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在课堂教学法研究这门课上，老师上传了很多不同地区的英语教学公开课视频到BB平台上供我们参考和学习。虽然我没看多少，但是我对于这类教学视频的作用还是很相信的，我相信它们是有益的。 我们的学习经历，总会影响甚至改变我们的教学经历。 每一个教学视频都有其亮点，无论是在教师风格、活动设计，还是时间把控上。哪怕我看完后只记住了一个极其微小的点，但就是这样的点，最后都有可能内化成我自己的点，给别人留下深刻的印象，就像它最初给我留下了深刻的印象一样。 老实说，我对语言技能教学的热情并不高。相较而言，我更喜欢知识性教学，就像在跟别人讲自己的故事一样。 除了稍稍欠缺的热情，信心不足可能是更深层的原因。 我觉得我教不好。 所以我会逃避，但是我总是会去面对的。 我一直在思考一个问题：对一件事情的热爱是可以培养出来的吗？ 我自己正在探索这个问题的答案。 这两天，跟好朋友又开始了合作学习。 我们会看同一个教学视频，然后在固定的时间点进行讨论，暂定每两天一次。因为她有考编规划，对教学的了解比我多，也比我深入，所以讨论的时候我只需要跟着她的思路走就好，偶尔讲一讲我自己的新发现。 我觉得，有人带是解决热情不足的一个比较好的途径。在这个过程中，我其实是在尝试去培养自己对教学这件事情的热爱，不知道效果如何，先做好当下吧。 今天晚上我们会进行第二次讨论，这里我先总结一下第一次讨论的内容。
看了我的讨论笔记，你就知道我现在做这个总结的必要性了。 观摩视频 这是我们第一次讨论选择的教学视频。B站上有很多这样的教学公开课视频，都可以作为学习观摩材料。 笔记记录 我观看视频的时候会记笔记，记的内容主要是整节课的流程走向，以及一些细节。在看的过程中，我的脑海里会时不时冒出一点新的想法和思考，这时我就会用红笔写下来，方便讨论。 我的讨论笔记是直接记在观摩笔记上面的，所以整体看起来比较凌乱。 讨论内容 以下内容是我和朋友共同讨论出来的结果，并不是我一人的想法。 这节课的定位是reading and thinking；主题是languages around the world；具体教学内容就是介绍甲骨文。 Lead-in activities
COMMENT: Generally speaking, the lead-in activities are interesting, and conducive to attract students' attention and arouse their interest. The final question in this part is actually an attempt to develop students' ability of prediction, or predictability for short. Reading
COMMENT: This part is targeted at testing students' understanding of both main content and details. It is worth noting that when one student gives the inappropriate answer, the teacher uses the word "less suitable", instead of "wrong" to describe his/her answer. Also, the teacher knows that it is easy for students to find out the timeline, but difficult for them to talk about concrete events happened in different times, so she chooses to introduce the harder part herself. Vocabulary & Grammar
Thinking
COMMENT: Scaffolding can be detected in activity design. When discussing the author's attitude, students just need to choose the right one, insteading of coming up with adjectives themselves. One advantage is that the teacher can control students' flow of thinking because you never know what will come out from your students' mouth. I am totally surprised at one boy's answer to the after-watching question. He says that he feels stressful because our ancestors have created so many miracles and it is our duty to protect and spread the language into the world. He deserves a thumbs up. One more thing, the aim of discussing the author's attitude is to cultivate students' reasoning ability. As for the video, it lasts more than four minutes. It is better to control the length of the video you choose, no more than 3 minutes. Review & Homework
COMMENT: The teacher is smart. She gives the task of reviewing to the students. As to homework, the compulsory one is to finish a report writing, while the optional one is to think about some deep questions. This kind of homework is creative. But is it worthy of recommending? I am not sure. OTHER COMMENTS: This class follows a "PWP" pattern, namely, pre-reading, while reading, and post-reading. Compared with "PPP" model, that is, presentation, practice, and production, "PWP" model is normally more suitable for older students. 需要注意的是，虽然我在总结的时候把reading和thinking分开了，但其实thinking或多或少是始终贯穿于整个教学过程中的，只不过是在后半部分比较集中和明显。 第一次讨论我们还是发现了一些问题的，比如说记笔记的时候我只记了流程，没有记时间。 有问题才会有进步。 就写到这里了。 |
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