背景問題的背景v教師最深刻的感受就是：無論是教材的編排還是教法的改變，中學英語教學正越來越接近以學生為主體，活化語言教學的現(xiàn)代教學理念。但是，在實際操作過程中，由于師資、生源、應試等因素的制約，我們的教學離理想相去甚遠。教師往往為完成教材而施教，缺乏教改的激情、探索的勇氣。尤其在高中英語寫作教學的策略研究方面有很大的一塊空白需要去填補。教學的有關理論教學的有關理論v克拉申（krashen）的輸入假設理論認為：只要接受到足夠的語言輸入，而且這些輸入又是可以理解的（com

2、prehensive），人們就可以習得語言。如果人們的語言水平為i，他們接觸到大量含有i+1的語言輸入，他們的語言水平就會從i向i+1提高。心理和情感因素對外語學習有很大影響。 斯溫納（swain）的輸出假設理論認為：學習者不僅需要“可理解的輸入”，更需要“可理解的輸出”。輸出在外語學習中有顯著的作用，不僅能幫助學生提高使用語言的流利程度，還可使學生意識到自己在語言使用時存在的問題。她認為，在外語教學中，應該給學生足夠的機會在課堂環(huán)境中使用語言，增強學生使用語言流利性和準確性。教學的具體實踐教學的具體實踐v新課標指導下研究聽、說、讀三種輸入方式與寫作的輸出之間的相輔相成，互相促進的關系。通過課

3、堂實例，研究聽寫、說寫以及讀寫在課堂四十五分鐘內(nèi)的分配。從而進一步了解在語言的輸入與輸出過程中，學生習得的量、質(zhì)以及教師在語言的輸入和輸出中的橋梁作用。英語課程標準指出：“高中階段聽、說、讀、寫的訓練應該立足于學生大量的實踐活動，而不是被動地聆聽教師灌輸式的講解。設計知識或技能的教學活動時，應該首先考慮是否有利于學生的語言應用能力的發(fā)展、信息處理能力的發(fā)展和思維能力的發(fā)展，而不是孤立地以完成某個知識項目的教學，或某個技能的訓練為目的。 本單元涉及的要點：本單元涉及的要點：v了解加拿大的概況；了解多元文化現(xiàn)象和多了解加拿大的概況；了解多元文化現(xiàn)象和多元文化國家的特點。元文化國家的特點。v學會閱讀

4、和使用地圖。學會閱讀和使用地圖。v學會方向與位置的表達法。學會方向與位置的表達法。v 掌握同位語從句的用法。掌握同位語從句的用法。課前已掌握的信息和語言點v加拿大的概況.v已完成這篇游記,對加拿大的主要城市和風土人情有了一定的了解.v掌握了地理方位的表達法,初步掌握了同位語從句.綱要性復習vto get some general information about canada.vits both the beginning and the background of the class.locationnorth americapopulation31,485,000area9,984, 6

5、70 sq kmofficial languagesenglish / frenchcapitalottawamain citiestoronto, montral, vancouver, calgary, qubecnatural resourceswater / woodgreat lakessuperior, huron, erie, antarioculturemulticulturalismpeoplemany races listen to the tape and complete the following sentences.v1. it is not easy to kno

6、w what a canadian is because canada is a mixture of many cultures and races.v2. canada encourages people to keep their own customs / languages.v3. the two official languages in canada are english and french.4. native indians and inuit are trying to keep their languages alive.5. the speakers family i

7、s a mixture of english, native indian and french.6. more than 80 languages are used in radio and tv programmes.7. you may find areas where many chineses, italians and koreans choose to live. they are called chinatown, little italy and korean town.after discussion, ss include the following ideas.vthe

8、re is no such a thing as a typical canadian.vcanadians are many races and cultural groups, that is multiculturalism.vthere is not one particular group that is more canadian than others.listen to the tape and complete the followings.vchina is a very large country, with many provinces and regions. it

9、is about 9,561,000 square kilomenters in ares, and 5,000 kilometers from east to west.vto the north of china are mongolia and russia. to the north of canada, there are no other countries, only the arctic ice and snow.3. china has fifteen neighbouring countries, and its borders with these countries a

10、re over 20,000 kilometers long. canada has only one neighbour to the south, the usa.4. both countries have long rivers and many lakes as well as busy port cities on the pacific ocean. china has the third longest river in the world, the changjiang river, and canada has niagara falls, the world famous

11、 waterfall.5. from north to south, china covers 5,500 kilometers. while it is snowing and freezing in mohe on the russian border, people in hainan can sit on the beach in the sunshine.a brief introduction to canada and canadiansvcanada is the second largest country in the world. its about 9, 984,670

12、 sq kilometers correcting and sharingvits a pair work. the deskmatesd better exchange their writings and correct mistakes for their partner and share the wonderful structures, sentences and paragraphs. vthe teacher should invite some students to read their passage and share with all the students.vti

13、me permitting, teacherd better share his or her won writing with the students, maybe its better as a conclusion of this period.homeworkvcomplete and improve the writing, using appositive clauses if possible.分析與結(jié)論分析與結(jié)論 v聽、說、讀均可以作為寫作的輸入，為輸出中的寫作提供所需的材料與信息。學生在獲得這些信息的同時，鍛煉了他們的聽、說、讀能力，這一過程既符合英語課堂教學的目標與要求，也有利于培養(yǎng)和訓練學生的綜合能力。v無論是讀寫課、說寫課還是聽寫課，其課堂時間