例谈教学重点的确定

1、 例谈“ 教学重点的确定 ”1关于加强中小学课程管理的若干意见精心地进行教学设计教学内容要深浅适度，抓住最精要的 “核心知识”把握学生现有水平状况，找准教学重点和难点，不随意拔高要求，并考虑解决教学重点和难点的具体措施2一、教师的困惑和误区什么是教学重点？有了教学目标，为什么还要强调教学重点？教学重点和教学目标的关系是什么？如何确定教学重点？以什么为依据？3例1： Revision of Passive VoiceTeaching Objectives:Knowledge objectives:To get students familiar with the use of passive v

2、oice. ( four tenses )Ability objectives:To help students develop the skill of using passive voice. Emotion objectives:To encourage students to speak English in and out of class 4例2：Unit Four Lesson One Population ProblemsTeaching objectives:By the end of the lesson, students will be able 1. to learn

3、 the past perfect tense2. to go through the text3. to improve the listening skills4. to discuss problems and causes5案例存在的问题：没有列出教学重点（例1、例2）从目标中看不出教学重点（例1、例2）即使以其中任意一条作为教学重点，也没有呼应课型（例2）教学重点偏离或过于宽泛（例1、例2） 6二、关于确定教学重点的若干思考71、什么是教学重点-最重要的教学目标 教材中最重要、最基本的中心内容，是教师设计教学过程的主要线索。教学目标中最为重要的目标即一节课的教学重点，一般来说是语言知

4、识或语言技能层面的目标。8Reading: FloodsTeaching Objectives:Knowledge aims:To know the difference between flash floods and slow floods.2) To practice using the passive voice to describe floods. 3) To introduce the knowledge of floods with word cues.Ability & emotion aims:To develop students abilities of reading

5、 skills, such as scanning, skimming, guessing.2)To arouse students awareness on the environmental protection and the responsibilities of helping others.9 Key point: Use the passive voice to describe floods.（e.g. when floods happen, roads are destroyed, people are killed） Difficult point: Learn the m

6、eaning of some new words through contextual comprehension.102、确定教学重点的依据课程标准教材-文本解读教学目标单元课时、课型113、教学重点的特点稳定性、长期性、贯穿始终124、“目标、重点、难点”间的关系 教学过程是_的过程 突出重点 突破难点 达成教学目标13（1）重点难点 宾语从句中-“直接引语变间接引语中语序的变化” 14_ “What will I be?”I asked what I would be.“Will I be pretty?”I asked if I would be pretty.“Will I be r

7、ich?”I asked if I would be rich._“What will I be?”“Will I be pretty?”“Will I be rich?”15_ “What will I be?”I asked what _ _ be.“Will I be pretty?”I asked if _ _ be pretty.“Will I be rich?”I asked if _ _ be rich._“What will I be?”“Will I be pretty?”“Will I be rich?”16_ “What will I be?”I asked _ _ _

8、be.“Will I be pretty?”I asked _ _ _ be pretty.“Will I be rich?”I asked _ _ _ be rich._“What will I be?”“Will I be pretty?”“Will I be rich?”17I asked what I would . . .I asked if I would . . .“ will I ?”“Will I ?”(how, when, why)18I asked what . . .I asked if . . .(how, when, why)19I asked . . .I ask

9、ed . . .(how, when, why)20（2）重点难点France is calling定语从句How I wish I could21（3）重点难点be able to的用法225、教学重点与特定课型有关 听说课、阅读课、写作课、讲评课等，其重点必然带有该课型独有的特征。可以说，教学重点是一节课的灵魂，体现一节课的价值所在。 23三、确定教学重点的步骤24Unit Three Lesson Three “Wonders of the World” （New Century English, Book V）25确定教学重点梳理单元整体教学目标语言知识语言技能综合运用能力情感态度按课

10、时、课型分配教学目标Period 1,2,3,4听,说,读,写,语法提炼、整合形成分课时教学重点设计教学活动突出教学重点26Thanks!27II、将上述目标按课时、课型进行分配【语言技能】读能理解课文和阅读材料（2、4）能理解本课所有核心词汇在语篇中的含义，并能灵活应用（2、4）能认读本课所有扩展词汇（1、2、3、4）能读懂难度与阅读材料相仿、仅含少量生词的介绍建筑和景点的文章（4） 28I. Teaching Objectives: By the end of the lesson, students will be able toread and express whole and decimal numbers correctly 2. describe objects in weights and measures3. describe “the Gr