如何在英語課堂中達到“預設和生成”的統一

劉小妮

一、問題的提出

“多向互動、動態生成”是新課程課堂教學的主要特征。傳統的課堂，教師是灌輸者，學生是傾聽者，教學任務大多是在教師的預設下按部就班地完成，學生思考不足，課堂有效的動態生成很少。進行課堂教學改革以來，筆者所在學校的教師正在從對高效課堂的理念和課堂操作方法的關注轉向對課堂教學過程和實效的追求，對導學案設計和課堂教學效果的討論已成為落實課堂教學改革理念、提升課堂實效的關注焦點，其中越來越多地涉及課堂生成的話題。三年來，通過研究學校的各種研討課、過關課、比賽課、示范課，筆者發現大部分教師能按照預設，也就是課前教師們精心編寫的導學案，比較順利地完成課堂教學目標，課堂上學生活動也比較豐富，學生展示時積極大方。但學生主要是展示課前完成的導學案，核對答案，那些課前已經掌握了該知識的學生參與的積極性不高。課堂上學生的質疑對抗很少或沒有，課堂缺乏生命的活力、缺乏思維的精彩碰撞、缺乏師生之間的真情互動。簡單地說，就是缺乏課堂精彩動態的生成。隨著學校課堂教學改革的深入，預設和生成這兩個相對對立的概念已不斷融入教學實踐中。如何處理預設和生成的關系，成為進一步深化課堂教學改革、提高課堂教學質量的一個亟待解決的問題。

二、課堂的預設與生成

（一）什么是課堂教學預設與生成

課堂教學預設是教學主體的籌劃和設計活動，即教師面對教材、面對學生應考慮的兩個問題：學什么與怎樣學最有效的基本定位和假設路徑，它包含了教學理念及在理念引領下的具體教學的操作層面（策略）。它具有有效引導學生自主學習、能動學習并有機整合學習目標的“理想意圖”和操作思想。教學預設包括確定教學目標，分析教材和學生，確定重點和難點，進行教學過程設計，安排教學時間，思考課堂互動模式，選擇對教學效果的評價方式，設計和安排課后作業等。

課堂教學生成通常以學生的思維、參與和情感體驗為重心，使師生和生生在特定的情景中展開真情互動和真心交流，在互動和交流中引發思維碰撞、激活靈感、發現新知、產生感悟、分享感動，以達成新的理解、生成新的知識、產生新的感悟。生成的教學往往表現為“茅塞頓開、豁然開朗、怦然心動、妙不可言，表現為心靈的共鳴和思維的共振，表現為內心的澄明和視覺的開朗”（余文森 2006）。

（二）課堂預設與生成的關系

巧妙的課堂預設與精彩生成是成功課堂教學不可缺少的兩個方面。預設和生成是相互依存的，沒有高質量的預設就沒有精彩的生成；反之，如果不重視生成，預設就會僵化，沒有生命力。只有預設和生成并重，課堂才會煥發精彩的活力。因此，我們必須思考“預設什么？”“怎么預設？”“如何預設促進生成？”“如何提高生成完成預設的目標？”等問題，最終達到預設和生成的統一。

三、在英語課堂中如何做到有效預設和精彩生成

《英語課程標準》指出：“課堂教學不應當是一個封閉系統，也不應當拘泥于預先設定的固定不變的程序，預設的目標在實施過程中需要開放地納入直接經驗、彈性靈活的成分以及始料未及的體驗，要鼓勵師生在互動中即興創造，超越目標預定的要求”（教育部 2001）。根據新課程的基本理念和課程實施的基本要求，要在教學中突顯學生為主體，教師為引導者的教學模式，從學生的實際出發，深入了解學生，預測學生的學習方式，預設出富有針對性和可行性的英語教學策略，從而提高英語課堂教學效率。那么，如何在英語課堂教學中達到預設和生成的統一？筆者根據教學實踐，總結了如下一些心得體會：

（一）預設合理的教學目標，生成有效的教學資源

布盧姆（2009）認為：“有效教學始于準確地知道需要達到的教學目標是什么。清晰明確的目標使教學活動自始至終處于期望的有目的的控制之中。目標導向使師生雙方在教學過程中均有方向感，教學結束時均有達標感。”因此，課前教師應讓學生明確所學知識的目標要求，讓學生預先對新舊知識作積極復習和預習，使新課學習更具目標性和指向性，而有目的的學習也大大激發了學生學習的積極性。此外，教師還應對教學目標的預設作精心的調配和細致的落實，制定符合學生認知規律的具體教學目標，使學生一目了然而又可以達到。

如：在在人教版選修7 Unit 5的Reading Keep It Up，Xie Lei— Chinese student fitting in well的教學中，需要學生理解標題的內涵。該篇文章標題包含了一個新詞組keep up，比較難理解，筆者打破傳統的先講標題再講文章內容的形式，將標題的處理在文章學習結束時進行，并預設了一個學習任務，讓學生就文章的標題Keep It Up，Xie Lei—Chinese student fitting in well進行修改或重新擬訂。課堂上學生獨立思考后，在小組內進行討論，確定本小組的最佳標題，全班一起交流，共享成果，最后評選出最佳標題。

