【独家】课堂教学案例及分析

课堂教学案例

高超：天津市第三中学教师

这是九年级的写作课教学。我校九年级的学生在写作方面还是存在问题，我受到学生作文思路凌乱和教材“Online Shopping” 的启发， 在练习材料中找到了这篇文章，现在很多中学的作文，实质上还是翻译句子的比较多，学生没有自己的思考，基本的观点已经给出，难免有的学生不理解，就变成了字对字的翻译。

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教学设计：Study on the Internet

教学时间：45 分钟

1

教学内容分析

Starting with a short video about Coursera, this lesson presents a passage on the topic of Study on the Internet in which many useful expressions are properly and correctly used. Depending on the students’recognition abilities, they are asked to understand the passage and write a short essay in class with the existing structure. With enough authentic input as well as a series of controlled, semi-controlled and open activities on the target language, students should be able to express their own opinions about a certain topic.

2

教学目标

1. 语言知识目标

• To grasp the following vocabulary:resource,search engine,convenient,advantage,disadvantage,distinguish ...
• To use the following expressions in a passage:

  Recently, ...
  

  ... has a lot of advantages ...
  

  First/To begin with ...
  

  What’s more/In addition ...
  

  Finally ...
  

  However/But/On the other hand ...
  

  In my opinion, ...
  

2. 语言技能目标

• To enable students to get main information about the topic and develop students’reading skills.
• To enable students to write a new composition with the target language.

3. 学习策略

• To actively participate in class activities.

4. 文化意识

• To have a better understanding of different ways of study.
• To realize that online study has been changing the lives of people around the world.

5. 情感态度

• To help students develop the dialectical mind by realizing that everything has two sides.
• To show students that every coin has two sides.

3

教学重点难点

1. 教学重点

• To help students understand the target language of study on the Internet.
• To help students grasp the structure of the passage.

2. 教学难点

•  

  To help students to express themselves in the argumentative writing.

   

•  

  To develop the students’abilities of applying the writing structure on other topics.

   

4

教学过程

Warming-up & Leading-in

1

活动目的

To familiarize the students with the name of different stores and lead in the topic of Study on the Internet.

2

教师活动

• Play the video.
  

• Ask what the main idea is.
  

• Introduce more ways of study.
  

• Introduce some new words.

3

学生活动

• Watch the video.
  

• Say the key words in the video.
  

• Think about other ways of study.
  

• Learn the new words.

Reading

1

活动目的

• To help students have a better understanding of the passage.

• To help students grasp the structure of the passage.

• To develop students’dialectical mind.

2

教师活动

• Check if students understand the passage through fast reading and detailed reading.

• Ask students to find the main idea of the passage and each paragraph.

• Let students find the advantages and disadvantages of study on the Internet.

• Ask students to guess the content of paragraph 4 and show the original text after discussion.

• Let Students to give the title of the passage.

3

学生活动

• Match four paragraphs with their main ideas.

• Work in pairs.

Conclusion

1

活动目的

To guide the students to summarize the structure of the passage and clarify the function of each paragraph.

2

教师活动

• To Help students understand the structure of the passage by drawing a picture.

• Lead Students to find the connective words, such as to begin with, what's more, last but not least, however, in addition, finally.

3

学生活动

Follow the teacher to finish drawing the picture.

Group writing

1

活动目的

To improve students’writing ability of using the target language.

2

教师活动

• Group the students and ask each group to write a passage about another topic by using the given structure.

• Help students do a group writing and let each student write one part of the passage.

• Invite several groups to present their passages and other students give comments on their performance.

3

学生活动

• Work on the task according to the task descriptions in groups.

• Some present the passages in class and others listen carefully and give comments.

5

板书设计

6

作业布置

• Polish the passage.
• Topic writing: Students Use Mobile Phones

7

教学反思

Recently, with the wide use of the Internet, online study has become ________ popular in China.More and more people, as long as they are connected to the Internet, choose to study online. You can go on the Internet and learn almost everything anywhere at anytime. It is very __________. Write down something you want to know in the search engine, click the mouse and then you can get plenty of ____________.

Compared with the traditional classroom learning, online study has many advantages. To begin with, online study provides people with plenty of resources. It’s quite easy for people to get much useful information only by clicking the mouse. What’s more, without space and time limitations, online study takes place whenever and wherever you want. Last but not least, it can save money because you don’t need to pay for books by studying online.

However, some people believe that it also has some disadvantages. First of all, when you have some difficulties, sometimes teachers cannot help you immediately. In addition, we cannot distinguish the true from the false now and then. Finally, you cannot always communicate with your teachers and classmates face to face.

__________________________________________________________________________________________________________

____________________________________________________________________________________________________________

Task Paper

Group writing:

Communication on the Internet

Recently, ________________________________________________________________________________________has many advantages. ________________________________________________However, __________________________________________________________

In my opinion, ____________________________________________________________________.

