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      合作模式下的高中英語(yǔ)語(yǔ)法教學(xué)

      2016-05-30 17:59:20覃秋斌
      關(guān)鍵詞:英語(yǔ)語(yǔ)法賓語(yǔ)主語(yǔ)

      覃秋斌

      [摘要]高中英語(yǔ)語(yǔ)法教學(xué)中,傳統(tǒng)的“填鴨式”教學(xué)方式在現(xiàn)代教學(xué)中已逐漸露出弊端:教師講解形式單一,學(xué)生處于被動(dòng)地接受語(yǔ)法知識(shí)的狀態(tài)。這種教學(xué)模式使課堂氣氛沉悶,學(xué)生對(duì)語(yǔ)法學(xué)習(xí)逐漸喪失了興趣和信心。合作學(xué)習(xí)打破了這種單一的教學(xué)模式,利用動(dòng)態(tài)因素的互動(dòng),促進(jìn)和諧的課堂氛圍。嘗試在高中語(yǔ)法教學(xué)中運(yùn)用合作學(xué)習(xí),旨在提高學(xué)生的學(xué)習(xí)效率。

      [關(guān)鍵詞]英語(yǔ)語(yǔ)法教學(xué)合作學(xué)習(xí)

      [中圖分類號(hào)]G633.41[文獻(xiàn)標(biāo)識(shí)碼]A[文章編號(hào)]16746058(2016)060051

      長(zhǎng)期以來(lái),語(yǔ)法教學(xué)是英語(yǔ)教學(xué)的核心部分。在傳統(tǒng)的教學(xué)過(guò)程中,往往是教師講單調(diào)的語(yǔ)法規(guī)則,學(xué)生機(jī)械地在下面做筆記,操練。這種 “填鴨式”的教學(xué)模式在很大程度上框定了學(xué)生的思維,不能將語(yǔ)法知識(shí)靈活運(yùn)用到真實(shí)語(yǔ)境中。同時(shí),由于缺乏交流而導(dǎo)致課堂沉悶,學(xué)生對(duì)語(yǔ)法甚至這門(mén)語(yǔ)言逐漸喪失了興趣和信心。當(dāng)前英語(yǔ)教學(xué)存在的普遍現(xiàn)象是:學(xué)生英語(yǔ)基礎(chǔ)知識(shí)薄弱,對(duì)學(xué)習(xí)英語(yǔ)缺乏興趣,沒(méi)有學(xué)習(xí)的主動(dòng)性和積極性。要想改變現(xiàn)狀,教師應(yīng)該改變課堂教學(xué)模式,促使學(xué)生主動(dòng)參與課堂學(xué)習(xí),激發(fā)他們的學(xué)習(xí)主動(dòng)性,培養(yǎng)合作意識(shí)。

      “小組合作學(xué)習(xí)”是指為了完成某項(xiàng)共同的任務(wù),有明確分工,互相協(xié)作的一種學(xué)習(xí)方式。它興起于20世紀(jì)70年代的美國(guó),在80年代中期取得重大的發(fā)展。并已經(jīng)形成有效的、有創(chuàng)意的教學(xué)理論和策略。90年代初,合作學(xué)習(xí)被引入我國(guó),改變了以教師為中心,學(xué)生被動(dòng)接受知識(shí)的教學(xué)模式。伴隨著新課程的實(shí)施,小組合作被運(yùn)用于課堂教學(xué)中,并成為課改的閃光點(diǎn)。

      一、合作學(xué)習(xí)的類型

      根據(jù)合作學(xué)習(xí)的實(shí)踐,其活動(dòng)分為以下3種類型:

      1.師生互動(dòng)型

      以教師為主導(dǎo)、學(xué)生為主體的教學(xué)活動(dòng),引導(dǎo)學(xué)生積極思維, 充分發(fā)揮學(xué)生的學(xué)習(xí)能動(dòng)性。

      2.師師互動(dòng)型

      針對(duì)教師之間缺乏交流而提出來(lái)的學(xué)習(xí)類型。提倡教師之間合作進(jìn)行教學(xué)設(shè)計(jì),相互幫扶,共同研討。這有利于教師之間的共同成長(zhǎng)與進(jìn)步。

      3.生生互動(dòng)型

      針對(duì)傳統(tǒng)教學(xué)的弊端,現(xiàn)代教學(xué)注重生生之間的互動(dòng)。即通過(guò)對(duì)學(xué)生分組、定組員角色、分工、創(chuàng)設(shè)學(xué)生積極參與的學(xué)習(xí)氛圍,達(dá)成課堂教學(xué)的目標(biāo)。

      二、合作學(xué)習(xí)的方式和步驟

      (一)創(chuàng)建學(xué)習(xí)小組

      明確任務(wù)和要求之前,根據(jù)英語(yǔ)教學(xué)特點(diǎn),綜合考慮成員的知識(shí)結(jié)構(gòu)、能力水平、性格和愛(ài)好等的差異性及互補(bǔ)性,采用教師指定和學(xué)生自愿相結(jié)合的方法,成立每組6-8人的學(xué)習(xí)小組。為了推動(dòng)成員的積極性,組內(nèi)成員有不同的分工,如:組長(zhǎng)、計(jì)時(shí)員、記錄員,他們的職責(zé)分別是負(fù)責(zé)組內(nèi)活動(dòng),協(xié)調(diào)組內(nèi)關(guān)系;記錄活動(dòng)所用時(shí)間;記錄小組討論的成果等。要求成員之間互相學(xué)習(xí),團(tuán)結(jié)協(xié)作,達(dá)到共同學(xué)習(xí)的目的。

