重视即时语言评价(改稿)

1、学科中学英语论文序号KC重视即时语言评价 构建高效英语课堂【内容提要】 “高效课堂教学”是新一轮课改背景下催生的一种教学理念。它涵盖了教学的整个过程，囊括教学前的扎实准备，高效的课堂教学，有效的教学评价等。其中教学效果的评价是课程改革的关键环节，课堂教学中的即时评价更是关键中的关键。在英语教学中，科学准确地进行课堂即时评价，是促进学生进步的推动力，对学生的成长起到了不可低估的作用。如何在课堂教学这个动态环境中，实现有效的课堂教学即时评价，构建高效课堂？ 本文尝试着通过对课堂教学中教师即时评价的现状分析，以课堂教学中教师即时评价的言语为突破口，以具体的课堂教学即时评价的案例分析为抓手，提出了有一

2、定理论基础和实践经验的言语实施策略。【关键词】 英语 高效课堂教学 即时评价 言语 策略 “高效课堂教学”是新一轮课改背景下催生的一种教学理念。它涵盖了教学的整个过程，囊括教学前的扎实准备，高效的课堂教学，有效的教学评价等。其中教学效果的评价是课程改革的关键环节，课堂教学中的即时评价更是关键中的关键。课堂即时评价运用得好，对于增强教师的人格魅力，营造浓厚的学习氛围，激发学生对本学科或本内容的学习兴趣，调动积极思维，增强克服困难的决心等都起着举足轻重的作用。相反，课堂评价运用不当，有可能会使学生的积极性和主动性甚至自尊心都受到挫伤，会闭塞学生创造性思维，会削弱学生的自信心和进取心，会让学生对这门

3、学科及其教师都产生抗拒心理。在现今倡导的高效英语课堂更需要广大英语教师认真研究，不断实践，不断反思，不断总结，提高自身的教学机智和教学能力，使即时评价真正起到促进学生发展的有效作用。那么课堂即时评价的言语实施现状又是怎样的呢？一、 课堂即时评价的言语实施现状分析（一）现象观察看课堂即时评价课堂教学中，有的教师没有意识到即时评价的作用，他们只关心自己的教学方案能否按计划完成，对学生的参与情况、学习过程和学习效果重视不够，对学生的评价主要是通过提问和回答的方式进行的，而大部分问题是质量不高满意没有多少实际意义的机械问题。因此，课堂上出现了许多简单无效的即时评价行为：对学生的回答一味作简单性的肯定评

4、价（ “Thats right.”、“OK”、“yes”）或者否定评价（ “Thats wrong.” “No”）课堂失去应有的活力；在学生回答之后，教师无原则地重复；过早告诉学生答案，代替学生思维；评价含糊其辞，学生摸不清头脑；教师根据自己预设的框架教学，千方百计将学生虽不太规范但极具创造性的见解，按照自己的既定标准加以“格式化”，套住学生的思路，迫使其“就范”。 我们的课堂教学中，因为存在着这些问题，导致教师觉得学生越来越难教，学生觉得学习越来越没有兴趣。（二） 比较分析看课堂即时评价为了进一步了解现状，我们进行了比较分析，选取浙江省新生代的教学大赛中两个课例 一般教师的课堂教学实况和优秀

5、教师的课堂实况，通过随堂听课、观看教学录像等途径，从言语角度剖析了学生的学习行为和相应的教师即时评价行为，归纳得出以下数据：课堂即时评价数据比较表教师行为分析学生行为及回答一般课例优秀课例错误评价 误导1.2%0.5%无效评价 不作评价4.5%2.1% 无原则地重复答案18.1%3.1%简单评价简单肯定（right/ok/yes ）17.4%5.2% 改正答案10.3%4.4%简单否定（No /Thats wrong ）9.5%2.3%发展性评价肯定激励性（Thats a good idea, wonderful. ）9.9%22.8%探究理解性（Any other opinion? what

6、 will happen next?）10.5%18.2%指导分析式（Do you really think so ? why do you have this idea？）11.6%24.9%拓展引申式（Any other idea? volunteer, please.）4.9%7.3%引领互动式（Is that right? why？）2.1%9.2%从此表中显示的数据，我们可以看出：1. 两个课例都存在错误评价，比例较小，这和教师具有的教学素养和知识素养有关；2.一般课例中无效评价主要是重复学生的回答，这和教师的教学语言习惯相关；3.简单评价和发展性评价的比例相对较大，说明简单评价在课

