英語學習“引導——發(fā)現(xiàn)”教學策略的認識與實踐_3921

1、The understanding and practice of "guiding and finding" teaching strategyHecheng(Ningbo Zhejiang East China Sea experimental school He Cheng)The basic meaning of "guiding and finding" teaching strategy"Guide - found" teaching strategies, teachers are required according

2、to the textbook structure characteristics and the cognitive level of students, teaching content and teaching process synchronization is divided into a plurality of interconnected dynamic structure, and guide the students in the mastery of knowledge in the process of exploration and discovery. Vertic

3、al: according to the time sequence of the classroom, the relatively independent, and the contact of several stages in the whole teaching process is divided; horizontally from participating in the classroom study of all factors considered, using a variety of combinations, teaching media, teaching mea

4、ns and methods of organic composition, so as to give full play to the best system function, to achieve the optimization of classroom teaching."Guide - found" teaching strategy research, not only to absorb the "discovery refers to use their minds to personal access to knowledge, a meth

5、od of", "purpose is try to expand the scope of students cognitive, trains the student with the discovery method to explore the acquisition and mastery of knowledge ability, and pay attention to the teacher the students found the guiding role, highlight its object oriented, hierarchical arr

6、angement, the way selection and the value judgment of were meaningful control and regulation.Learning as a individual experience and the development process, has two meanings: one, the "individual experience" is refers to the learning behavior of learners, teachers are not instead of, only

7、 to guide students to learn; second, indicating that "the development process", learning "do not know to know" or "don't know enough to know more" development path, so students should be to explore their own, acquisition, use knowledge, exploring, acquisition, use i

8、n the development of intelligent, edify sentiment, the formation of good will quality and study habits.Educational psychology research results show that the relationship between motivation and learning is a typical complementary relationship, not a one-way relationship ". That is to say, the mo

9、tivation can enhance the behavior of the way to promote learning, while the knowledge learned in turn can be motivated by Reinforcement learning. "Guide the discovery" strategy is by virtue of motivation is an important part in the cognitive drive, positively create the problem situation,

10、to stimulate and satisfy students' learning in the interpretation and understanding of the needs, because of this demand, mostly from the curious tendency, such as inquiry, understanding and cope with the environment on the psychological process is derived and. Students in the language learning

11、process, constantly found that the success of both the pleasure of learning, but also to strengthen the motivation to learn, so that learning behavior and learning motivation to promote each other.From the above, we can sum up the essence of the "guide to discovery" teaching strategy and t

12、he analysis of the relationship between teaching and development, teachers and students, motivation and learning:One characteristic: the whole process of the classroom teaching, is the teacher according to the study psychology and the cognition rule, guides the student to gradually explore and compr

13、ehend - discover the learning process.Four principles: the principle of teaching goal, the dynamic principle of teaching process, the principle of class structure, the principle of inquiry learning.So, how to in the classroom teaching construction of its morphological characteristics, how to these p

14、rinciples throughout the whole teaching process of each aspect, each link, and transformed into oriented, continuous, systematic teaching practice, so as to improve the quality of classroom teaching unit of time?"Guide - Discovery" teaching has three levels.The first level: it is the guidi

15、ng role of teachers on students' learning. The "guide", refers to the teacher to achieve the teaching goal and a teaching means, also refers to the teacher to guide students to find ways and methods. It controls and regulates the discovery activities of students from the aspects of &qu

16、ot;goal guidance, activity guidance, evaluation and guidance", in order to generate positive effects, reduce or avoid negative effects.For example, teaching "my comrade Qiu Shaoyun" lesson, teachers to guide students to on the basis of preliminary reading thinking: the text which word

17、 can best express the Qiu Shaoyun disciplined? Then grab "motionless" the key words, organize students to read deeply, further expand the discovery activities. Teachers from the side coaching, counseling, let the students from the fire burning, Qiu Shaoyun "like a thousand catties meg

18、aliths" tummy real action and latent must "threads", feel to the heroic dedication to the heroic! Then the teacher summarized the summary, the students found the process of behavior or method of evaluation guidance.The second level: mainly refers to the students to participate in the

19、discovery of learning behavior. Students found learning, then respectively, the problem of orientation, found that the value of the assessment of the three basic activities. It and teachers "guide", both teachers and students participate in the teaching activities, in the sequence showed s

20、tudents in the teacher under the guidance of, must experience a "of proposing the problem, establishes the hypothesis - collecting materials - classified - conclusion" of the discovery process.Another example is around "motionless", an in-depth understanding of the image of hero

21、Qiu Shaoyun teacher induction is proposed: from "motionless" to realize the Qiu Shao cloud "disciplined", we need solve what problem? The point of this problem is to drive the students' desire to find out the key and difficult points in the deep reading through the hypothetic

