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基于学情 紧扣目标 “趣效”共生
作者:羊尊芳 发表时间:2015年06月10日 浏览量:24 分享到空间
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马鞍山市2015年度优秀教教学研论文评选
基于学情 紧扣目标 “趣效”共生 ---七年级英语课外阅读习题设计的有效性初探
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作 者:羊尊芳
性 别:女
职 称:二级教师
学 历:本科
单 位:马鞍山市新市初级中学
通讯地址:马鞍山市新市初级中学
联系方式:15855504098
电子邮件:1014473795@
基于学情 紧扣目标 “趣效”共生
--七年级英语课外阅读习题设计的有效性初探
作者:马鞍山市博望区新市初级中学 羊尊芳
【内容摘要】
《牛津初中英语》提出:培养学生的英语阅读兴趣,掌握基本的阅读技能。然而学生阅读技能的形成与提高,一定是建立在大量的阅读和定量的练习上。但是阅读练习题还是老面孔,不是判断就是选择,题型成人化和固定化,不考虑中学生尤其是初一学生的年龄特点,缺少意趣,让学生一见就烦,一见就怕。这就要求教师务必优化练习设计,提高阅读习题设计的有效性,做到为学生“减负”而不“减质”。因此,笔者想抓住阅读习题设计的趣味性,在这“趣”字上下功夫,使初一学生喜欢上阅读,让学生的思维能力和阅读技能在练习中不断得到发展。
【关键词】七年级英语 课外阅读 习题设计 “趣效”共生
阅读能力的培养是语言素养培养的重要手段。而阅读之后的习题在阅读过程中发挥着组织和调控作用,是衡量和促进阅读的重要方式。好的阅读习题能激发学生的阅读兴趣,引领学生积极体验与学习,提高阅读效率。《牛津初中英语》教材中的阅读板块设计除了材料内容有一定的梯度外,习题设计无论从类型上还是阅读技能上梯度都不是很明显。对此,教师一定要根据所教学生的认知水平,备足学情,设计有一定梯度的习题,逐步分块训练学生的阅读技能。下面就以笔者所授牛津教材七年级的几则教学案例来与同行们分享如何在“趣”字上下功夫的:
一、根据阅读材料特点,设计有趣的习题
初中阶段,尤其是对于初一的孩子,英语阅读材料主要有故事,说明文和叙事文三种。不同的体裁有不同的特点,抓住这些特点充分挖掘材料中内容的内在联系,是设计有趣习题的重要途径。比如,故事往往有情节,强调事情发生的先后顺序,所以故事材料可以设计排序题,如:根据图片,将句子按正确顺序编号。说明文,通常是介绍或讲解某样东西、某个科学现象或某个组织,重在进行概念的界定,那么配对连线题是首选。叙事文,顾名思义就是讲述一件或几件事情,通常此类文章内容较多,结构较松散,篇幅也较长,阅读者须在众多的信息中理出头绪。表格不仅能给学生提供一个支架,而且还能帮助学生通过填表理解材料,理解思路。
若要让初一的孩子们不厌恶而且不怕做阅读题,首先要改变总是以选择题或是非题出现的“老面孔”,设计一些新颖、受孩子们喜爱的新题型,给阅读习题换上漂亮的“新装”即 脱去“旧袍”,换上“新装”。
例如1:The Tortoise and the Hare(7A Unit2 Let’s play sports单元测试)
要求:Find out the right orders
( ) and he could not catch up in time
to save the race.
( ) The hare darted almost out of sight
at once, but soon stopped and,
to show his contempt(轻视) for the tortoise, lay down to have a nap.
( ) "That is a good
joke," said the hare. "I could dance around you all the way."
"Keep your boasting until you've beaten," answered the tortoise.
"Shall we race?"So a course was fixed and a start was made.
( )The tortoise plodded (沉闷地苦干)on and plodded on, and when the hare awoke from his nap, he saw the tortoise nearing the finish line,
( ) The hare was once boasting of his speed before the other animals. "I have never yet been beaten," said he, "when I put forth my full speed. I challenge anyone here to race with me. "The tortoise said quietly, "I accept your challenge."