7、堂教学中有存在的必然性和必要性；4.优秀课例的发展性评价大大高于一般课例，说明发展性评价的应用情况如何，和当前课堂教学效果、学生学习活动的质量紧密相关，它主要是受教师教育观念和教学理念的影响。二、 课堂即时评价的言语实施模式德国教育家第斯多慧说过：“教育艺术的本质不在于传授而在于评价，唤醒和鼓舞。”教师丰富自然的评价语言会给课堂中的学生留下深刻的印象。课堂即时评价用语不仅有即时效应，更有它的长期效应，让学生在教师的评价后体验成功的喜悦，获得进一步发展的能量。英语教师在课堂教学中如何进行即时评价？采用怎么样的语言来评价学生呢？我整理归纳了以下常用的、经过实践证明了的、有一定价值的五种课堂即时评价

8、用语实施模式。（一）肯定激励式实施新课程以后，在课堂教学中，我们愿意把评价作为激励学生进步的一种手段，以此来体现以人为本，体现对学生的尊重，学生总是把眼前的成功作为直接目标，成功感越得到满足，学习的积极性越高。多表扬少批评，多鼓励少责怪，这是永远的教学艺术。肯定激励式评价常用指导语：excellent! What you said is beyond what I think!学生回答某个问题不错：1.wonderful! 2.It is another expression. 3.what you said is of great value! 4. you say it out what

9、I want to say !very good.学生回答不出或回答错误: 1. You are brave to express yourself, dont worry,maybe someone else can help you. 2.What you said is close to the answer,think it over.【案例1】 2010年浙江初高中衔接教材Friendship 教学片段问题情境: 教师将教学内容定位于通过深挖“字缝”，让学生读出韵味，激励学生不断感受语言的魅力。T : Learning to be a good friend means learni

10、ng some rules,what rules can you find in the passage? （ go through the text in a skimming way, please underline the key sentences. ）Ss：( skim the the text as quickly as possible, trying to find key words and sentences for 3-5 minutes)S1: Honesty is where a good friendship starts. Sharing makes a fri

11、endship grow. Sooner or later everyone needs understanding to help with a problem.T: You find the rules exactly, but could you find key words in eachsentences?S1: honesty , sharing , understanding.T： wonderful! What a good understanding you have! Could you read it again and try to experience each ke

12、y word?S1: ( read the three sentences as fluently as he can)T: could you experience the emphasized words while reading?S1: yes, “honesty, sharing and understanding” should be emphasized.T: You have a good English taste.(面向S1的同桌)what do you think ofit? If you had a try, what should you do?S2: Maybe I

13、 will emphasize the verbs -“ start, grow, help witha problem”T: （老师做惊讶状）Really？ But why?S2: these words show the function of “ honesty, sharing, andunderstanding”T: You say it out what I want to say ,excellent! Pretty good!【分析】 教师很注重即时评价对课堂生成和学生发展的作用。课堂不仅是学生获取知识的场所，也是学生体验价值、陶冶情操的精神乐园。所以，教师在课堂上的评价语言融

14、入到了学生的思维世界，学生的信心被一点点激发，学生的激情被一点点点燃，课堂的温度在一点点提升。学生最喜欢教师对自己使用鼓励、肯定、表扬的评价语言。这些看似平常而又不平常的话语是课堂的生命，能极大地激发了学生的兴趣和主动参与的积极性，最大限度地为学生的发展提供空间。（二）探究理解式教师关注学生在文本解读中的原始认知与情感体验，当学生的认识还比较 “单一”、情感体验还不够“丰富”时，要引发学生的探究欲望，通过追问、旁问与即时评价的交替行进，鼓励学生形成多样化、个性化的理解；赋予学生求异的权利，激活学生主体意识，刺激学生从自己的精神领域中寻找并扩散与课堂上所学内容相通的千百个接触点，积极主动地深入探

15、求文本。 探究理解式常用指导语：1.Is it right? Why? 2. Think it over,maybe there is another meaning. 3.Do you agree with what he said? Why or why not?【案例2】Things Id known when I was younger阅读教学片段T :Here the valuable life experience actually refers to the useful advice for dealing with life problems. So what are the

16、se suggestions about? S1: about some of the things I wish I had learned long ago.T: Ok, youve got it, but here “I” refers to “whom”?S1: the writer, Mr Savage.T: Thats right, here “I” stands for “Mr Savage”. But is this passage written for himself ?S2: I think it is a reflection of himself. T: Do you