【課堂生成】

“Well done，Xie Lei”

“Xie Lei is the Chinese students’pride”

“A Chinese girl—Xie Lie in western university”

“Xie Lie’s pains and gains”

“Come on，Xie Lie”

從學生生成修改的標題來看，學生基本上掌握了文章的大意，對人物的性格特征有了比較全面的認識，達到了教學目標。這種讓學生圍繞學習目標自主討論的預設，能激發學生學習的積極性，讓學生在體驗學習的過程中不斷創新，促使其個性意志和自主意識得到了最大發展和最快提升。

（二）預設有效的教學問題，生成有效的教學活動

生成需要一定的空間，空間是生成的前提條件，如果預設的空間過窄，答案唯一，生成必將太小；反之，如果預設空間過大，答案漫無邊際，生成必將太雜。有效的問題能激發學生討論、思考，能使師與生、生與生在學習過程中保持一種對話式、互動式、學生自主式的學習狀態。一個合適的問題，可以激活學生思維，創造生長點，能使學生全神貫注投入到良性思維情景活動中，產生積極的互動。例如，教學Module 7 Unit 1 Living well Reading一課時，筆者給學生預設了這樣一個問題：From Mary’s inspiring story，what have you learned from?

學生結合課文所學知識給出了不同的見解：

1.We should be patient with people with disabilities.We shouldn’t get annoyed just because they are slow.

2.We shouldn’t feel sorry for them.That might hurt them.

3.We should help them in a clever way.

4.We should encourage them when they feel down.

5.Just having a disability doesn’t mean your life is not satisfying.

6.Everyone can live well even if he has a disability.

結合學生的回答，筆者引導學生做出小結：Disabilities can be visible or invisible.People with invisible disabilities don’t look disabled.Depression，sleep disorders and learning difficulty are invisible disabilities.No matter what disability one has，life is not easy.They have many difficulties to overcome，but they should keep in mind they can also live well，even achieve great success.

（三）預設真實的教學情景，生成真實的教學情感

教師應“以生為本”來完成教學預設，讓個性各異的學生帶著自己的知識、經驗、思考、靈感、興趣去參加課堂學習，并成為課堂學習的主體。學習虛擬語氣在寫作中的應用時，筆者給學生預設了這樣兩個話題：

話題1：有關佛山小女孩悅悅被撞，18個路人見死不救的新聞引起了全國人民的關注，假如你路過會怎么辦；你是伸出援助之手還是袖手旁觀？

話題2：假如你處在那些動物的處境，對人們喜歡和動物照相你會有什么反應？（2009廣東）

這兩個話題都與學生的生活息息相關，并且就發生在我們身邊，學生有很多話可說，學生大腦處于開放式益智活動狀態。學生圍繞這兩個話題進行了熱烈的討論，并將虛擬語氣的結構在自己的作文中運用得淋漓盡致。以下是學生生成的習作。

【話題1】

學生生成習作1：The little girl，Xiaoyueyue who was crashed by a car，had not been saved by the 18 passers-by，which caused me a deep thought.If I were one of the passers-by，I would have stopped and offered my hand to help her.I would have called for help and sent her to hospital.Had we helped her without hesitation，we might have saved her.How I wish that had not happened and she had been saved and could live today.

學生生成習作 2：If I had passed by，I would have lent a helping hand to her.If people realized the importance of life，they would have offered their hands.Xiaoyueyue would have been helped by the doctors，and her parents wouldn’t have heard the sad news.Helping others is helping ourselves and this is what everyone should do.If the girl hadn’t died，she would play and play happily with her friends.If everybody offers a little love，the world will be more beautiful.So，it’s of great importance for us to help others extremely when they are in trouble which is also our responsibility.

【話題2】

學生生成作品 1：If I were the animal，I would feel unpleased or even angry with this impolite behavior of taking photos with me.Perhaps I would show my angry face to them or make them frightened.What’s worse，I would like to bite them if they interrupt me or my friend.It is unfair for me.We would be affected by the light of the cameras，which do harm to our eyes.Thus，it’s necessary that people should not take photos with animals as possible as they can and people should show respect to animals.

學生生成作品 2：If I was an animal，I would feel happy when people take photos with me.The reason why people like taking photos with me is that they think I’m cute or beautiful.Apart from that，they can have a wonderful memory.So I was an animal，I would not mind people’s taking photos with me.I would be delighted with the visitors’taking photos with me.It’s high time that human beings and animals got well along with each others.

又如在 Module 3 Unit 5 Canada—The True North Noun Clauses（名詞性從句）的教學中，筆者給學生預設了這樣的練習：Rewrite the sentences with a noun clause as the appositive.

