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说教学策略,秀英语素养 ——记初中英语教研组开展教学策略&学科素养展示交流系列活动之一

[发表时间]:2018-09-20 [来源]:

9月19日下午,我校初中英语教研组开展了以“说教学策略,秀英语素养”为主题的教学策略及学科素养展示交流系列活动,活动的主要形式为用英语说课,以教学案例为载体来阐述教学理念和教学策略。

此次活动英语组21名教师全员参加,按照年龄与教学经验预计分三期完成全部展示。参加第一期英语交流活动的教师共六位,分别从英语教学的不同角度分享了他们的教学思考和经验。

教研组长刘娟首先抛砖引玉,以一堂学生为主体的写作课为例,向大家展示了在传统写作教学中加入自评与互评表格,指导学生学会运用这些表格中的标准和原则来进行自我评价和评价他人,从而引导学生反思自己的写作过程,发展自主学习能力的做法。

Writing is one of the most important and useful skills in students’ English learning. However, in a traditional writing class, the writing process usually follows a teacher-student one-way pattern, which is not very helpful for students to develop abilities in editing and proofreading, Therefore, it is essential for English teachers to establish a cooperative learning setting and to develop some effective scaffolding strategies as well as tools to help students learn to reflect on their own writing process to identify their strengths and weaknesses as writers. In Ms. Liu’s writing class, these come in the form of checklists for self-editing and peer-editing.

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初一备课组长吴芳老师关注的是阅读。她首先介绍了上一轮初三总复习阶段阅读教学的几点心得,阅读文章分类讲解,一词多义的总结,阅读高频词句的汇总从多角度帮助学生提升阅读能力,又以现在教授的七年级《典范英语》为例,向大家展示了怎样从起始年级开始系统性地培养学生的阅读能力以及良好的阅读习惯。

  Wufang first introduced several points about teaching reading in Grade 9, such as classifying different types of reading articles, summarizing the multiple meanings of words, and summing up the high-frequency words, which help students improve their reading ability from many perspectives. She also took "Good English" as an example, shows how to systematically develop students 'reading ability and good reading habits from the beginning grade.

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  宋莉莉老师也是以阅读为例进行说课。她以初一第一单元的阅读教学为例,从本节课的教学内容、学情分析、教学目标、重难点、评价方式及整节课的教学设计等方面进行了介绍,着重分享了如何培养初一学生画思维导图的技能。宋老师设计层层深入的教学活动,其板书以思维导图的形式逐步呈现。课堂上利用思维导图帮助学生建构解读文本的知识结构,以简洁明了的方式呈现主要知识框架。课后布置了作业,让学生从不同角度和层面,并鼓励学生发挥想象,用多种形式绘制思维导图,培养学生的发散性、创造性思维能力。在课上分享学生作品并提出修改意见,修改后的学生的作品可谓内容充实、形式多样、设计美观。

  Mind Mapping is an efficient tool for both the students and the teachers in English reading. It can stimulate students’ motivation and imagination for reading. While how to draw the mind map in a correct way, we should pay attention to guiding students to understand it in classroom teaching. Mind Mapping in English reading is effective teaching means and learning way. It will arouse students’ learning interests, improve the interaction between the teacher and students, develop students’ creative thinking and increase the efficiency of English reading.

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初三备课组长陶懿为大家梳理了适合英语教学的教学策略,其中英语交际教学法是英语课堂最为普遍的英语教学方法。但是,这种方法的目标是什么?焦点是什么?在这种教学策略下可以开展的教学活动有哪些?陶老师为我们带来了一些答案。此外,她还利用自己真实的教学案例向我们展示如何最大限度激励学生在课堂上表达自己, 使他们所学联系其自身实际, 以确保他们的学习内容对他们有意义并且可理解。

  Communicative approach is one of the most popular teaching strategies used in English class. But what is the goal and focus of the approach and what are the possible learning activities under this approach? Our English teacher Tao Yi gives us some answers. Besides, she used her own class design example to show us how to maximally motivate the students to express themselves in class and relate what they are learning to students themselves to make sure they are learning something meaningful and understandable to them.

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同样介绍教学策略的还有王越老师,她介绍了什么是同伴教学法。她提出了要对阅读文本或听力文本进行深层次的分析,通过设问的方式启发学生思考,激发学生的求知欲, 促使学习真正发生。 同伴教学是用于检验学习者及其同伴对于内容的掌握与分析的一种教学策略,简单却能够有效的促进学生的参与。同伴教学不只是先进行讲授,再进行讨论这么简单。教师需要阶段性的向学习者抛出一些精心设计的概念性问题。这些问题通常与常见的困惑与误解有关,学生利用几分钟的时间来形成和组织自己对这些问题的答案,然后通过小组的讨论合作来达成共识。小组的讨论通常能够让学习者对概念进行解释,并帮助那些在一开始没有得到正确答案的小组同伴理清问题,形成正确的理解。

  The English teacher Wang Yue from Grade 7 explains what a peer instruction classroom is like. Students work on some exciting projects. That’s something they want to do. They love doing. So that’s when the real learning happens. That’s how they internalize the knowledge and think in English. This way, the students learn English not because the teachers tell them to do so. They learn because English is fun, interesting and meaningful. They are learning because they are curious, because they want to learn.

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国际项目组长张丽君老师谈得更具体,跟大家分享了自己在平时教学中运用不同的教学策略帮助学生积累词汇量的方法。众所周知,在外语学习中词汇量起到了至关重要的作用,帮助学生扩大词汇量也是外语教师在外语教学中的重要目标之一。张老师通过如:教会学生使用词典、词汇本的积累、完成思维导图、课前前测、课后积累、词汇周测、及时记录过程性评价并反馈等方式,引导和帮助学生积极主动地背诵单词并积累词汇量。

  As English teachers we all have been trying several approaches to strengthen and broaden student’s vocabulary. From this year, Cora started to work more on helping her students improve their vocabulary. The first thing she does each week is to introduce new vocabulary by offering them a new vocabulary list and asking the students to read them aloud together. This gives the students practice speaking the words aloud and pronouncing them correctly. Knowing how to say new vocabulary words is just as important as knowing how to use them in a sentence. Using mind-maps is also a very good way to help students to re-organize and summarize their knowledge. Lastly and most importantly, Cora has recorded their daily and weekly test results in a timely manner in order to let the students see their scores quickly and reinforce that it’s their job to memorize words on time.

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随着课程改革的深入,特别是高中英语新课程标准的颁布实施,对英语教师的学科专业素养提出了更高的要求,因为教师的专业化水平是有效实施英语课程的关键。本次活动便是英语教研组课堂教学改进行动的一部分,旨在提升组内教师的专业素养和教学基本功,促进全体教师特别是青年教师的专业自我发展的内驱力。本次活动全程进行录像,资料组内共享,作为后续学习提高的资源。

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(供稿:初中英语教研组   编辑:何颖)