对于初一的学生,这个“龟兔赛跑”的故事耳熟能详,给予的图片既是答题
的标准,又是帮助理解的助手。学生在看看图,读读句子,排排顺序中,读
懂了故事。
例如2:Join the club(7B Uint7 Abilities 单元测试)
Many American students don’t leave school when classes are over. There are still so many things to do! Students can be involved in activities so they can have fun and make friends. Some students play sports. Most high schools have two girls’ teams and two boys’ teams for every sport. The most experienced and best players play on the varsity team. Young players play on the junior varsity team because they aren’t as experienced.
Some students like to sing or play instruments .They can join special music groups. If students like acting, they can audition for the school plays. If they like to write or take pictures, the can work on the school newspaper. If they enjoy learning languages, they can join a language club. There are activities for almost every interest. If students get involved , they can make great memories of high school.
要求:Match A with B
Go to the Right Club
A B
The students who like sports |
The students who like to sing or play instruments |
The students who like learning languages |
The students who like to write or take pictures |
The students who like acting |
Language Club |
School Play |
School Newspaper |
School Teams |
Special Music Group |
本文介绍了美国学校组织的各种社团,美国的中小学生课后都积极参加。作者用了很多的词组和句子帮助学生理解社团名称。配对连线题告诉学生文中介绍的五大社团,通过阅读连线让学生明确了各个社团的功能。
例如3: School life(7A Unit4 school life单元测试)
Now I am a student at Middle School. I love my school
Every day I get up at 6:30. At about 7:00 I have my breakfast. Then I go to school at 7 school starts at 8 we do our morning exercises first. Our lessons begin at 8 favorite subject is English. I am very good at it.
We like our lunchtime. It is at about 11:30. After that, we often chat with each other in the playground. In the afternoon, we often do the after-school activities at four. Then we go home at half past four.
要求:Fill in the blanks
Time |
Things to do |
6:30 |
|
|
Have breakfast |
7:30 |
|
8:00 |
|
|
Have lessons |
11:30 |
|
4:00 |
|
|
Go home |
本文讲述了主人翁一天的校园生活,通过表格的填写,学生们就能了解小主人一天中主要做了哪些事情,表格能够帮助学生们梳理文章的脉络,进而理解了全文。
二、贴近实际,激发兴趣
例如:My favorite pet(7BUnit5 Amazing things 单元测试)
I am Tom. Tortoise is one of my favorite animals. So I have a tortoise in my home and it is my pet. Its name is Huan Huan, and it is only one year old. It is one of the most beautiful tortoises l’ve ever seen. Its shell is blue and white, it’s very beautiful. I always keep it in the backyard. Sometimes I play with it. It eats meat and plays in the day and sleeps at night. We are good friends. Do you have any pets?
要求:write down two or three other things about tortoise.
阅读习题的设计要贴近学生生活,目标具体,从而让学生有“在说咱自己的事”的感觉,调动每个学生参与其中,有话可说,有话可写,体会成就感;贴近学生已有的知识结构,从而激活学生已有的背景知识,激发学生的阅读兴趣,让学生做好阅读的必要的心理准备和知识准备。
三、打破固有出题思路及根据能力培养点,设计有趣的习题
教师对学生英语阅读能力的培养,贵在于“导”和“启”,而不是“磨练”。因为,题是永远做不完的。并且会造成学生谈“阅”色变,这与我们的教学目标背道而驰。为了避免这种情况,教师应该潜心钻研教材,针对学生阅读能力的发展目标,精心设计习题。通过设计有趣的习题,引导和启发学生解题思路和方法,达到举一反三,让学生从中掌握规律,并用于生活。因此,确立学生能力培养点,是有效习题设计的重要原则之一。
第一,思维训练。统一、定性的阅读题答案将会使学生思维趋于定向,单线发展,这会阻碍学生思维的发展,使学生走进思维发展的狭隘区。因此,我们在习题设计时,应该注重开拓学生的求异思维,给学生有想象的空间。
第二,逻辑推理训练。初一的学生主要是通过上下文、常理进行推理。要让学生利用各种方法结合文本信息、语言情境、图片和生活常识等信息来进行推理,按一定的逻辑思维推出答案。由此,看图读对话,按顺序给图片编号,或看图阅读短文,选择合适的句子填入对话框都是可以采用的题型。这类题目不但使初一的学生更容易获取文中提供的信息,扩大了阅读信息的输入量,而且还培养了初一学生的初步推理能力。
第三,获取有用信息的训练。阅读是获取知识的重要途径,它也是获得信息的主要手段,身处信息泛滥的时代,学生获取有用信息的能力十分重要。从初一开始,我们要有意识的借助阅读对学生进行培养。
例如1:阅读短文,制作一张海报:The library
This is our school library. It is on the second floor of Building A. It is big and very clean. There are many books in it.
