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對“學(xué)案導學(xué)”教學(xué)模式的利弊分析
高中英語(yǔ)課堂的有效性是指在課堂45分鐘內所取得的效果、效益和效率。通過(guò)什么來(lái)衡量呢?這要從教師和學(xué)生兩個(gè)方面去衡量。教師方面涉及教師的教學(xué)設計、教師駕馭課堂的能力、教師教學(xué)的藝術(shù),尤其是能否突出以學(xué)生為主體,能否最大限度地調動(dòng)學(xué)生的積極性。學(xué)生方面涉及學(xué)生是否是課堂活動(dòng)的主角,課堂教學(xué)是否是以學(xué)生的學(xué)和練為主,學(xué)生的學(xué)與練是否科學(xué)和有效,學(xué)生是否積極參與課堂活動(dòng),學(xué)習興趣是否濃厚,學(xué)生的反饋如何,師生之間的關(guān)系是否融洽,教學(xué)是否達到了這一堂課的教學(xué)目標,是否符合《普通高中英語(yǔ)課程標準(實(shí)驗)》(教育部,2003)所要達到的高中英語(yǔ)教學(xué)的總目標:使學(xué)生在義務(wù)教育階段英語(yǔ)學(xué)習的基礎上,進(jìn)一步明確英語(yǔ)學(xué)習的目的,發(fā)展自主學(xué)習和合作學(xué)習的能力;形成有效的學(xué)習策略;培養學(xué)生的綜合語(yǔ)言運用能力,進(jìn)一步拓寬國際視野,增強愛(ài)國主義精神和民族使命感,形成健全的情感、態(tài)度、價(jià)值觀(guān),為未來(lái)發(fā)展和終身學(xué)習奠定良好的基礎。下面筆者從教師的課堂設計和突出以學(xué)生的學(xué)和練為主的“學(xué)案導學(xué)”教學(xué)模式談一點(diǎn)個(gè)人的淺見(jiàn)。
一、學(xué)案導學(xué)的界定
學(xué)案,即導學(xué)方案(Guided learning plan),是教師根據學(xué)生實(shí)際、教材內容、教學(xué)設備及學(xué)生能力等實(shí)際情況,為學(xué)生編制的學(xué)習方案,是建立在教案基礎上針對學(xué)生學(xué)習而開(kāi)發(fā)的一種學(xué)習方案。“學(xué)案導學(xué)”教學(xué)模式具體包括“導學(xué)、導練、導評”。導學(xué)是指在教師的引導下、在學(xué)案的配合下的學(xué)生的學(xué)習過(guò)程;導練是指在教師的引導下、在學(xué)案的配合下的學(xué)生的練習過(guò)程;導評是指在教師的引導下、在學(xué)案的配合下的學(xué)生的自評和教師的點(diǎn)評過(guò)程。“學(xué)案導學(xué)”的教學(xué)模式的精髓是突出以學(xué)生為主體,強調課堂教學(xué)以學(xué)生的學(xué)和練為主,培養學(xué)生的自學(xué)能力和合作學(xué)習能力。
二、學(xué)案的設計
在這一教學(xué)模式中,學(xué)生的學(xué)習活動(dòng)是在教師和學(xué)案的引導之下開(kāi)展的,沒(méi)有教師和學(xué)案的引導,學(xué)生的學(xué)習會(huì )是盲目、乏味和低效的。學(xué)案在這種模式的課堂教學(xué)中是綱,是本。學(xué)案的設計,要求由淺入深,既要有基礎知識的學(xué)習、歸納和總結,又要有知識的運用和能力訓練。編寫(xiě)教學(xué)目標、練習和測評時(shí)要考慮分層要求,用星號標出。學(xué)案設計中問(wèn)題的設置很重要,學(xué)生帶著(zhù)問(wèn)題去解決問(wèn)題,能充分發(fā)揮其主觀(guān)能動(dòng)性和探究性,培養其思維。問(wèn)題的設置要有技巧性,比如,有的問(wèn)題只要通過(guò)個(gè)人的努力就能解決,這樣可以幫助學(xué)生增加成功感,樹(shù)立學(xué)習英語(yǔ)的信心,培養自主學(xué)習的信念;有的問(wèn)題是要通過(guò)相互討論才能解決的,這樣可以培養學(xué)生合作學(xué)習的精神;有的問(wèn)題是要通過(guò)教師的幫助來(lái)解決的,這樣可以吸引學(xué)生的注意力,培養學(xué)生的好奇感,保持學(xué)生的學(xué)習興趣�！杜＝蚋咧杏⒄Z(yǔ)》教材大都以一個(gè)單元為主題形成對話(huà)、課文閱讀、詞匯拓寬、語(yǔ)法知識學(xué)習、聽(tīng)力訓練、寫(xiě)作訓練、實(shí)踐應用等模塊。根據教材的特點(diǎn)和高中英語(yǔ)教學(xué)的重點(diǎn)以及學(xué)情,我們借助學(xué)案對教材進(jìn)行整合,突出教學(xué)重點(diǎn)和難點(diǎn)。我們一般把學(xué)案編寫(xiě)的重點(diǎn)放在每一個(gè)模塊的閱讀教學(xué)和語(yǔ)法教學(xué)上,即Reading用兩個(gè)課時(shí),Grammar & Usage用兩個(gè)課時(shí),Project用兩個(gè)課時(shí)。
學(xué)案包含五個(gè)方面:學(xué)習目標、前置性訓練或前置性補償、知識梳理、形成性檢測和后續性矯正。課型不同,學(xué)案中的知識目標和訓練方式也不同。
1.學(xué)習目標
