课堂教学有效性的探索与实践课件

1、Email: 课堂低效现象：有课堂低效现象：有“形式形式”少少“实质实质”新课程新课程的理念的理念 存在的问题存在的问题 充分利用现代教学技术（多媒体），开发英充分利用现代教学技术（多媒体），开发英语教学资源。语教学资源。 黑板上的板书机械地搬到屏幕上；黑板上的板书机械地搬到屏幕上；大量图片和动画的堆砌；大量图片和动画的堆砌； 注重注重“过程教学过程教学”，提倡，提倡“在做中学在做中学” 课桌围成一圈，但无活动；课桌围成一圈，但无活动；有活动，但因时间有限，强行终止；有活动，但因时间有限，强行终止；有活动，问题太简单，无须讨论；有活动，问题太简单，无须讨论； 强调让学生强调让学生“快乐学习快乐

2、学习” 活动多多，下课反思：活动多多，下课反思：“学生学到了什么？学生学到了什么？” 贯彻贯彻“以学生为本以学生为本”的教学理念，教师的角的教学理念，教师的角色为：引导者，调控者，参与者色为：引导者，调控者，参与者 教师站立讲台，学生自由聊天无调控教师站立讲台，学生自由聊天无调控教师象征性地走动无引导；教师象征性地走动无引导；更谈不上参与学生活动；更谈不上参与学生活动； 关注学生的情感，评价有助于增强学生英语关注学生的情感，评价有助于增强学生英语学习的信心学习的信心 表扬泛滥；表扬泛滥；大班教学，无暇顾及每个学生；大班教学，无暇顾及每个学生；课时紧张，寥寥数语，一点就过。课时紧张，寥寥数语，一

3、点就过。 低效课堂教学行为的特征：低效课堂教学行为的特征： 低效的讲述行为；低效的讲述行为； 低效的提问行为；低效的提问行为； 低效的练习行为；低效的练习行为； 低效的评价行为；低效的评价行为； 低效的课堂组织行为；低效的课堂组织行为； 低效的非语言行为低效的非语言行为一、有效教学的概念及基本诉求一、有效教学的概念及基本诉求1. 有效教学的概念有效教学的概念 “有效教学是教师遵循教学活动的客观规律，以有效教学是教师遵循教学活动的客观规律，以最优的过程和最大的效率、效益促进学生在知识与最优的过程和最大的效率、效益促进学生在知识与技能、过程与方法、情感态度与价值观这技能、过程与方法、情感态度与价值

4、观这三维目三维目标标上获得整合、协调、可持续的进步和发展，从上获得整合、协调、可持续的进步和发展，从而有效地实现预期的教学目标，满足社会和个人的而有效地实现预期的教学目标，满足社会和个人的教育价值需求而组织实施的教学活动教育价值需求而组织实施的教学活动”。（多（多、快、快、好、省）好、省） 2. 有效教学有效教学基本的诉求基本的诉求n标准一标准一学习共同体：教师和学生共同参与创学习共同体：教师和学生共同参与创造性活动。造性活动。n标准二标准二语言发展：通过课程发展学生语言，语言发展：通过课程发展学生语言，提高学生的文化素养。提高学生的文化素养。n标准三标准三情境性学习：教学联系学生真正的生情境

5、性学习：教学联系学生真正的生活经验。活经验。n标准四标准四挑战性教学：教学应具有挑战性，发挑战性教学：教学应具有挑战性，发展学生的认知思维。展学生的认知思维。n标准五标准五教育性对话：教师通过对话进行教学，教育性对话：教师通过对话进行教学，特别是进行教育性对话。特别是进行教育性对话。有效教学应该遵循的基本原则有效教学应该遵循的基本原则 1.低耗节能原则。低耗节能原则。2.差异效益原则。差异效益原则。3.全面素质原则。全面素质原则。4.师生共进原则。师生共进原则。 二、实施有效课堂教学的策略二、实施有效课堂教学的策略（1）教学目标的明晰。）教学目标的明晰。（2）学生学情的把握。）学生学情的把握。

