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朋友们： 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”的三四思考 - 英语教学法著作选读201905（总第1042期） 两个典型事例体现的选项、决定与行动：关于“课堂教学管理”的五六思考 - 英语教学法著作选读201906（总第0143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） ------------------------ 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 2 Classroom interaction 2 课堂互动 Five types of student grouping are common in the classroom: the whole class working together with the teacher; the whole class mixing together as individuals; small groups (three to eight people); pairs; individual work. In any one lesson a teacher may include work that involves a number of these different arrangements. Varying groupings is one way of enabling a variety of experiences for the learners. 五种类型的学生分组在课堂教学中都是很常见的：全班跟教师进行协作；全班学生个体混合；小组（三到八人）；结对；单人。在任何一节课中，教师都可能安排有不止一种分组形式的活动内容。有变化的分组是一种带给学习者多样化体验的办法。 In this section we examine the rationale for making use of pairs and small groups as well as whole class work. There are some suggestions and guidelines for maximizing useful interaction in class - and there are some warnings about how you might prevent learning! 本节，我们考察利用结对、小组活动和全班活动背后的基本原理。有一些建议和准则，用于最大化课堂上有用的互动——还有对于可能阻碍学习因素的警告！ Task 1 任务1 In the list of statements below about classroom interaction, tick any that you feel you can agree with. 在下面有关课堂互动的陈述句列表中，选出你觉得能够同意的项目。 la It is more important for learners to listen and speak to the teacher than for learners to listen and speak to each other. 1b Students should get most conversation practice in interacting with other learners rather than with the teacher. 2a People usually learn best by listening to people explaining things. 2b People usually learn best by trying things out and finding out what works. 3a The teacher should speak as much as possible in classroom time. 3b The teacher should speak as little as possible in classroom time. 1a 对学习者来说，听老师讲课、跟老师对话要比学习者之间相互聆听、对话更重要。 1b 学生应该在与其他学习者互动的过程中获取绝大部分对话练习，而非跟教师互动。 2a 人们通常在听别人讲解的时候学得最好最快。 2b 人们通常在试着做事、弄清楚怎样做才有效的过程中学得最快最好。 3a 教师应该在课堂时间内尽可能多地说话。 3b 教师应该在课堂时间内尽可能少地说话。 Commentary 评价 The language classroom is rich in language for learners, quite apart from the language that learners and teacher may suppose they are focusing on in the subject matter of the lesson. Students learn a lot of their language from what they hear their teacher say - the instructions, the discussions, the asides, the jokes, the chit-chat, the comments, etc. Having said that, it would be unsatisfactory if the teacher dominated the lesson to the exclusion of participation from as many learners as possible. 语言课堂教学对于学习者来说是富有语言内容的，抛开学习者和教师可能认为他们上课学习的过程中正在聚焦的语言来说，其他语言内容还是很多的。学生们从他们听到老师所说的话语中学到大量语言并化为己用——指示语、讨论、旁白、玩笑话、闲聊，评论，等等。据此看来，如果教师统治整个课堂，把尽可能多学习者的参与排除在外，那情况就不能尽如人意了。 The arguments for 1a usually grow from the idea that the teacher knows more of the target language and that by listening to her the learner is somehow absorbing a correct picture of the language, that by interacting with her the learner is learning to interact with a native speaker or an experienced user of the language, and that this is far more useful than talking to a poor user. Thus, by this argument, time spent talking to another learner is not particularly useful time. 1a的论证通常是生发于这样的观点，即教师对于目标语言懂得更多，通过听讲，学习者吸收到的是语言的正确图景，通过与教师互动，学习者学会的与母语者互动，或者是与该种语言有经验的使用者互动，而这要比跟应用技能不佳的学习者对话有用许多。因而，这样看来，花费在与同学交谈上的时间并不是特别有用的时间。 This is OK as far as it goes, but there are a number of challenges to such views. Some are to do with available time: if the teacher talks most of the time, how much time will learners get to speak? If the only conversation practice learners get is one-to-one with the teacher they will get very little time to speak at all. In a class of twenty-five learners, how much time will the teacher have available to speak to individuals? Divide a one- hour lesson by twenty-five and you get just over two minutes each. That doesn’t sound very much. 这话本身也没什么问题，但对于这样的观点，还是有些质疑。一些质疑与可用时间有关：如果教师绝大部分时间都在讲话，学习者又能有多少时间对话？如果学习者唯独的对话实践是要跟教师一对一进行，他们能够得到的讲话时间将是非常稀少的。在一个25人的班级，教师又有多少时间跟学生一个个对话呢？把一个小时的授课时间除以25，差不多每人两分钟多点。听起来好像也不是很多。 1b suggests that we could maximize learner speaking time at certain points of the lesson by putting them into pairs or small groups and getting them to talk to each other. Thus instead of two minutes’ speaking time in a whole lesson, they all get a lot of speaking practice within a short space of time. The teacher could use this time effectively by discreetly monitoring what the students are saying, and using the information collected as a source of material for future feedback or other work. 1b提出，我们可以在课堂的特点节点把学习者说话的时间最大化，就是把他们结对或分成小组，让他们相互交谈。这样一来就不是整堂课只有两分钟说话时间了，他们在有限的时限内得到大量口语练习。教师可以有效利用这一时间，谨慎地监督学生所说的内容，并把所收集到的信息当作未来反馈或其他活动的材料来源。 I am, of course, making other assumptions. I’m assuming that it is important to give learners opportunities to have useful interaction with others. 当然，我是在做其他假设。我是在假定，给予学习者与他人进行有用的互动的机会，这很重要。 2a and 2b are about different ways of learning. I believe, from my own learning experiences, and from observing teachers at work, that the most efficient way of learning is for a student to be really involved in a lesson. Explanations, especially long ones, tend to leave me cold; I get bored; I switch off. (A learner might also have real problems in following what is being said.) But challenge me, give me a problem to do or a task I want to complete, and I will learn far more - by experimenting, by practising, by taking risks. 2a和2b与不同的学习方式有关。从我自己的教学经验出发，也是从观察其他教师教学中所得，我相信最高效的学习方法就是让学生真正参与到课堂中来。讲解，尤其是长篇讲解，总是令人失去兴趣、感到厌烦、关闭学习通道。（学习者能否跟得上所讲解的东西，也是个问题。）相反，向我提出挑战，给我一道题做，给我一项我想要完成的任务，我会学到更多——通过尝试，通过实践，通过承担风险。 I think you can guess my views on 3a and 3b by now. (Neither the extremes of a nor b，but closer to b than a.) Observers who watch new teachers at work often comment that they talk too much. An essential lesson that every new teacher needs to learn is that 'talking at’ the learners does not necessarily mean that learning is taking place; in many cases TTT (Teacher Talking Time) actually represents time when the learners are not doing very much and are not very involved. Working on ways to become aware of unnecessary TTT is something to add to your list of priorities. 我觉得至此你们能够猜出我对于3a和3b的态度了。（不是a或b这两种极端中的任何一种，不过要更接近b而不是a。）观察新教师课堂的人经常评价说他们说得太多。每一位新教师都需要学会的基本一课是，“对着”学生讲并不一定表示就有学习发生；在很多情况下TTT（教师讲授时间）实际上代表的是学习者并没有做多少事情、参与程度不高的时间。钻研技艺，以求对于不必要的TTT做到心中有数，是应该提上议事日程的一件大事。 ------------------------ 本系列更新维护不易，走过路过的朋友，请给点赏钱。感谢你们，亲爱的朋友！ |
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