22、al thinking process, that is, the relationship between the external behavior of the hero and the inner mind. At this time, the students have put forward their own fake, after discussion confirmed to be clear about how to write the text is how to write Qiu Shaoyun, and in what circumstances the two q

23、uestions. This is a positive reflection of students to participate in the study, they have felt these two hypotheses once the significance of solving is given, so as to deeply find, in reading practice to explore the problems of the answer provides a favorable trend. Then by grooming reveal from whi

24、ch to read a passage is to seek the answer after, students careful reading and thinking, in mutual discussion and comparison, gradually formed common views: in the fires will be wrapped in his whole "," burn more than half a hour only gradually extinguished ", Qiu Shaoyun" until

25、the last breath, did not move an inch, never uttered a groan ", this is how strong, how great! To verify the conclusion, is evaluated, the "motionless", apparently hero disciplined and be willing to sacrifice the touching portrayal.The third level: refers to the development trend of t

26、eachers to guide students to find. Students in the study, the performance of the problem of the proposed, analysis and solution of the development trend, and this trend is the teacher to guide students through the problem and the solution to the problem, the results of the method of screening. Grasp

27、 the third level, in order to strengthen this trend.Again: Hero's heroic behavior, the hearts of the students by a great shock. No wonder a comrade in arms of Qiu Shaoyun "I" didn't have the heart to see this heartbreaking scene, and could not bear to shallow sing in the language,

28、even in material exchange and evaluation, students' language also appears with deep grief. Teachers should promptly seize the classroom teaching of information feedback, control shall be treated, adroitly guide action according to circumstances, to enable students to fully imagine Qiu Shaoyun ex

29、pressions at the moment and guide students to go deep into the inner world of the hero, said: Qiu Shaoyun why still? What is he thinking at this moment? And according to the requirement of this class specific language well to read and say. So that students continue to read deeply in practice, to dis

30、cover and to understand the hero "to the whole class, to the latent forces, in order to victory in the battle of" that bear the fire burning pain and the lofty state of mind of "motionless"!Therefore, here said the dynamic development tendency, said teachers guide students found

31、cannot be a closed interval, and should seize the opportunity to make the classroom feedback control, in the discovery process, or straightening guide students?Ying Nerita in difficult target shape J jealous of fete constricta compress in Mu AMV wisdom? A higher stage, so that the teaching process a

32、nd the teaching content to proceed, in order to effectively achieve the goal of teaching.Two, "Guide - found" the general structure of teaching"Guide - found" teaching strategies, emphasizing the students under the guidance of teachers in the learning process, namely: in the crea

33、tion of the problem situation, students by hypothesis, classification, confirm the goal orientation, in-depth discovery activities; then in exchange found materials, deductive or inductive thinking process; finally, the criterion of the target, to found the judge.Teachers' guiding role and stude

34、nts' "discovery" behavior, in the teaching structure is presented as three levels of mutual correspondence, and to promote the teaching process is not broken. In this way, the structure of the "guide discovering" teaching the general framework: start that desire, forming prob

35、lem situation, exhibition development activities, establish assumption - read deeply in practice, find a collection of material exchange findings, comprehensive comparison and screening, has been found to agree, continue to explore further.Is the actual operation, general teaching process: on readin

36、g - explore after early discussion - Discussion midpoint dial: Rereading the bottom - the exchange evaluation focused induction. In the classroom on the vertical arrangement, relatively independent, in the classroom teaching factors on the lateral consideration, there are links.Such as "night g

37、rass" lesson, teaching first and buckled on the topic "line". At the beginning of the student organization read the text, understand who and who "," and asked while reading the statement about "how to" draw down, then ask the students to read their own content to d

38、iscuss and find text clue is "one line, two rows, row, and one line", after this is a story of the development, is also the author of writing to the context.Then again coaching, subject "line" is the key, but front and "grass" and "night". We want to thoroughl

39、y read the text, should go to the study of what? Students through thinking, problem put forward the hypothesis, but also to further resolve "in what kind of environment the bank" to more accurately realize "line" tough, "" the tragic!Under the guidance of teachers, stud

40、ents once again experience reading practice, expand discovery activities, then a student found that "the vast Caohai. Stretching into the distance ", not only shows the journey is distant, but also highlights the road very difficult:" the grass everywhere is deep pools, more shows tha

41、t the grass is dangerous, to "," difficult and dangerous; and "wind" and "the night" to "," adds to the dangerous. Students communicate with each other their own discovery, constant comparison, continuous selection around the topic in-depth inquiry, has finall