6、（3）教材的有效利用。）教材的有效利用。（4）资源的有效准备。）资源的有效准备。（5）预设方法的审视。）预设方法的审视。 备目标、备核心环节、备练习、备板书、备变化。备目标、备核心环节、备练习、备板书、备变化。（6）备课要采取灵活多样的形式。）备课要采取灵活多样的形式。1.有效备课有哪些基本要求？有效备课有哪些基本要求？（一）有效备课（一）有效备课2.有效备课方式有效备课方式“返璞归真返璞归真”型，即倡导型，即倡导“手写式手写式”备课方式。备课方式。 “我的讲义夹我的讲义夹” 我的讲义夹我的讲义夹 = 原原创精备创精备 + 翻唱名家翻唱名家 思考：思考：1.备课是为了备课是为了“好看好看”吗？

7、吗？2.关于集体备课关于集体备课 备修改案。备修改案。把教科书把教科书“备厚备厚”。剪贴式。剪贴式。 修改式。修改式。将集体备课将集体备课的成果进行共享。的成果进行共享。3.如何设计合理科学的教学目标如何设计合理科学的教学目标(1) 明确目标行为的主体明确目标行为的主体【案例一案例一】：Teaching aims:(1) Train students reading ability(2) Enable the students to know writing and printing process for an article(3) Help the students to fully un

8、derstand some key words, phrases and sentences. 【案例二案例二】 Teaching aims: To review some key words and phrases and grammar, i.e. changing sentences from direct speech into indirect speech.(2) To practice the students listening, speaking and reading skills.(3) To arouse the students autonomous learning

9、 through summary.(2) 预设的教学目标要具体。预设的教学目标要具体。(3) 分清教学过程和教学目标分清教学过程和教学目标n【案例三案例三】：nTeaching aims:n(1) Have a dictationn(2) Check the homeworkn(3) Learn some language points in then passage(4) (4) 要体现情感、态度、价值观要体现情感、态度、价值观 n 【案例四案例四】nTeaching aims for A Night the Earth didnt Sleep (Unit 4 Earthquake (Boo

10、k 1) :n According to the three-dimensional objectives: knowledge and ability, process and method, emotion, attitude and values, in this period, most of the students should learn how to describe an earthquake using what they have learned. By reading and understanding the text all of them can know som

11、e knowledge about an earthquake. The most important I think is that after studying this lesson Ss can learn how to survive an earthquake and how to rescue others during an earthquake and some of them can lay out some measures.n In this period, Ss will be made center of the class and teacher just act

12、s as director. Task-based method and discussion will be used.(5) 教学目标要梯度化，要关注学生学习方式的优化教学目标要梯度化，要关注学生学习方式的优化 【案例五案例五】Unit 2 Poems Book VI “A few simple forms of English poems”Teaching aims:(1) Most students can learn the key words and phrases by heart: poem, recite, convey, balloon, tease, salty, end

13、less, translate, translation, joy, anger, sorrow; nursery rhyme, take it easy, some others, score the goal, stay up, run out of, be made up of, be popular with by guessing, reading them and making sentences with them.(2) 60% students can tell the main develop steps of the history of English poetry a

14、s well as the characteristics of poems during different periods.(3) 40% students can learn to appreciate the beautiful poems and have a try to write some simple poems themselves. 一节听课记录：一节听课记录： 课题：课题：Unit 3 Computers (Who am I?) 课型课型：ReadingTeaching procedures:Step I. Study the new words1. The teach

15、er read the new words and the students followed.2. Students read the words themselves.3. Ask some students to read the words. (About 10 minutes passed.)Step II. Listen to the tape of the text(Ss opened their books.) and ask three students to read the text. (Another 6 minutes passed.)Step III. Look a

16、t books and translate the text sentence by sentence. (15 minutes)Step IV. Language points:1. simple-minded2. go by3. so.that4. deal with5. love doing enough(At this moment,the bell rang.The teacher had no time to give examples.Ss just wrote down some words and phrases in their note-books.)(二二)有效讲授有效

17、讲授 Unit 4 Earthquake(BI)Teaching procedures:Step 1 Warming up and Pre-reading 121.A short vedio about the earthquake on May 12, 2008 was shown.Then questions were followed:Question: What did you see in the short film? What does an earthquake bring to people?（Brainstorming according to the short film

18、 ）:S1: Everything is shaking; buildings and houses fall down; S2: Railways , roads and bridges are broken ;S3: Many people are killed and injured andmany more are still trapped in the ruins; S4: Water and electricity are cut off. People are in great need of help. 2. Then another short vedio about ho

19、w to rescue was shown. (The teacher asked the Ss to write down what they saw in the film. Try to describe the rescue situations with words they have learnt. According to what the students said, the teacher wrote down the follwing words and phrases on the blackboard. ) volunteer ,dig up, injure, ruin