17、 agree with what he said? Why or why not?S3: I dont think so. The key word of this passage is“suggestions”.So this passage is written for others.T: Not bad, you got key word. But can you make it clearer? Who does “others” refer to? Could you read the key sentence again?Ss:(齐声朗读) So here are some of

18、the things I wish I had learned long ago.T: When did these things happen?Ss: long ago.S3: Oh, I see, this passage is written for me, for our teenagers.T: You are quite right. These suggestions are involved in the main aspects of teenagers life. But as for you, which one of these suggestions impresse

19、s you most?.【分析】，教者始终在用心倾听，在倾听中把握学生对文本的理解程度，并不忙于下结论，在不断的追问和评价中，引发学生在探究理解中思考、评价、讨论，使学生的认识从肤浅走向深刻。（三）指导分析式教师要鼓励学生澄清最初的回答，提高回答问题的完整性，在更高水平上进行思维即澄清、扩展和支持学生对较高水平问题的最初回答，使学生更深入深刻地对文本进行揣摩分析，教师由此将课堂教学引向纵深之处。指导分析式常用指导语：1. What do you think of it? And why do you think so? 2. Could you give us more detailed su

20、pports? 3.Could you make the meaning clearer?【案例3】刘美琳的示范课“Project: Reporting on colours and cultures”T: Our world is colouful, and it is made up of all kinds of beautiful colours; However, different cultures use different colours, why? Lets look at some pictures. Is the lady beautiful? Is the gentle

21、man handsome? Are they feeling happy? Why? Because they are at their wedding.What colour does the bride wear?S: white.T: (做疑惑状)Do you know what white symbolizes in the west?Ss: (积极思维一个接一个地) Purity，innocence, cleanliness, holiness,(教师即刻板书)T: Ok, Im a little surprised at your expressions for love.(鼓励后

22、的学生们个个面带微笑) Just because of these meanings, in the West, people often use white as the main colour at the wedding. Is it the same in China? Lets look at another picture What colour do they wear?S: Red.T: (很自然地)What does red symbolize in China?Ss：（更积极地）Joy,celebration,luck,excitement,happiness,.Pleas

23、ure,(教师即刻板书)T: Just as you know, in china people usually use red as the main colour at the wedding. So different cultures use different colours. Suppose you were in the West, if you fell in love with a girl, what would you send to show your love?(环顾片刻后寻找男生)S1: (有一点羞涩地)some chocolatesand blue violets

24、(有些同学暗自发笑)T: (饶有兴致地) you are absolutely right,but could you give us more detailed supports?S1：(很自信地)Brown chocolates stand for “reliable trust”while blue violets means “forever love” .(全班喝彩鼓掌)T：（做追问状）What about in China? What would you like to receive? (环顾片刻后寻找女生)S2：Red roses.T: So what is the impli

25、ed meaning of “red”?S2: (有一点羞涩地) Sorry , I dont know. T: Oh, it doesnt matter now. but you must get it in several years(同学们微笑) what can “ red” really mean?and why?Ss:(七嘴八舌地)ethusiasm excitement.reliability.deep love.( (教师即刻板书)T: Actually you have got it . Roses are red and violets are blue.both of t

26、hem are the symbol of love, but which of the two really suits you? Lets come to Project: Reporting on colours and cultures.【点评】刘老师从一个词语，一个句子开始构建或更新学生的言语世界，于此同时构建或更新学生的人文世界。唤起了学生原有的生活体验、情感体验，学生对点拨分析的课堂感受是深刻的。这样的评价，没有热情洋溢的赞美之辞，却声声入耳，字字入心,这是真正对学生负责，是以学生为本的课堂评价。拥有这样评价的课堂，是一种境界，需要执教者不断丰厚自己的学养；砺练自己的教学内功。（

27、四）. 拓展引申式 教师的即时课堂评价以学生的低级认知为起点，高级认知为重点，一环紧扣一环地引导学生向较高水平的思维层次递进，从而渗透一般的语言文字思想方法和解决问题的方法，引导学生在“学会”中向“会学”迈进。拓展引申式常用指导语：1. Could you have a deeper understanding? 2. Who can do it better？3.Who can express your inner feelings in another way?【案例4】牛津版模块三unit 3 project: creating an illustrated timechart( anc