Example：Global warming might be increasing.This possibility worries scientist.The possibility that global warming is increasing worries scientists.

1.The fact was reported in the newspaper.The teachingrevolution（課改）in ourschoolis successful.

2.The news spreads all over the school.A lot of teachers come to visit our school today.

3.The new English teacher wished that she would come and visit Zhengzhou again.She expressed her wish in her speech.

4.All the people were excited when they heard the news.115 trapped miners were rescued successfully in Shansi.

以上的幾個例句都是發生在學生身邊的事情和情景，學生一看到就覺得很親切，這樣語言學習就有了真實的語境。通過這個練習的預設，一方面讓學生掌握了知識，另一方面，學生在真實情景的教學氛圍中產生了許多無法預計的課堂興奮點，使課堂教學有效而精彩。學生的生成也是非常精彩：

S：In the third sentence the new English teacher’s wish is that she would visit Zhengzhou again.So we can rewrite like this：

The new English teacher expressed her wish that she would visit Zhengzhou again.

T：Yes，I do wish I can visit Zhengzhou again because I have made a lot of new friends here.

S：In the fourth sentence，the news is that 115 trapped miners（礦工）were rescued successfully in Shansi.

So we can join the two sentences like this：All the people were excited when they heard the news that 115 trapped miners（礦工）were rescued successfully in Shansi.

T：Are you excited to hear the news?

Ss：Yes.

T：We are sorry to hear the news that the terrible disaster happened in Shansi.And until now many miners are trapped under the mine.So let’s give our best wishes to them.Wish them safe.

（四）預設留白，給學生生成的空間

教師要讓課堂留有自主的空間，要讓教學留有拓展的余地，要為學生搭建展示自我的舞臺。喚起學生頭腦中相關知識，激發其興趣。學生在發表自己的真知灼見、點滴新知時，就會產生幸福感、自豪感。而當學生獲得成功的滿足后，他們的思維被開啟，他們的樂趣被引發，他們會以更積極的姿態和心理投入到有效的教學中去。那么，教師就可以根據學生的即時學習進度和水平，憑借學生已被點燃的思維火花，成功地讓課堂朝著知識和技能的更深處前進。

例如：在設計名詞性從句—同位語從句的教學中，筆者預設了這樣的任務：Talk about you wish，plan，belief，question and so on.Try to use appositive clause.

這樣的預設是想讓學生在表達思想的同時對所學知識的內化程度作出準確的反饋，使課堂更切合學生實際。當這個拓展問題提出之后，學生思維豁然開朗，紛紛暢談自己的理想，學生的發散性思維和語言表達能力都得到了鍛煉。同時，教師也表達了自己的愿望，向學生發出到廣州的邀請，師生的情感得到了進一步的交流和升華。具體生成如下（筆者為廣州教師，該節課是在鄭州某中學的一節示范課）：

T：We know appositive clause is very useful in writing.Next let’s try to use it in our daily life to talk about our wish，plan，belief，question and so on.

S1：I hope my wish that I can travel around the world will come true.

S2：I hope my wish that I can be a doctor will come true.

S3：My parents have the hope that I can be admitted to Beijing University.

S4：My parents have the hope that I will be healthy and happy everyday.

S5：My plan that I took part in the swimming competition wasn’t carried out last year.

S6：I am always troubled by a question that I can’t finish the homework in time.

S7：I am always troubled by a question that my oral English is not good.

S8：I am always troubled by a question that I have no time to do what I like with so many homework to do.

S9：I make a decision in this term that I will make use of time to study.

S10：I make a decision in this term that I will give up the habit of smoking.

S11：I always believe the fact that nothing is impossible for a person who set his mind to it.

T：I have the belief too.

S12：I have a wish that the new English teacher will come to our school again.

T：Thanks.I have the same wish.I wish you will have a chance to Guangzhou.As we know the 16th Asian Games will be held in Guangzhou on Nov.12.A lot of people will come to Guangzhou.I do hope to see you，my new friends in Guangzhou.Welcome to Guangzhou.

四、結束語

如果說傳統課堂把“生成”看成一種意外，那么新課程則把“生成”當作一種追求；如果說傳統課堂把處理突然“生成”的情況看成“教育機智”，新課程則把“生成”當成彰顯課堂生命活力的基本要求。葉瀾（1997）教授說過：“課堂應是向未知方向挺進的旅程，隨時都可能發生意外的通道和美麗的風景，而不是一切都必須遵循固定路線而沒有激情的行程。”預設與生成是精彩課堂教學不可缺少的兩個方面。預設精彩且能按期實施的課，算是成功的；預設精彩且能不斷生成的課，才算是精彩的。因此，教師必須處理好預設與生成的關系，在精心預設的基礎上，針對教學實際進行靈活調適，追求動態生成，從而讓課堂達成預設和生成的統一。

余文森.2006.如何讓預設與生成共精彩？[N].中國教育報，2006-4-17.