【原】选项、决定与行动：关于“课堂教学管理”的三四思考 - 英语教学法著作选读201905（总第1042期）

昵称70926123 2020-07-21

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本篇文章承接上期，为方便大家参考，链接在此：

选项、决定与行动：关于“课堂教学管理”的一二思考 - 英语教学法著作选读201904（总第1041期）

“英语教学法著作选读”系列文章2018年总目录（含2017、2016总目录）

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下文选自上海外语教育出版社出版的《学习教学：英语教师指南（Learning Teaching: A Guidebook for English language teachers）》（作者Jim Scrivener）第二章“An Introduction to Classroom Management”（课堂教学管理入门）。

选文、翻译：武太白

少数非常简单的句子没有翻译，理解有困难的朋友请自行查词典解决问题。抱歉！

Commentary

作者有话说

Here are a few possible options:

You could say Fine.

You could say loudly Do it!

You could ask why the student doesn’t want to do it.

You could offer an alternative exercise or activity.

你可以提出换一种练习或活动。

You could say Choose something you’d like to do.

You could explain the point of the exercise.

你可以解释一下练习的目的所在。

You could ask other students for their opinion.

Note that in all the above options you also have options regarding your attitude and behaviour: you could be patient or impatient, defensive or open, sound as if you mean it or sound as if you don’t, etc.

注意：上列所有选项，在态度和举止方面你也都有不同的表达方式：可以是耐心的，也可以是不耐烦的；可以是戒备森严的，也可以是开放开明的，可以是听起来真有此意，也可以是听起来好像只是说说，如此等等。

You could stop the activity.

You could let it continue (postponing 推迟 the next activity).

You could announce 宣布 a time for finishing (eg two more minutes).

You could ask the students how much longer they need.

You could offer the students the option of stopping and doing something else.

可以给学生提供新的选择：停止这项活动，另做一项。

All the students could move the desks.

A small number of students could move the desks while you give instructions to the others.

少部分学生摆桌子，你给其他学生发指令。

You could do the activity without moving the desks.

You could ask the students whether it is a good idea to move the desks.

可以问问学生，把桌子重新摆放是不是一个好主意。

You could tell the groups that have finished that they can chat or do something else while the other groups finish.

可以让已经完成的小组聊聊天、做点别的，等别的组完成。

You could give the groups that have finished a short extra task to keep them busy until the rest finish.

可以给已经完成的小组布置额外的、耗时不长的任务，让他们不要闲着，直到其他人都完成。

You could set a time limit (say two minutes) for the others to finish.

可以给其他学生设置一个时限（比如两分钟）。

You could bring the groups that have finished together to compare their answers with each other.

可以把已经完成的小组聚拢到一起，让他们对对答案。

You could invite the finishers to join other groups and help them or listen to them.

可以让已经完成的学生分别加入其他小组，提供帮助，或者就是听听完成情况。

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Some options come at key moments - eg the beginning of the lesson, the start of an activity, the end of an activity, when a discipline problem occurs in the lesson, etc - and your decision at such critical moments has a greater knock-on effect. After a lesson it may be very fruitful to recall what happened and reflect on (or talk through with a colleague) why certain critical options were taken and to hypothesize about what the outcomes might have been if other things had been done.

一些选择出现在关键时刻——比如一节课的最开始，一项活动的起始，一项活动的结束，课堂出现纪律问题的时候，等等——而你在这样的重要时刻所做的决定会有更大的连锁效应。上完一节课，回想一下课堂上发生了什么，思考一下（或者跟同事谈谈）为什么会做出某些关键性选择，设想一下假如当时做了其他事情，又会有怎样的结果，这些动作会带来很丰厚的成果。

Becoming a more effective teacher is partly a matter of increasing your awareness of what options are available. It is also about the skilful selection of the most appropriate option at each point and efficiently, effectively turning these into actions. Reading books like this, talking to other teachers, observing other teachers at work, getting feedback from observers of your lesson - these are all ways of increasing your range of options and your skill at deciding and acting on decisions appropriately.

成为一名更加有效的教师，有一部分努力就是要放在提高意识水平上，要意识到自己有哪些选项可供选择。同时，还要有技巧地做出每一个点上最恰当的选择，并且高效地、有效地把这些转化为行动。读一读本书这样的书籍，跟其他老师聊一聊，多观课，从前来观课的老师那里获得反馈——这些都是好办法，能帮你扩大选择范围，培养恰当决策的技巧，提高根据决定采取行动的能力。

What influences and informs your decisions between different options? The following are some factors to bear in mind:

在不同的选项中间做选择时，对你发生影响的、你据以判断的东西都是些什么呢？下面是一些值得记住的因素：

·What is the aim of this activity?

·What is the objective of the whole lesson?

·Is what we are doing useful?

·What is hindering the effectiveness of what we are doing?

·What have I planned to do?

·What would be the best thing to do now?

·Is it time for a change of mood or pace?

·Are we using time efficiently?

·How do the students feel?

·How do I feel?

·What are the possible outcomes of my doing something?

这项活动的目的是什么？

整堂课的目标是什么？

我们正在做的事情有用吗？

是什么拖累了我们正做的事情，使其不能取得成效？

我是计划要做什么的？

现在能做的最好的事情是什么？

是不是变换气氛或步调的时机？

我们对时间的利用，效率高不高？

学生的感受如何？

我的感受如何？

我做某事的可能结果是怎样的？

I could add two further factors that are frequently involved in teacher decisions and actions:

·ignorance of other options

·avoidance of other options

我还可以加上两个因素，这两个因素在教师决策和行动中也经常牵涉到：

不知道有其他选项

不愿触及其他选项

Classroom decisions and actions are also greatly determined by the teacher’s own attitudes, intentions, beliefs and values. What do you believe about learning? What is important for you in learning? What is your genuine feeling towards your students? In Fig. 2.2, each level is rooted in the one beneath it.

课堂教学决策与行动也在极大程度上由教师自身的态度、意图、信念与价值观所决定。你对学习的信念是怎样的？对你来说学习中什么是重要的？你对学生的真实感情是怎样的？在表2.2中，每一个层级都植根于其下的一个层级。

For example, a teacher may ask a student to write on the board (rather than doing it himself). This decision may have grown from his intention to involve students more in the routine duties of the class. This may itself have grown from his belief that trusting his students more and sharing some responsibility with them is a useful way of increasing their involvement in the learning process.

例如，教师可能会让学生在黑板上书写（而不是他自己来）。这个决定可能是出于他让学生更多参与到课堂常规活动中来的意图。而这种意图自身可能又是从他的信念中生发出来的，他相信赋予学生更多的信任，让学生分担一些责任，是一种有用的办法，能提高学生在学习过程中的参与程度。

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