20、, destroy, disaster, burst, rescue, collect money, send water, food, shelter, medicine, show love toQuestion :“The earthquake is so terrible, can we fortell an earthquake so that we can take measures to reduce the damages?” Step 2 While-reading 201.Fast reading Ss were asked to read the text fast an

21、d then find out the general idea of the passage and the main idea of each paragragh. (develop their reading skillskimming)2.Intensive reading Ss were asked to read the passage carefully to find out the detailed information about each passage. Some T&F exercises were presented. (scanning)Step 3 P

22、ost-reading Group work : discussion The topic is “How to survive the earthquake”. (Ss were divided into six groups and each group will answer one question. One student from one group gave their opinions and others can add something to complete it.)Some real situations:(1) If you are OUTDOORS when an

23、 earthquake happens, what should you do? (2) If you are in a HIGH BUILDING, (3) If you are DRIVING, (4) If you are HAVING CLASS, (5) If you are in a CINEMA, Situations: What should you do during the earthquake? (1) how to rescue those still trapped in the ruins; (2) how to take care of the survivors

24、; (3) where to put information for survivors and their families; (4) what to do with the buildings that survived the earthquake;Step 4 Homework 1 Written task: Ss were asked to write a short passage about how to survive in an earthquake according to their discussion. 【讨论】【讨论】：哪节课讲授更有效？哪节课讲授更有效？ 评价一堂

25、好课的标准，从目标的角度看，是评价一堂好课的标准，从目标的角度看，是学生的接受度，即学生掌握了多少。不是教师的学生的接受度，即学生掌握了多少。不是教师的教学进度。一堂成功的课是具有个性特征的，体教学进度。一堂成功的课是具有个性特征的，体现教师的个性魅力和知识结构，采用有效的教学现教师的个性魅力和知识结构，采用有效的教学方法，这些是镶嵌在教师身上的，难以模仿。方法，这些是镶嵌在教师身上的，难以模仿。有效讲授的原则和方法：有效讲授的原则和方法：（1）清晰明了。）清晰明了。（2）有吸引力。）有吸引力。（3）掌握节奏。）掌握节奏。（三）有效提问（三）有效提问 1.有效提问的标准有效提问的标准:（1）清

26、晰。）清晰。 （2）问题的价值）问题的价值 。 （3）趣味性。）趣味性。（4）大众性。（）大众性。（5）广度和开放性。（）广度和开放性。（6）教师反馈）教师反馈2.有效提问十戒：有效提问十戒： 一戒提问专叫优生，省时省力省心；二戒提问专找一戒提问专叫优生，省时省力省心；二戒提问专找差生，哪壶不开提哪壶；三戒以问代罚，为难学生；差生，哪壶不开提哪壶；三戒以问代罚，为难学生；四戒不给时间，突然发问；五戒模棱两可，节外生枝；四戒不给时间，突然发问；五戒模棱两可，节外生枝；六戒越俎代庖，自问自答；七戒不置可否，不作评价；六戒越俎代庖，自问自答；七戒不置可否，不作评价；八戒大而无当，无从作答；九戒多而琐

27、碎，串讲串问；八戒大而无当，无从作答；九戒多而琐碎，串讲串问；十戒问如林，答如流，面上开花。十戒问如林，答如流，面上开花。教师教师A：1.Who was John Snow ? Why was he so famous ?2.When would the deadly disease be controlled?3.Was the map valuable ?4.When did the disease begin to slow down ?5.Was cholera spread by germs or in a cloud of gas ? 6.How many deaths did h

28、e find in another part of London?7.Why did the woman and her daughter die ? 8.How could John Snow able to announce that polluted water carried the disease?Unit 1 Great scientists (BV)教师教师B：1. What do you know about infectious disease? And what do you know about cholera? 2. Do you know how to prove a

29、 new idea in scientific research ?3. What are the two causes explaining how cholera killed people?4. What conditions allowed cholera develop ?5. Why do you think people believed that cholera multiplied in the air without reason ?6. What evidence did John Snow gather to convince people that idea 2 wa