42、y been found identity, "night grass" is dangerous and difficult.But "discovery" should be further, after the summary, teachers turn a citation: the text to start "I" "a step close to go and after the end of the" I "" stride to stride forward. "A

43、ssociated with contrast to read, you can understand what? Students once again return to the text, on the "OK" deeper understanding, at the expense of the old Red Army said before "to remember revolution" this words, is "night grass" power, is a kind of faith, is a kind

44、of spirit, to support the Red Army soldiers march forward courageously.Finally, the teachers focus on the evaluation of the value of the students' learning behavior and discovery methods.Three, "Guide - Discovery" of the teaching of class typeEach concrete teaching activity, in terms o

45、f the teaching objective, teaching material properties and learning level there are many variables, in the actual teaching operation, "guide, found that" teaching is bound to have various classes variant. The various classes of variant derivatives, but also make the teacher teaching, ged t

46、o publicize the wind.1 inquiry type variable typeThis course emphasizes students self inquiry, teachers from the side to play the role of guiding inspiration. It caused the situation in the classroom, but not let students turn around the teacher's question, but a teacher to guide students to dis

47、cover problems, ask questions, and actively solve the problem, with "of hair problem - explore the possession of materials - confirmed that results" this kind of progressive exploration of characteristics."Phase and will be" a lesson teaching, teachers guide students to grasp the

48、 subject "and" the word, focus on understanding the cause of discord, students after reading the text at the beginning found thought that Lian Po Lin "only by a mouth" and climbed up to higher than his position to cause the white "discord". So, Lin Xiangru is not "

49、just a mouth"? Bad students to discover for themselves and put forward the problem of this is an interesting one, teacher will be coaching them to from the "back" and "Mianchi meeting" in the concrete language materials to read deeply, then the communication confirms that, L

50、in the "mouth" is the appearance of things, through Lin Xiangru's language to contact his action, showing his great wisdom and courage, reflecting the he to the interests of the country and uphold justice and essence.This type of class type change, should be used to focus on clear, dif

51、ficult to focus, clear thinking of the text teaching, or in the students have been initially in the teachers under the guidance of my ability to discover the situation, can also choose.2 reading type variable typeThis is a lesson to guide students to read and think, to promote reading as the main me

52、ans to achieve the purpose of finding a class. It focuses on the "read" effort, but not the beginning of read - - intensive - familiar with repetition, can read affectionate flavored, but more emphasis on the ability to find a good text wonderful environment the formation of in the process

53、 of "read".Like "lovely Grass Pond" fifth nature, the teachers focus on guiding students to read aloud "so much so beautiful grass pond. The vast with blue sky is connected "these sentences, closely linked to the" Cao Tang how like the sea? "The read side by s

54、ide think read again and, students will find the grass wave in the sunshine," laughter "," tumbling "dynamic beauty and grass waves of boundless marginal, the sky is blue and fields are green and even a piece of static beauty.It is often used in suitable for reading aloud the tex

55、t teaching, students found the more profound, feel more microfiber, reading quality is improved; and the high quality of reading aloud, for students enhance mutual discovery and understanding of the content of the text, the development of language skills, especially to cultivate the sense of languag

56、e, plays an important role.3 scenario variantIt is the use of a variety of teaching media, the students into a specific atmosphere, in particular, to guide students in the atmosphere found outside the scene is difficult to get a little something.To let students understand the unique "underwater

57、 world", teaching through the design and combination of a variety of analog music, resulting in a reverberation effect, to help students to fully feel the depth of experience. As some of the students said: "I feel the sea world is really strange, so strange, there are so many animals in th

58、e sound of the sea, almost became a music world."This type of change, often to reproduce the scene - to find - to solve difficult to organize teaching.4 experiential variantThis emphasizes the students under the guidance of teachers emotional experience for the purpose of class type variable ty

59、pe, should choose "goodbye, the family," "ten li Street sent General Manager", "Langyashan five heroes" this class with obvious sentiment text design.It is not only the requirement for teachers to use teaching language with a strong emotional, including lead, interlangu

60、age, concluding to catalytic students' emotion and prominent performance for the creation of incentives - - the transformation of ruminant "emotional experience" experience of empathy, to find in the course of writing between the lines of the aggregates containing profound and rich tho

61、ughts and feelings, enhance the students the language of sensibility.5 Comparison variantThe characteristics of this type of class type, is that the teacher has the purpose, consciously carefully designed several groups of materials for comparison, can be a sentence or chapter, can also be different

62、 characteristics of the text with objects or people with?Zheng oligo Ying ran now Xie loop is real tim AMV frame s around Cong Yun only choke supporting carcass, / II Xie, Ecuador ferocious? Of "," space shuttle "a class has a obvious contrast of the text, are more suitable for this type of course.Its structure in order to compare discovery - a