學(xué)習目標即課堂教學(xué)活動(dòng)的預期結果或標準,也就是教學(xué)活動(dòng)后學(xué)生行為和特征的預期結果和變化,它對具體的學(xué)習行為起導向、引領(lǐng)作用,是教學(xué)評價(jià)的標準和依據。沒(méi)有目標的學(xué)習是無(wú)序的,也是無(wú)效的。學(xué)習目標的制定有四條原則:(1)整體性。即目標定位要全面,包含知識技能、學(xué)習策略和情感態(tài)度等。(2)主體性。即要突出學(xué)生為主體,從學(xué)生的角度出發(fā),體現以學(xué)生為“本”。(3)可操作性。要具體,可操作性強,要精確、標準、具體和規范。(4)層次性。目標制定要分層,不同班級、同一班級的不同學(xué)生,在知識結構、理解能力、經(jīng)驗和經(jīng)歷存在差異,要考慮到這些不同層次的學(xué)生的需求,要有針對全體學(xué)生基礎的目標,也要有針對部分能力較強的學(xué)生的高層次目標。教學(xué)內容標注星號(★),以供學(xué)生自由選擇,以便尊重差異,因材施教。下面以《牛津高中英語(yǔ)》M6 U3 Reading(1)為例(以下都是以《牛津高中英語(yǔ)》教材為例)進(jìn)行說(shuō)明:
You are expected to:
(1)Gain some information about the cultures of different countries and★learn to communicate cross-culturally.
(2)Understand examples used in the text and use this skin in practice.
(3)Learn how to learn by yourself,together with others and★in an exploring way.
2.前置性補償
前置性訓練即教師在集體備課中,首先考慮到學(xué)生學(xué)習新知識應具備的知識基礎、技能經(jīng)驗和心理品質(zhì),考慮學(xué)情,從學(xué)生的實(shí)際情況出發(fā)。一般要求教師在教授新課之前,必須給予必備知識回顧或相應的技能訓練,以期望學(xué)生能盡快地進(jìn)入新學(xué)內容的學(xué)習活動(dòng)。前置性訓練的設計應該從學(xué)生已學(xué)的知識入手,通過(guò)練習激活學(xué)生已有的知識,為進(jìn)一步的學(xué)習做好鋪墊。如M6 U3 Reading(1)介紹了“Different countries have different cultures and customs.”,可設計如下前置性訓練:
A.Different countries have different ways of greeting.Please match the different ways of greetings with the countries:
B. Choose the best answers.
(1)In English-speaking countries, there aresome formal greetings, such as________.
A. "Hi", "Hello"
B. "Hi, what's up?"
C. "How are you?" "How do you do?"
D. "Have you had your breakfast/lunch/dinner?"
(2)Which of the following is NOT the usual customs of the USA?
A. Bargaining. B. Tipping.
C. Using knives and forks while eating.
D. Sending a small gift to the host after dinner.
(3)Which of the following is NOT a British custom?
A. "Ladies first."
B. Talking about the weather.
C. Tipping.
D. Jumping the queue.
(4)Making jokes about the bride and the groom is a wedding tradition in________.
A. England
B. both France and Germany
C. the USA
D. both Greece and Italy
(5)There are three things that the British seldom or never do. They are________.
A. giving tips, asking a woman her age and jumping the queue
B. betting, drinking and tipping
C. jumping the queue, asking a woman her age and bargaining
D. bargaining, tipping and betting
3.知識梳理
知識梳理即學(xué)生對知識細節的深刻理解,對知識進(jìn)行細致入微的分析。在梳理知識的過(guò)程中,學(xué)生的基礎知識就會(huì )一步一步地積累,學(xué)生的自主學(xué)習能力和合作學(xué)習能力就會(huì )得到培養和提高。知識梳理要以考綱為依據,突出知識重點(diǎn)和難點(diǎn),掃除知識盲點(diǎn)。知識梳理要遵循“悟、導、練”的原則,切忌以文本的形式對知識進(jìn)行羅列。如M6 U3Reading(1):
Part A Skimming and scanning:
Read the text fast and do Part A on page 34 and C 1&C 2 on page 36.