学习的有效性源于活动的有效性

孙泓：青岛市普通教育教研室研究员

反复学习高老师的教学设计，收获很多。

Warming-up and leading-in环节中，教师通过放视频使学生，引导学生抓关键词，通过师生交流、学习新词，为有效学习文本学习做好铺垫。学生多感官参与学习，有“watch，think，say and learn”确保了学习的有效性。

Reading环节活动设计层层递进，体现了学生思维参与的深度，保证了学习的有效性，学习方法的有效渗透。此环节通过学生速读抓主要信息，细读找段落大意，Pairwork发现advantages，disadvantages，猜出第四段内容，最后给出文本题目。层层递进的活动设计和阅读策略的渗透，加上全员参与，为有效学习提供了保障。

Group writing环节是输出活动。学生基于任务进行小组活动，共同完成一个passage。写，作为输出活动，在此做到了人人参与。既有人人一句的写作，还有真实的学习展示交流，更有学生之间的互评，这是有效的、真实的学习交流，是很好的输出。另外，仔细阅读张老师和高老师的交流，我又学到很多。

基于Dale的经验之锥对高超老师课例中学生学习活动进行分析

鲁子问：华中师范大学教授

非常同意各位老师对于教学目标、教学材料、教学活动的讨论，相同观点我不再重复。我基于Dale的经验之锥分析高超老师课例中的学生学习活动。

高老师一开始用视频导入，这是对所看内容掌握率30%的watch video活动，作为导入活动，效果不错。

然后是阅读活动，这是阅读课，必须有这个环节，尽管学生对所读内容的掌握率只有10%，还在读的过程中有两人一组的讨论，而且有填入语句，这是有效率70%的hands-on，对前面的阅读是一个补充，遗憾的是，动手时间较短。

然后是在老师引导下完成文章结构图分析，这是对所听所看掌握率50%的attend an exhibit和watch a demo（看老师完成结构图）。

之后是对所做内容掌握率达到90%的Model a real experience。

所以整节课效率非常高。这节课我在现场观摩学习，看到学生都能写出与范文结构一致的文章，达到学习所读文章结构进行写作的读写目标。

但较为遗憾的是，这个写作活动的范文的“典范”性不够。这样，尽管学习活动很有效，但学习的范本不够典范，导致学习成效不是很高，就像学生跟我学打篮球一样，即使学习活动再有效，成效也不会很高；而跟姚明学打篮球，即使学习活动效率不是很高，但成效依然会很高。

所以，这节课如果需要调整，需要调整的不是学习活动，而是文本选择。

当然，基于现有文本，也可以开展有控制的教学。从现有文本出发，我有一个与高老师略微不同的教学设计，主要是分散阅读时间，穿插有效性较高的hands-on活动在阅读之中，从而提高对写作技能的掌握率（这里不是培养阅读能力，而是培训写作能力）：

1

用文字、图、表格明确告诉学生，本节课要求学生写一篇文章介绍他们自己的网络学习经历，说明其优劣。问学生是否需要范文帮助。这是运用掌握率10% 的读 + 20% 的听 + 30% 的图，进行多通道的综合呈现。

2

让学生一分钟通读所选文章，看这篇文章是否可以作为范文。引导学生达成共识：这篇文章可以作为范文。这是10% 的读 + 50% 的观看展示（范文其实一直在展示）。

3

让学生两分钟认真阅读第一段，三分钟分析其结构，引导学生建构该段落在整篇文章的结构，发现其结构与语句的范文价值，分析其观点、观点表达与论证方式的不足。这是10% 的读+ 70% 的hands-on。（一般情况下，我不赞成这样的分段阅读，但这是learn/read to write，不是write to learn，所以设计为分段阅读与分析。）

4

让学生两分钟认真阅读第二段，三分钟分析其结构，引导学生建构该段落在整篇文章的结构，发现其结构与语句的范文价值（如按照重要性排列优势），分析其观点、观点表达与论证方式的不足。这是10% 的读 +70% 的hands-on。

5

让学生两分钟认真阅读第三段，三分钟分析其结构，引导学生建构该段落在整篇文章的结构，发现其结构与语句的范文价值（如按照影响大小排列劣势），分析其观点、观点表达与论证方式的不足。至此学生完成整篇文章结构建构与语句价值发展。这是10% 的读 + 70% 的hands-on。

6

让学生模仿文章结构、规避观点和观点表达与论证方式的不足，各自写作自己的网络学习经历。这是掌握率90% 的model a real experience。

7

请各层次学生代表分享作文，看是否与范文结构一致、语句逻辑关联性一致，是否规避了文章观点、观点表达与论证方式的不足。这是掌握率50% 的观看展示，对学生代表来说是掌握率90% 的presentation。

当然，我的这一设计显得太朴实，若是需要，可以使用计算机技术等加以优化。