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對“學案導學”教學模式的利弊分析
高中英語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。通過什么來衡量呢?這要從教師和學生兩個方面去衡量。教師方面涉及教師的教學設計、教師駕馭課堂的能力、教師教學的藝術,尤其是能否突出以學生為主體,能否最大限度地調動學生的積極性。學生方面涉及學生是否是課堂活動的主角,課堂教學是否是以學生的學和練為主,學生的學與練是否科學和有效,學生是否積極參與課堂活動,學習興趣是否濃厚,學生的反饋如何,師生之間的關系是否融洽,教學是否達到了這一堂課的教學目標,是否符合《普通高中英語課程標準(實驗)》(教育部,2003)所要達到的高中英語教學的總目標:使學生在義務教育階段英語學習的基礎上,進一步明確英語學習的目的,發(fā)展自主學習和合作學習的能力;形成有效的學習策略;培養(yǎng)學生的綜合語言運用能力,進一步拓寬國際視野,增強愛國主義精神和民族使命感,形成健全的情感、態(tài)度、價值觀,為未來發(fā)展和終身學習奠定良好的基礎。下面筆者從教師的課堂設計和突出以學生的學和練為主的“學案導學”教學模式談一點個人的淺見。
一、學案導學的界定
學案,即導學方案(Guided learning plan),是教師根據(jù)學生實際、教材內容、教學設備及學生能力等實際情況,為學生編制的學習方案,是建立在教案基礎上針對學生學習而開發(fā)的一種學習方案。“學案導學”教學模式具體包括“導學、導練、導評”。導學是指在教師的引導下、在學案的配合下的學生的學習過程;導練是指在教師的引導下、在學案的配合下的學生的練習過程;導評是指在教師的引導下、在學案的配合下的學生的自評和教師的點評過程。“學案導學”的教學模式的精髓是突出以學生為主體,強調課堂教學以學生的學和練為主,培養(yǎng)學生的自學能力和合作學習能力。
二、學案的設計
在這一教學模式中,學生的學習活動是在教師和學案的引導之下開展的,沒有教師和學案的引導,學生的學習會是盲目、乏味和低效的。學案在這種模式的課堂教學中是綱,是本。學案的設計,要求由淺入深,既要有基礎知識的學習、歸納和總結,又要有知識的運用和能力訓練。編寫教學目標、練習和測評時要考慮分層要求,用星號標出。學案設計中問題的設置很重要,學生帶著問題去解決問題,能充分發(fā)揮其主觀能動性和探究性,培養(yǎng)其思維。問題的設置要有技巧性,比如,有的問題只要通過個人的努力就能解決,這樣可以幫助學生增加成功感,樹立學習英語的信心,培養(yǎng)自主學習的信念;有的問題是要通過相互討論才能解決的,這樣可以培養(yǎng)學生合作學習的精神;有的問題是要通過教師的幫助來解決的,這樣可以吸引學生的注意力,培養(yǎng)學生的好奇感,保持學生的學習興趣�！杜＝蚋咧杏⒄Z》教材大都以一個單元為主題形成對話、課文閱讀、詞匯拓寬、語法知識學習、聽力訓練、寫作訓練、實踐應用等模塊。根據(jù)教材的特點和高中英語教學的重點以及學情,我們借助學案對教材進行整合,突出教學重點和難點。我們一般把學案編寫的重點放在每一個模塊的閱讀教學和語法教學上,即Reading用兩個課時,Grammar & Usage用兩個課時,Project用兩個課時。
學案包含五個方面:學習目標、前置性訓練或前置性補償、知識梳理、形成性檢測和后續(xù)性矯正。課型不同,學案中的知識目標和訓練方式也不同。
1.學習目標
學習目標即課堂教學活動的預期結果或標準,也就是教學活動后學生行為和特征的預期結果和變化,它對具體的學習行為起導向、引領作用,是教學評價的標準和依據(jù)。沒有目標的學習是無序的,也是無效的。學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、學習策略和情感態(tài)度等。(2)主體性。即要突出學生為主體,從學生的角度出發(fā),體現(xiàn)以學生為“本”。(3)可操作性。要具體,可操作性強,要精確、標準、具體和規(guī)范。(4)層次性。目標制定要分層,不同班級、同一班級的不同學生,在知識結構、理解能力、經驗和經歷存在差異,要考慮到這些不同層次的學生的需求,要有針對全體學生基礎的目標,也要有針對部分能力較強的學生的高層次目標。教學內容標注星號(★),以供學生自由選擇,以便尊重差異,因材施教。下面以《牛津高中英語》M6 U3 Reading(1)為例(以下都是以《牛津高中英語》教材為例)進行說明:
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,首先考慮到學生學習新知識應具備的知識基礎、技能經驗和心理品質,考慮學情,從學生的實際情況出發(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,以期望學生能盡快地進入新學內容的學習活動。前置性訓練的設計應該從學生已學的知識入手,通過練習激活學生已有的知識,為進一步的學習做好鋪墊。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
知識梳理即學生對知識細節(jié)的深刻理解,對知識進行細致入微的分析。在梳理知識的過程中,學生的基礎知識就會一步一步地積累,學生的自主學習能力和合作學習能力就會得到培養(yǎng)和提高。知識梳理要以考綱為依據(jù),突出知識重點和難點,掃除知識盲點。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
形成性測試即在學生學習完新課內容后,檢查學生的學習目標和教師的教學目標是否實現(xiàn),這個環(huán)節(jié)一是給學生演練的機會,二是對教與學中存在的問題進行診斷,為下一個矯正環(huán)節(jié)打下基礎,以提高課堂教學的針對性和有效性。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(xù)性矯正
后續(xù)性矯正即教師對學生在形成性測試的解答中出現(xiàn)的個性或共性的問題進行評價、矯正和總結,進一步掃除知識的盲點,在學生認知和體驗的基礎上,使學生對所學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的完美結合和動態(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、“學案導學”的意義
“學案導學”課堂教學模式的價值總體歸納如下:
(1)這種以“學案導學”的教學模式,能夠改變課堂教學觀念和教學方式,提高課堂教學效率;能改變以教師為中心、學生圍繞教師轉的傳統(tǒng)教學模式,建構以學生為中心、以教師為主導的新教學模式。
(2)“學案導學”是以學生的學和練為主,體現(xiàn)了“做中學英語”的教學思想。“學案導學”能改變學生的學習方式,它強調一種主動探究式的學習方式,培養(yǎng)學生的學習策略,讓學生“學會學習”,培養(yǎng)學生創(chuàng)新精神和實踐能力,倡導“以人為本”的思想,關注每一個學生的發(fā)展,是推進素質教育的一種新的嘗試。
(3)“學案導學”的教學模式可以避免單純使用課件、盲目地使用資料和題海戰(zhàn)術,使教學更具有針對性、價值性、有效性,突出重點,從而達到減輕學生和教師負擔的目的。
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