
【摘要】隨著新課標高中英語教學對學生素質的培養提出了越來越高的要求,作為教學的主導者,我們教師要正確理解高中英語的“啟發式教學”內涵,深刻認識“啟發式教學”在新課標高中教學中的優勢和要遵循的原則,適時、正確地使用“啟發式”教學,提高課堂教學質量。本文重點闡述了在英語閱讀課教學中,筆者如何利用啟發式教學潛移默化地培養學生的分析、綜合、概括、判斷和推理能力,幫助學生學習一定的思維規律和方法,讓學生在領悟語境的過程中積累詞匯,達到事半功倍的效果。
【關鍵詞】英語閱讀;啟發式教學;語境領悟;詞匯積累
【作者簡介】吳穎,余姚市第八中學。
隨著新課改的深入,教師應根據新教材的特點,有意識、有步驟地培養學生的能力,促進學生將所學的知識轉化為語言技能,并將語言技能轉化為初步運用英語交際的能力,最終促進學生的全面發展。
下面以一堂閱讀公開課來具體闡述啟發式教學在實踐中的運用。
課堂實錄
Lead-in
T:Do you like reading English stories in your daily life?
Ss:yeah!
T: What kind of stories do you often read? Ss:fairy tale and stories about famous people.…
T:Good!You must have known these stories…(showing the pictures.) They are so famous, yeah?Do you know what they are named?T:Snow White,the frog prince…
T:Yeah, they always give us meaningful lessons!So what can you learn from the stories?
Ss:We should be kind and honest.
We should be warm and love the people around us. …
T:Yeah, excellent.!Today we will learn such a meaningful story— Mary had a little Lamb.
【設計意圖】在導入部分,筆者通過話題式導入和圖片導入引入主題,同時通過對話拉近了與學生們的距離,增加了親和力,并且還啟發他們要學會從故事中得出啟示,為后面課堂教學的開展做好了鋪墊。
Reading
Step 1:Skimming(show the title of the passage) Do you know what “lamb” means? Ss:Sheep!
T: Yeah, it has the same meaning with sheep.(show the picture of a cute lamb) a cute Lamb,isnt it?
Ss:Oh, its ugly ,haha.
T:Ok!Now lets skim the story and guess what its about,using one simple sentence ,and pay attention to the title.
Ss:Mary had a Lamb, but it was missing.
T:Excellent!(write down “a missing lamb ”on the blackboard, saying“so its about a missing lamb.”)
【設計意圖】引導學生由關注標題到瀏覽全文,快速用一簡單句概括主題,以引出全文標題并板書。
Step 2:Scanning Now lets read the story again, and find out answers to these questions.
How many people are there in the story? Who are they ?Where did the story happen?
Ss:3 people.They are…
T:write down students answers on the blackboard:
Mary Dimitri Aleko
(wife) (husband) (neighbor)
S:The story happened in a tiny village.
T:What does tiny mean?S:Tiny means very small.T:Excellent!
【設計意圖】通過幾個簡單的問題使學生把文中的地點和人物關系理清楚,同時引出新詞并解釋。……