The library is open from 9 in the morning to in the afternoon. There is a reading room. You can go there to do some reading. In the library, we can read all kinds of books.
You can borrow books from the library,too. Every student has a library card. You can use this card to borrow books. You can borrow two books every time.
In the library, we also have our reading lessons. we like to read the books about plants and animals very much, they are very interesting.
We can read and write in the library, but we can’t talk aloud. We can’t run or sing. We keep the library quiet and clean. We like our library.
Poster Welcome to school library! Place:_______________________________________ Opening time :________________________ Rules: You can: Use the _______to borrow books. Borrow _______books every time. Borrow________ ______ ______ books. _______ ______ _______ in the library. You can’t : ______________________________
_____________________________________________
______________________________________________
_______________________________________________ |
学生通过阅读,获取信息,然后制作一张图书馆的宣传海报,这个对于初一的学生是很有意思的一件事情。前几分钟是测试学生的阅读理解能力,而最后让学生填写不能做什么,给学生留出思维空间,充分调动学生的思维和积极性。其中”Let’s keep the library quiet and clean.”,则提供了线索,同时也防止漫无目的的低质思维。笔者班中学生当时给出:You can’t eat or drink here. You can’t leave the rubbish here. You can’t shout in the library.等多种规则。
例如2:阅读短文,选择合适的句子填入对话框
(7BUnit3 welcome to sunshine town单元测试)
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Millie: Hi, Sandy, Would you like to go to the park with me this Sunday?
Sandy:______1_____. I’ll have to go shopping with my mother.
Millie: Really? Can I go with you?
Sandy: Ok, what are you going to buy?
Millie: :______2_____.
Sandy: Me too. My mother also wants to buy a bag.
Millie: :_____3______
Sandy: You can come to my house at 7:30
Millie: Oh, that’s too early. ____4_______
Sandy: No problem.
Millie: :_____5______
Sandy: Only 10 minutes by car.
学生通过阅读上下文,结合文本信息、语言情境和生活常识等进行简单的推理,按一定的逻辑推出答案。
例如3:阅读时间表,完成填空:(7BUnit6 单元测试)
Bus 10 |
Timetable |
terminus |
9 |
City Hall |
9 |
Shopping Mall |
9 |
Swimming pool |
9 |
Middle School |
10 |
Shorts centre |
10 |
BeihaiPark |
10 |
Music Club |
10 |
Two flower beach |
11 |
Tom and Tim are good friends. They have no classes today. They are at a bus station. Tom can red the timetable. He is answering Tim’s questions.
Tim : What time does the bus leave the terminus?
Tom : It leaves at nine o’clock.
Tim : What time does it get to Two flower beach?
Tom : It gets to the beach at eleven o’clock.
Fill in the blanks:
Tom and Tim are at the __________________now. Tom and Tim want to take__________. It stops at shopping mall at __________. The bus is between _____and __________ at 10:10. AfterBeihaiParkit stops at Music Club. They want to go to the bus gets there at ___________.