28、ient China and Rome)课堂教学片段T：When was China united at the first time?by who? S1: by Qinshihuang,but I dont know the time.S2: in 221 BC.T: Pretty good, helping each other can do a good job!but do you knowhow long did Qing Dynasty last?S3: I dont know,but It is very short,I know.T: Not bad, its really

29、very short, about only 15years.My next questionis : which dynasty was united again after Qing Dynasty? S4:(迫不及待地) 陈胜、吴广起义。（全班大笑）T：Could you have a deeper understanding? I mean which dynasty was united again after Cheng Shengs rebellion.S5: I think its Han Dynasty.T: very good,and do you know how lon

30、g did Han Dynasty last?S5: I am sorry I dont know, but I know its very long, maybe there are several hundred years.T: Who can do it better?S6: About 400years.T: You have nearly got it. Its 426 years .Ok, Qin is short but Han is very long，why? (面向全班同学)Ss:(全班同学不得其解)T: During Han Dynasty there is an an

31、cient empire(帝国) in Europe(欧洲), do you know what is it?Ss:(全班同学不得其解)S7:（作疑惑状） Ancient Greece ？T :No , its far far away. Next empire.S8: oh, I know, it is “ancient Rome”T: great ! you got it.(全班鼓掌后) Rome is another country crossing Europe, Africa,and Asia during the ancient time,which had ever been o

32、ne of the strongest countries in the world, just like Han Dynasty in China.but where is ancient Rome now? why cannt it develop till today?Ss:(全班同学不得其解)T:(老师带领同学深层思考) Why was China united once again and again while Rome Empire not?T: (适时呈现孔子画像) who is it?Ss:(疑惑地) 孔子？S9: (疑惑地) “孔子” stands for ancient

33、chinese culture? T: Great! Youve almost got key point. In ancient China, especially after Han Dynasty,confucius（孔子）culture trends in common peoples minds while religious(宗教)culture stands in Europe. Different cultures have different moralities and justice(教义), so different cultures have different re

34、sults, dont you think so ?Ss:(恍然大悟后自豪地自发地拼读)Chinese cultures,.confucius culture,moralities and justice,(达到预期效果).【点评】对话是一种创造行为，师生抓住一个有价值的问题展开对话，对话中教师适时追问，引领学生挖掘文章内在的文化性和思想性，揭示其隐含的深意。文本挖掘得深，教学就显得有力度，厚重，主体间有效对话促使学生深度解读。在相融相生的对话中，学生的生成也就不会只停留在肤浅的表层，长期以往，从语言中品悟，在阅读中思考，便会形成一种自觉习惯。（五）引领互动式 让学生参与评价，释放评价空间，开

35、放评价思路，使师生在课堂上形成一种互评互析的伙伴关系，使评价成为一种双向甚至多向的活动，在课堂上形成一种互评互析的互动氛围，使学生认知、体验变得更加敏感、丰富。在引领互动中，使学生的感悟从单一走向丰富。引领互动式常用指导语：1.I am puzzled about it, who can help me with my problem? 2. Who can make a comment on what he/she said just now? 3. any other opinions? 【案例5】人教版高一unit 15 Integrating skills教学片段T: (2-3名同学尝

36、试模仿配音the necknace 剧中角色后) Is acting in a play very interesting?Ss(模仿配音的同学们): It is really interesting, but its too difficult to learn.T: If you want to be an actor, what should you have?S1: self-confidence comes first.T: Is it right? and what is the implied meaning of “ self-confidence”?S1：Self-confi

37、dence means “I have a dream, I think I can realize my dream.”T: Who can make a comment on what he/she said just now? S2:having a dream is really important in our life . But only having a dream is not enough,the most important is what we should actually have to be an actor.T: Then what can it be?Ss:

38、desire, belief,appearance,intelligence,S2: I think basic skills are the most important of all.T: I agree with you absolutely. (面向全体同学)Please go through the text and find the topic sentence of Para 1. what is it?S3:(1分钟左右之后)Because many of the skills needed cant easily be learned.T: Ok, youve got it,

39、 skills are too difficult to learn, then what about the topic sentence of Para 2?S4: (1分钟左右之后)Acting exercises may also teach the students to trust each other and to communicate.T: Exactly,when actors prepare for a performance, they have to do more than just learn the lines of the play. So what is the most thing in a performance according to the text?S5:The most important thing an actor or actress has to learn is to understand the character.T: But how can an actor understand t