采用“互教互学”教学策略提高高中英语教学质量

1、采用“互教互学”教学策略 提高高中英语教学质量广西南宁市南宁外国语学校 林万春内容摘要：新课程、新理念，新教材、新教法，实施新课程的过程是我们不断探索的过程。新理念下的英语课堂教学需要教师积极探索教学新模式，转变教学观念。”互教互学”英语教学模式的意义就在于它努力倡导新课程，体现新理念，有效实现了课堂教学与社会实践的沟通，增进了师生之间、生生之间的互动、沟通和信任。真正做到以学生发展为本，通过“互教互学”凸显学生的主体性地位，培养学生自主学习、合作学习、探究学习及发散思维的能力，让学生能主动探索、互动交流、合作提高。关键词：互教互学 互动交流 探究合作教学是教师的教与学生的学的高度统一,是师生

2、交往,积极互动,共同进步与提高的过程,没有互动与交流,就不存在教学相长。“互教互学”高中英语教学,大大激发了学生的学习兴趣,把机械枯燥的操练变成了灵活活跃的应用过程,为课堂教学的有效开展提供了有力的保障,也为课后学生的学习注入了活力,从而对学生英语表达能力的全面提高产生了极大的促进作用。  一、“互教互学”的概念  “互教互学”的理论依据是交际教学,它强调语言的多种用途和学习外语的多种目的,强调教学应以人为本,课堂组织应以学生为主。教师在讲授课前对学生作适当的引导,给学生提供交际情景、场合,帮助学生创造性地、自由地表达、交流自己的意见和思想。“互教互学”教学的基本

3、模式结构为:教师启动学生自学小组讨论组际交流练习评定。  二、高中英语“互教互学”课堂教学模式的策略  (一)确立目标，创设情境  教师在讲授新课前对学生作适当的引导,介绍相关背景知识及提出相关教学要求,为学生的理解打下良好的基础。教师做好引导工作,扫清学生知识障碍,为学习新课提供丰富的感性材料,从而创设“互教互学”课堂教学的良好环境。 例如,在学习Unit 3 Inventors and inventions时,教师是这样设定学习目标:1. Target language目标语言（1）重点词汇和短语patent, dist

4、inguish, product, power, perfume, cube, abrupt, abruptly, convenient, expectation, monitor, passive, criterion, valid, application, file, rod, call up, now and then, set about, in case（2）重点句子The first thing I did was to see if there were any products that might help me, but there only seemed to be p

5、owders designed to kill snakes. Between the outside and the inside walls of the bowl there is some jelly, which freezes when cooled. The criteria are so strict that it is difficult to get new ideas accepted unless they are truly novel. Nor will you receive a patent until a search has been made to fi

6、nd out that your product really is different from everybody elses. 2. Ability goals能力目标Enable the students to describe the problem of the snakes and what has been done by the writer to solve the problem. Make them realize it takes steps to catch the snakes and its not easy to get a patent.3. Learnin

7、g ability goals 学能目标Help the students to learn how to retell the story and how to meet the requirements of getting a patent. Help the students how to describe the problem of the snakes and what has been done by the writer to solve the problem.Help the students to learn how to meet the requirements o

8、f getting a patent. 有效地创设教学情境，可以使学生身临其境，加强感知，突出重点，突破难点，激发思维，轻松地接受新知识。同时，英语课堂教学情境创设的效能主要是引趣、激疑和诱思。(二)教师启动“互教互学”的前提  教师的启动可以指导学生进行各项活动,给学生创造更多的机会,帮助学生主动探求知识。同时教师是课堂的主导者和监控者,可以起到反馈性指导的作用。教师应随时观察学生的进度和方向,坚持鼓励发言,激发他们的学习兴趣,从而产生一种探求知识的渴望。例如,进行Unit 3 Inventors and inventions教学时,教师可以提出如下问题: T: The

9、importance of inventions to social progress can never be changed. Each invention carries the world a step forward and provides stimulation for later ones. With inventions turning up all the time, our world is always taking on a new look. Teacher can ask the students to look at the pictures on Page O

10、ne and talk about the pictures with the teachers help, and then discuss the following questions. Work in pairs and talk about the three different things, telling them apart and giving reasons.1. What is a discovery? 2. What an invention is? 3. Whats the difference between a discovery and an inventio

11、n? 4. Which of these pictures show inventions? Does any of them show discoveries?5. What modern inventions do you know?在“互教互学”过程中，教师有效的指导，有利于学生以追求从探究中获得新知；教师如何引导，何时介入，介入多少；这些，都要求在教学实践中不断摸索和总结，针对不同的探究活动，进行不同的指导。(三)学生自学是“互教互学”的基础  在新授课伊始,教师要根据学生心理、生理特点,制定切实可行的、学生容易达到的“阶梯式”教学目标,然后向学生提出本课的教学目标

12、,明确自学的方法和要求后,由学生个人自学让其自己去发现问题、研究问题。例如, 在学习高中英语选修 Unit 3 Inventors and inventions时,笔者是这样设制“阶梯式”教学目标:  1. Enable the students to talk about inventions and discoveries.2. Help the students learn how to talk about inventions and discoveries.3. With teaching and studying methods, talk about how