时刻表、广告、通知和产品说明等都是很实用的信息,对于初一的学生来说,这类题型也不难掌握,他们也是很感兴趣的,并且学会查找信息是学生们必须掌握的一种技能。我们要通过形式多样的题型,引导学生仔细地阅读这类材料,让他们在解决问题的过程中培养逻辑思维及获取信息的能力。
四、迎合学生兴趣点,设计有趣的习题。
鲁迅先生曾经说过:“没有兴趣的学习,无异于一种苦役,没有兴趣的地方,就没有智慧和灵感。”兴趣是人们在获取知识,探究某种事物或从事某种活动的心理倾向。学生的学习兴趣是指对所学的知识的一种积极向上的情绪状态,表现为对所学的知识有强烈的爱好,肯于钻研,乐于探究。根据科学研究的最新成果,人只有情感因素在最佳状态下才能最好地对所接收的事物进行理解、判断、分析、归纳、推理和总结,获得最佳成果,完成对知识的学习。因此,迎合学生的兴趣是至关重要的。猜一猜,摆一摆,编一编,演一演都是初一学生喜欢的活动形式,应将其运用到阅读练习的设计中,让学生在轻松、愉快的氛围中进行阅读,完成练习,进而在获得成功体验的基础上,乐于阅读,爱上阅读,使阅读成为习惯。
例如1:猜一猜(预备教材)
It is in the classroom |
It is on the wall. |
It is black or green. |
You can draw or write. |
Who am I ? |
请同学们根据关键信息猜一猜“我是谁?”
例如2:摆一摆(牛津预备教材Unit6 In the park阅读课PPT中设计操作题)
There is a big hill in front of my house. On the left of my house , there is a big tree. Look , there are two birds in the tree. A bench is between a table and the big tree. The shadows of the tree, he bench and the table are long. Look !there is a football under the table. I am very happy to live here.
请同学们根据短文将图片摆一摆,使它们处于恰到的位置。
例如3:演一演
One day, a fox is walking down the road. The sun is shinning. It’s so hot! The fox is very thirsty. He wants to have something to drink. He walks and walks. Suddenly he sees a vine. On the vine, there are some grapes. He’s very happy because he likes grapes.
At that time, a bird is flying to the tree. It likes the grapes too……
请同学们演一演:当狐狸吃不到葡萄时,又想让小鸟给它葡萄吃时,狐狸会怎么说呢?小鸟听了又会怎样回答呢?
下面是当时笔者班级孩子的说法:
Fox :
1. Oh, my dear bird, you look so beautiful. You can sing well too.
2. As we know, you are so kind. You know it is hot today. I am too thirsty, if I can’t eat the grapes, I will die.
Bird :
1. I am sorry. I am not feeling well, so I can’t sing for you today.
2. Since last time, I won’t believe you and what’s more, I am thirsty too.
当孩子们把他们当时自编的故事表演出来时,其中精彩的对白赢得的同学们热烈的掌声。
人们对于未知的事情总是会感兴趣的,而对于初一的孩子尤其如此。他们的好奇心和求知欲是特别强烈的,所以这个方法让孩子们在游戏中和团队合作中进行了阅读训练。当然了,他们也喜欢摆一摆和演一演,笔者当时在课堂上由于时间关系,不能让孩子们一个个表演,所以只能将孩子们分成6个小组进行,让他们理解团队合作的重要性和竞争意识。
显然,有趣的习题对学生阅读兴趣的激发与阅读技能的提高,有着更强的实效价值。有趣的阅读习题能吸引学生,引导学生对文章更深一层次的理解,更精准地把握文章的精华、要点。同样,有趣的阅读习题也是快速促使初一学生阅读知识转化为阅读技能的桥梁。总而言之,有趣的习题设计对英语阅读教学质量的提高,起到事半功倍的作用。当然这得需要我们教师平时要养成善于收集阅读资料的习惯,将平时收集到的阅读材料进行编排和调整,真正做到基于学情紧扣目标,增强了英语阅读习题设计的有效性,让初一的学生在平时的训练中掌握阅读的基本技能和技巧,提高孩子们快乐阅读的积极性。
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