Part B Careful reading:
Read the passage carefully and fill the table.
4.形成性測試
形成性測試即在學(xué)生學(xué)習完新課內容后,檢查學(xué)生的學(xué)習目標和教師的教學(xué)目標是否實(shí)現,這個(gè)環(huán)節一是給學(xué)生演練的機會(huì ),二是對教與學(xué)中存在的問(wèn)題進(jìn)行診斷,為下一個(gè)矯正環(huán)節打下基礎,以提高課堂教學(xué)的針對性和有效性。如M6 U3 Reading(1):
Choose the best answers according to the text.
(1)The example "Our American teacher is always talking about Thanksgiving...
The British teachers didn't know what he was talking about..." is used________
A. to support the argument that there are differences as well as similarities between West weddings
B. to explain the concept of cultural differences between English speakers from different countries
C. to tell an interesting story about cultural misunderstanding
D. to make the chatting interesting and lasting
(2)What does the underlined word in the sentence "Today I would like to talk to you guys and try to some more information about cultural differences because I have to do a piece of homework on cultural differences." mean?
A. share B. demand
C. collect D. present
(3)Which of the following is TRUE according to the passage?
A. Native English teachers have few differences in culture because they speak the same language.
B. The British teachers didn't know why Thanksgiving was celebrated.
C. It's impolite to open a present when someone gives you one in the West.
D. People in the West like to open a present when someone gives you one in that they are desperate to see what the present is.
(4)Which of the following is UNTRUE according to the passage?
A. In the UK, the guests are expected to give presents to the newly-weds.
B. In Italy, the newly-weds are expect to give their guests presents as a souvenir to remember the big day.
C. In China, people always have a huge banquet to celebrate weddings.
D. Men and women sit in different areas in a wedding reception in Brunei.
★(5)We can infer from the passage ________.
A. people in Brunei like to point with their first finger
B. you don't need to take off your shoes if you go inside someone's house in China
C. if you go to Brunei, you shouldn't wear yellow
D. you will behave more properly and stay more comfortably in another country if you know its cultural differences
5.后續性矯正
后續性矯正即教師對學(xué)生在形成性測試的解答中出現的個(gè)性或共性的問(wèn)題進(jìn)行評價(jià)、矯正和總結,進(jìn)一步掃除知識的盲點(diǎn),在學(xué)生認知和體驗的基礎上,使學(xué)生對所學(xué)知識從感性認識上升到理性認識的高度,從而完成課堂教與學(xué)的完美結合和動(dòng)態(tài)生成。如M6 U3 Reading(1):
Reading comprehension
When students and parents are asked to rate subjects according to their importance, the arts are un-avoidably at the bottom of the list. Music is nice, people seem to say, but not important. Too often it is viewed as mere entertainment, but certainly not an education priority(優(yōu)先). This view is shortsighted. In fact, music education is beneficial and important for all students.
Music tells us who we are. Because music is an expression of the beings who create it, it reflects their thinking and values, as well as the social environment it came from. Rock music represents a lifestyle just as does a Schubert song. The jazz influence that George Gershwin and other musicians introduced into their music is obviously American because it came from American musical traditions. Music expresses our character and values. It gives us identity as a society.
69. In Paragraph 2, the author uses jazz as an example to________.
A. compare it with rock music
B. show music identifies a society
C. introduce American musical traditions
D. prove music influences people's lifestyles
三、“學(xué)案導學(xué)”的意義
“學(xué)案導學(xué)”課堂教學(xué)模式的價(jià)值總體歸納如下:
(1)這種以“學(xué)案導學(xué)”的教學(xué)模式,能夠改變課堂教學(xué)觀(guān)念和教學(xué)方式,提高課堂教學(xué)效率;能改變以教師為中心、學(xué)生圍繞教師轉的傳統教學(xué)模式,建構以學(xué)生為中心、以教師為主導的新教學(xué)模式。
(2)“學(xué)案導學(xué)”是以學(xué)生的學(xué)和練為主,體現了“做中學(xué)英語(yǔ)”的教學(xué)思想。“學(xué)案導學(xué)”能改變學(xué)生的學(xué)習方式,它強調一種主動(dòng)探究式的學(xué)習方式,培養學(xué)生的學(xué)習策略,讓學(xué)生“學(xué)會(huì )學(xué)習”,培養學(xué)生創(chuàng )新精神和實(shí)踐能力,倡導“以人為本”的思想,關(guān)注每一個(gè)學(xué)生的發(fā)展,是推進(jìn)素質(zhì)教育的一種新的嘗試。
(3)“學(xué)案導學(xué)”的教學(xué)模式可以避免單純使用課件、盲目地使用資料和題海戰術(shù),使教學(xué)更具有針對性、價(jià)值性、有效性,突出重點(diǎn),從而達到減輕學(xué)生和教師負擔的目的。
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