30、s right ? 真正有效的提问是真正有效的提问是“倾听倾听”。不会谈话的人喋喋不休，。不会谈话的人喋喋不休，善于谈话的人只是提问，并倾听。善于谈话的人只是提问，并倾听。 一、是要尊重对方，让对方感到安全、信任。一、是要尊重对方，让对方感到安全、信任。 二、是要真诚，目视对方，集中精力。二、是要真诚，目视对方，集中精力。 三、是倾听的过程中要有回应，比如对对方说的问题三、是倾听的过程中要有回应，比如对对方说的问题 点头示意或作出相对应的反应。点头示意或作出相对应的反应。 四、要有耐心，宽容和理解对方的情感和表达方式。四、要有耐心，宽容和理解对方的情感和表达方式。 五、是倾听要善于运用移情，多

31、站在学生的立场上去五、是倾听要善于运用移情，多站在学生的立场上去 感受学生的语言和心理。感受学生的语言和心理。（四）有效的课堂教学活动设计（四）有效的课堂教学活动设计1. 流于形式的小组活动。流于形式的小组活动。2. 旨在作秀的竞赛活动，抢答题在毫无旨在作秀的竞赛活动，抢答题在毫无 秩序的状况下进行。秩序的状况下进行。3. 课堂活动表演化。课堂活动表演化。 课堂活动应有利于学生获得语言知识和课堂活动应有利于学生获得语言知识和发展语言的技能。教师设计和安排的各项活发展语言的技能。教师设计和安排的各项活动都必须有明确的目的，每个活动都应以达动都必须有明确的目的，每个活动都应以达成教学目标为导向。如

32、果教学活动脱离了教成教学目标为导向。如果教学活动脱离了教学内容，偏离了教学目标，那么再有趣的教学内容，偏离了教学目标，那么再有趣的教学活动也难以收到理想的教学效果。学活动也难以收到理想的教学效果。 （程晓棠（程晓棠2005） 【案例】【案例】 新人教版新人教版Module2 Unit 4 How Daisy learned to help wildlife是一篇阅读文章。一位教师在处理是一篇阅读文章。一位教师在处理完课文之后进行了总结：完课文之后进行了总结： Animals are beautiful and lovely , we should treat them as our frien

33、ds. Then which animal do you like best? 于是布置小组活动任务：于是布置小组活动任务：Talent Show . 教师给学教师给学生分发面具，要求每个小组扮演一种动物，描述自生分发面具，要求每个小组扮演一种动物，描述自己的己的appearance, talent, personality等。最后等。最后全班同学评出全班同学评出super Star。 另一位教师的也设计了小组活动。首先提出另一位教师的也设计了小组活动。首先提出一个课题一个课题“What should we do to protect animals? Which is the better

34、place for animals to live in, the forest or the zoo? Why?”学生按照不同观点分为两组，以小组为单学生按照不同观点分为两组，以小组为单位先通过讨论，确定了课题所需的资料，根据个位先通过讨论，确定了课题所需的资料，根据个人的特长进行分工，通过杂志、百科全书及互联人的特长进行分工，通过杂志、百科全书及互联网查询收集资料，通过讨论、比较，进而形成自网查询收集资料，通过讨论、比较，进而形成自己的观点，并撰文形成展示资料。他们的作业图己的观点，并撰文形成展示资料。他们的作业图文并茂地介绍了森林和动物园的特点、动物不同文并茂地介绍了森林和动物园的特点、

35、动物不同的生存条件以及不同环境对动物的影响，最后是的生存条件以及不同环境对动物的影响，最后是小组的观点。小组的观点。 其中一组学生认为：其中一组学生认为：“If the animals live in the forest, they have large land. They are free. They can run, jump,play with their children and catch other animals for food. They will not change their animal characters. They are happy.If the anim

36、als live in the zoo, most of them can only live in the same cages. They have nothing to do every day. They can only walk round and round. When they are tired, they sleep. They cant be happy. So we think its better for animals to live in the forest. And we mustnt destroy the forests and we mustnt eat

37、 wild animals, either, e.g. frogs, wild birds,snakes, deer and so on. Let them be far from our tables. We should protect the animals and their living enviroment to make them live happily.” 另一组学生持不同观点，另一组学生持不同观点，“Its not good for animals to live in the forest. They cant often find food, so they often

38、 feel hungry. If they are ill in the forest, they can not get good care. They will die. And they are often in danger. Some animals will be eaten by big animals or be shot by hunters. For these reasons, some kinds of animals are getting fewer and fewer.(出示一组濒临灭绝的动物数据和照片出示一组濒临灭绝的动物数据和照片)People are worried about them. But if they live in the zoo, they can have enough food. They can get good care in many ways. They can have more and more babies by artificial propagation(人工繁殖). They will be happy. So we think its better for animal