13、 to talk about inventions and discoveries.教师要根据学生心理、生理上的特点，制定切实可行的、学生容易达到的“阶梯式”的教学目标，然后向学生提出本课的自学目标，如难点式自学和尝试解答式自学，明确自学的方法和要求后，由学生个人自学，让其自己去发现问题、研究问题、解决问题，为小组讨论做好准备。(四)小组讨论是“互教互学”的主体  在学生自学的基础上,让学生首先自己“动起来”,学生在对相关问题学习思考的基础上,开始小组讨论,小组一般4人,由程度各异的学生组成,每隔一段时间,小组重新组合,永远保持同组异质、异组同质的学习程度。在课堂上小组汇报

14、成员用英语汇报自己的自学情况,一般15分钟,组员利用轮流式提问的方式提问,各小组成员利用英语汇报自己的自学情况,把在自学中遇到的问题总结出来让大家一起思考讨论,最后各小组长把组内不能解决的问题归纳起来,以便在组际交流时能解决这些问题。在此过程中,教师充分发挥主导作用,通过巡视和参与,督促学生自主完成任务。例如，在学习高中英语选修 Unit 3 Inventors and inventions时,  I ask the students go through the whole text again and Id like the students to analyze the tex

15、t in details by discussing the following questions. 1. What are the attempts to catch the snakes2. What are the requirements of getting a patent 3. What are the writing techniques of this text?4. Whats the main idea of the text?5. What should we learn from this text?6. Whats the writing purpose of t

16、he writer?小组合作有利于培养学生的交际能力，有利于学生自我意识的形成和发展。小组合作学习是同学之间互教互学、彼此之间交流信息的过程，也是互爱互助、情感交流、心理沟通的过程。这样的活动使分担与成果共享，相互交流与相互评价，使学生能体验到一种被他人接受、信任和认同的情感，这就为学生社会化程度的提高、交际能力的培养、自我意识的发展提供了充分的条件。    (五)组际交流是“互教互学”的关键  在小组讨论后,进行组际交流,也是全班同学一起交流,组际之间进行讨论、解答。经过激烈的讨论后,学生对课文的内容有了更深入的了解。在讨论过程中,

17、教师一定要做好调控工作,让学生的讨论始终围绕课文中心话题,最后教师不失时机地进行引导,师生共同对所学内容进行归纳,形成一致意见。例如，在学习高中英语选修 Unit 3 Inventors and inventions时,    在讨论的过程中，教师一定要做好调控，让学生的讨论始终围绕课文中心和话题，突出关键问题，不失时机地进行引导。T: Well, lets go on with Activity 2. Please look at the pictures and read the instructions below, discuss in grou

18、ps and finish the exercises.What was its possible use? Why?When and where did it appear in Europe?1. Its possible use isAbout 2. Its possible use is About 3. The south pointer was The navigational compass appeared in 这样，不仅使每一位学生都可以在课堂上大胆地、尽情地交换各自的看法，使学生能积极主动地获取知识，提高他们分析、判断、推理等思维能力；而且在不知不觉中，学生们的语言技能也

19、得到提高，学习潜能和创造力得到发挥；更重要是培养了学生团结合作的精神，克服了自我中心、胆怯等不良心理品质。(六)练习评定是“互教互学”的检测  组际交流后,教师按一定的评价标准对各个学生进行全面、客观、准确的评价。课堂练习是学生巩固知识的必要环节,也是检测教学效果的有效手段。教师事先准备设计好的练习题,从知识的不同层次、不同侧面让学生练习测试。在练习的过程中让学生互评、互议、互改,对其中出现的代表性问题,教师也不急于讲解,而是采取组际交流的方法,通过学生互评、师生互评等手段来解决。例如，在学习Unit 3 Inventors and inventions之后，笔者就布置这样

20、的练习先学生独立完成，接着告诉大家分组讨论，最后，教师与学生一道分析点评。1. First he made a list of the names of those _. Then he began to write the invitation cards.A. invitedB. being invitedC. to be invitedD. having been invited2. The first textbooks _ for teaching English as a foreign language came out in the 16th century.A. having

21、 writtenB. to be writtenC. being writtenD. written3. This method, _ in areas near Shanghai, _ in a marked rise in total production.A. trying; resultingB. tried; resulted C. trying; resultedD. tried; resulting4. The Olympic Games, _ in 776 B. C., did not include women players until 1912.A. first play

22、ed B. to be first played C. first playing D. to be first playing5. When I got back home I saw a message pinned to the door , _ “Sorry to miss you; will call later.”A. read B. reads C. to read D. reading6. The picture _ on the wall is painted by my nephew.A. having hungB. hangingC. hang D. being hung

23、7. Next he is going to write a science story about outer space _ by Science and Technology Press.A. published B. being published C. to be published D. publishing8. The lady said she would buy a gift for her daughter with the _.A. 20 dollars remainedB. 20 dollars to remainC. remained 20 dollarsD. rem

24、aining 20 dollars9. The Yellow River, _ to be “the mother river”, runs across China like a huge dragon.A. saying B. to say C. said D. being said10. The _ boy was last seen _ near the East Lake.A. missing; playingB. missing; playC. missed; played D. missed; to play“互教互学”采用当堂检测教学效果的方法,反馈迅速、校正有力,让学生理解学习的意义和目标。  三、高中英语课堂“互教互学”模式的意义  (一) “互教互学”充分发挥学生的主体地位,培养其创造性思维  在传统的教学中由于教师的讲授占主体地位,学生的学习带有很大被动性和依赖性,学生的创新思维和创新能力的发展受到很大的制约,而在交流互动教学中,学生的主动性、自主性和独立性较传统的教学模式有很大的改善与提高。学生的主体地位代替了教师的主体地位,让