高三英語教學案例及分析

1、高二英語教學案例及分析 黃文靜一、教學內(nèi)容介紹該課是對高二英語選修8 ，Unit 2 中Discussion and writing 進行設(shè)計的一堂寫作欣賞和指導(dǎo)課。是在高中英語新課程改革背景下，對寫作教學模式的一次嘗試性變革。該課一改傳統(tǒng)的以老師為教學主體，學生被動接受的教學方法，鼓勵學生以小組合作的方式對問題進行主動探究和討論以完成特定的任務(wù)。以此來培養(yǎng)學生自主學習和合作互助的精神，發(fā)揮他們的學習積極性和主動性，激發(fā)學習英語的熱情。二、具體的教學設(shè)計流程本節(jié)課采用了“自主，互動，探究”的教學方式，輔助以多媒體，達到較好的教學效果。教學流程如下：Step one: lead inQuesti

2、on: what kind of composition can be considered as a good one? Or we can judge a good composition from which aspects?The students would have a heated discussion about this question as it is not so difficult. Also, they would have different opinions.Step two:let the students look at three passage abou

3、t the same topic, then think about and talk about how the writer attracts the attention of the reader. For this task, the group would be very interested in it. Because every one of them can experience different writing ways of the begging of a composition. So they all have something to say about the

4、ir favorite one. Step threethe students will talk about how the writer shows the order of events. It is most easy for the student to find out the right words and phrases that show the order of events after their cooperation. This step aim to let them know the importance of the order, which can be li

5、nked in different words and phrases.Step fourthe students would like to share their opinion about how the writer shares feelings with the reader, as they are also the reader for the composition. They can appreciate the charming of the language. Step fivethe discussion for “how the writer used vivid

6、language to make the writing more interesting” would be very keen because every student can find out so many such sentences to tell their partners.Step sixwriting a composition that is similar to this one. Then ask some to present for the whole class who will correct it altogether.三、本課設(shè)計的指導(dǎo)思想要使英語教學的

7、效果達到最優(yōu)化，關(guān)鍵的問題應(yīng)該是給學生創(chuàng)造一個寬松、民主、融洽的課堂環(huán)境，鼓勵他們體驗、討論、合作和探究，發(fā)揮他們的學習主動性和積極性。教師應(yīng)盡快從舊教材舊教法的框框中解放出來，轉(zhuǎn)變思想，更新觀念，注重“以人為本”，發(fā)揮學生的主動性,充分體現(xiàn)以學生為中心的教學理念。再則，興趣是最好的老師，在教學實踐中應(yīng)重視學生學習英語興趣的培養(yǎng)，激發(fā)學生的學習興趣。對于傳統(tǒng)的老師講授學生聽的教學方法，已很難激發(fā)學生的學習積極性。而通過小組的合作討論探究，學生學有所得，在發(fā)言的時候有話可說，而且教師與學生的角色互換，使得學生有一種平等參與感，更能激發(fā)他們的學習興趣。四、教學方法分析本堂課遵循語言學習的規(guī)律，采用

8、任務(wù)型語言教學，以學生的生活經(jīng)驗和興趣為出發(fā)點，設(shè)計的任務(wù)有明確的目的并具有可操作性。學生的小組討論以具體的任務(wù)為載體，以完成任務(wù)為動力，把知識和技能融為一體，很好得完成了教學任務(wù)。在教學過程中，教師搬演的角色是組織者、引導(dǎo)者、合作者，誘導(dǎo)學生積極主動地參與教學活動。五 教學反思本堂課作為對傳統(tǒng)作文課堂教學模式的一次嘗試性變革，有著它不成熟的地方。比如說，對于討論時間的把握不準導(dǎo)致最后的結(jié)束很匆忙；對于討論小組成員的搭配可以進行優(yōu)化設(shè)計，起到互相幫助的作用；對于學生在發(fā)言時出現(xiàn)的語言錯誤糾正過少等等。但從另外一方面來講，這堂課給予了如許的收獲：首先，作為課堂活動的組織者和設(shè)計者，能從實際情況出發(fā)，站在學生的角度看問題，教學行為從面向部分學生向面向全體學生轉(zhuǎn)換，設(shè)計的任務(wù)目標明確，可操作性強。有助于學生積累學習經(jīng)驗和享受成功的喜悅。其次，在這堂課中，注重“以學生為本”，發(fā)揮學生的主動性,通過小組合作討論探究