2017年版2020年修订高中英语课程标准培训《核心素养背景下的课堂教学内容分析》

主题3：核心素养背景下的课堂教学内容分析北京教育科学研究院

陈新忠主要内容一、英语阅读教学现状分析二、为什么要进行文本解读？三、如何进行文本解读？四、案例分析Page.

2一、英语阅读教学现状分析.每周上几节阅读课？其他时间做什么？.通常设计哪些阅读活动？Page.

3一、英语阅读教学现状分析whenWhat

people

doBefore

ChristmasDuring

ChristmasAfterChristmasPage.

4一、英语阅读教学现状分析.模式化（PWP）.简单化（知识）.技能（概括段意；获取关键信息）.浅层理解（基本事实）.角度单一（成人思维）.高阶思维缺乏.……Page.

5主要内容一、英语阅读教学现状分析二、为什么要进行文本解读？三、如何进行文本解读？四、案例分析Page.

6二、为什么要进行文本解读？语言的价值Page.

7二、为什么要进行文本解读？.英语学科核心素养Page.

8二、为什么要进行文本解读？Page.

9二、为什么要进行文本解读？主题意义语言知识文化知识语篇Page.

10二、为什么要进行文本解读？有效的教学设计首先取决于教师对文本的解读水平，它直接影响学生的学习体验程度，认知发展的维度，情感参与的深度和学习成效的高度。因此，提高文本解读的能力，是基于语篇内容培养学生学科核心素养，提高课堂教学实效和学生学习质量的关键。

——王蔷Page.

11二、为什么要进行文本解读？.意义.深层次理解.生成性理解.课堂生成（学）.认知水平.人文性Page.

12二、为什么要进行文本解读？意义Page.

13主要内容一、英语阅读教学现状分析二、为什么要进行文本解读？三、如何进行文本解读？四、案例分析Page.

14三、如何进行文本解读主题意义语言知识文化知识语篇Page.

15三、如何进行文本解读（戴军熔，2012）Page.

16三、如何进行文本解读.解读语篇思维模式.解读语篇信息逻辑.解读文化背景.解读情感体验.解读批判性思维（张强

徐丽，2016）Page.

17三、如何进行文本解读.理解文本.挖掘文本的语言教学价值.挖掘文本的文化教育价值.对文本进行评价.其他教学资源的考虑（程惠云，2016）Page.

18三、如何进行文本解读Readingthe

linesReadingbetween

the

linesReadingbeyond

the

linesPage.

19三、如何进行文本解读.What.Why.HowPage.

20三、如何进行文本解读三、如何进行文本解读.Isita

goodideatosend

themback

tothewild?

Cantheysurvive

in

the

wild?.The

writer

blameszoos

formakingmoney.

Isitreallybad

forzoos

tomakemoney?.Doyou

totallyagree

with

the

writer?Page.

22三、如何进行文本解读.Iwonder

ifit'sbecauseIhaven'tbeenable

tobeoutdoorsforsolongthatI'vegrown

socrazyabouteverythingtodowithnature.Icanwellremember

thattherewasatimewhen

a

deepbluesky,thesongofthe

birds,moonlight

andflowers

couldneverhavekeptme

spellbound.That's

changedsinceI

camehere.Feeling?Page.

23三、如何进行文本解读....Sadly...I

am

onlyable

tolookatnaturethrough

dirtycurtainhanging

beforeverydustywindows.

It'snopleasure

lookingthroughtheseanylonger

becausenatureisonethingthatreallymustbeexperienced.Feeling?Page.

24三、如何进行文本分析40-loveagedplayingnismiddlecoupletenthewhengameandendstheyhomenet语音词汇结构标题gothestillbethemwillbetweenPage.

25主要内容一、英语阅读教学现状分析二、为什么要进行文本解读？三、如何进行文本解读？四、案例分析Page.

26四、案例分析A

Chinese

kid:A

foreign

kid:When

I

first

arrived

inSan

Francisco,

I

had

adifficult

time

understandingcertain

aspects

of

theAmerican

way

of

doingthings.

Once

I

went

to

visitan

American

friend.

After

asplendid

evening,

I

finishedmy

cocoa

and

got

ready

toleave.

As

soon

as

we

saidgoodbye

my

friend

went

backto

his

room

closing

the

doorbehind

him.

It

made

me

feelthat

I

was

not

reallywelcome.Chinese

people

arevery

modest

too.

Last

time,when

I

visited

China

we

sawthe

tour

guide

wearing

avery

pretty

fur

coat

on

theday

we

left.

I

told

her

thecoat

suited

her,

but

shelooked

very

embarrassedsaying

that

it

was

a

cheapone

she

had

bought

a

longtime

ago.

Iwas

surprised.

Inmy

culture,

when

peoplesay

nice

things

about

uswe

feel

very

happy

andsay

thanks.Readagain,

and

fillinthetable.Who

SituationWhat

people

doHowhe/shefeltInthehost

Inhis/hercultureown

cultureClose

theoor

atonceafter

sayinggoodbye①

Have

adifficulttime②

Iwas

notwelcomeSeetheguestsoffVisiting

anAmericanfriendJinLiPage.

28Epidemics

explainedPage.

29.Epidemicsexplained.With

recent

press

reports

drawing

parallelsbetween

Bird

Fluanda

killerepidemicinthepast,

JimSmithlooksthrough

the

historyofepidemicsfor

clues

aboutwhat

the

futuremighthold.Page.

30.scientists

who

studiedtissue

fromthe

bodiesofpeoplewho

diedof

the1918Spanish

Fluproved

thatBird

Fluisa

modern

adaptationofthe

same

virus..Bacteria

andviruses

havebeen

around

sincethe

beginningoflife

on

Earthand

manyoftoday’sdiseases

haveexisted

aslongashumanshave.Page.

31.Itis

important

tolookat

thespread

ofdiseases

throughout

history

todiscover

thecauses

and

effectsofepidemics,

andhopefully,foresee

andprevent

themin

thefuture.Page.

32Post

reading

1:data-focusedNamesofEpidemicTimeRegions

AffectedDeathTollNorth

Africa,theMiddle

East,Europe50%ofthearea’spopulation75million50million500-550ADJustinian’sPlagueurban

areas

ofBlack

Deathinthe1330’s

Europe,

Asia,Africa,

the

MiddleEast1918-1920

worldwideTheSpaniscause&effectBird

Fluover30countriesacross5

continents774SAR2unavoidableexpanddecreaseATripon“theTrueNorth”Page.

34Whydoes

thewriter

useA

TRIP

ON“THETRUENORTH”

asthetitle?Page.

35.Vancouver:

beautiful

scenery.the

Rocky

Mountains:

the

backbone

ofNorth

America.Calgary:

cowboy

culture.awheat-growing

province:

agriculture.Thunder

Bay:

a

busy