      (二)明確任務(wù)

      學(xué)生在參與合作討論時(shí),往往不清楚該做些什么、怎樣做,達(dá)到什么標(biāo)準(zhǔn)。所以教師要在課前向?qū)W生明確學(xué)習(xí)目標(biāo),讓學(xué)生之間有明確分工,然后通過(guò)查閱資料,準(zhǔn)備學(xué)習(xí)的內(nèi)容,從而在合作學(xué)習(xí)中表現(xiàn)自我,提高合作學(xué)習(xí)的質(zhì)量。

      (三)合作學(xué)習(xí)的實(shí)踐步驟

      下面以定語(yǔ)從句教學(xué)為例,應(yīng)用和探討合作學(xué)習(xí)。

      Ⅰ Background information

      (1)The analysis of the students:most of students know little of the attributive clause.

      (2)The analysis of the content: the attributive clause plays an important role in English study in high school.

      ⅡTeaching objectives

      (1)Distinguish and find out the 3 elements of the attributive clause.

      (2)Solve relative problems by analyzing an attributive clause.

      Ⅲ Key point and difficult point

      To find out the roles that the relatives(關(guān)系詞) play by analyzing the structure of the attributive clause.

      Teaching procedures:

      Step I Lead in: Play a guessing game.

      (Using some pictures.)

      (1)T: It is a handsome boy who is taking a camera. Who is it?

      Ss: It is Luo Zhixiang.

      (2)T: He is a boy that is standing by the wall. Who is it?

      Ss:He is our classmate.

      (3)T: It is a machine which is used for washing clothes. What is it?

      Ss:It is a washing machine.

      (4)T:It is a stadium whose shape is just like a nest for birds. What is it?

      Ss: It is the Bird Nest.

      (5)T: He is a popular singer in Taiwan whom we are very familiar with and he is famous for rap music.

      Ss:He is Jay.

      (Draw the students attention and make them interested in this topic. In the game the teacher give some sentences that include the attributive clause by using different relative pronouns and prepare the students for further learning.)

      Step II Presentation:

      (1)Ask the students to answer the questions.

      ①T: Who is Luo Zhixiang?

      Ss: He is a handsome boy who is taking a camera.

      ②T: Who is our classmate?

      Ss: He is a boy that is standing by the wall.

      ③T: What is a washing machine?

      Ss: It is a machine which is used for washing clothes.

      ④T: What is the Bird Nest?

      Ss: It is a stadium whose shape is just like a nest for birds.

      (Shown on the screen.)

      (2)Present the structure of the Attributive Clause.

      (Make the students pay attention to different sentences that can express the same meaning, especially their structures. Help them master the structure of the Attributive Clause.)

      Step III Discussing and finding:

      (1)Ask the students to find out some sentences that include the Attributive Clause, which appear in the text. In the meanwhile, ask them to point out the relatives and antecedents.

      (Group work.)

      Attributive Clause by reviewing some of the sentences which appear in the text.

      (2)Then Ss are asked to fill in the chart by using what they have learned above.

      關(guān)系詞所指先行詞在從句中所擔(dān)的成分

      關(guān)系代詞

      that 物,人;主語(yǔ),表語(yǔ),賓語(yǔ)

      which 物,人;主語(yǔ),表語(yǔ),賓語(yǔ)

      who 人;主語(yǔ),表語(yǔ),賓語(yǔ)

      whom 人;表語(yǔ),賓語(yǔ)

      whose 物,人;定語(yǔ)

      as 物,人;主語(yǔ),表語(yǔ),賓語(yǔ)

      (Check if the students can distinguish the Attributive Clause. Make the students focus on the relationship between the antecedents and the relative pronouns. In this way the students can be trained to develop their own learning strategies.)

      Step IV Summary:

      Let the students sum up the usage of the relative pronouns.

      (Group work.)

      “Who, whom, whose, and that” can be used to refer to a person. “Which, that, and whose” can be used to refer to a thing. They are used as the subject, object and attribute.

      (Train the students to cooperate with others by interacting with each other.Help the students find out and master the Attributive Clause, especially some difficult points about it.)

      Step VI Application Race:

      Students are divided into 6 groups. It is required that each group make Attributive Clause sentences as many as possible in given time, any group who make the most will be the winner.

      (The purpose of learning a foreign language is to communicate with others by using it. In this class the students are trained to improve their listening and speaking.)

      Step VII Conclusion:

      Teacher will summarize the students progress and point out that Attributive Clause plays an important part in English grammar, which require students to use and master it in constant communication.

      教學(xué)實(shí)踐證明,在英語(yǔ)課堂中采用合作學(xué)習(xí),有利于小組中每個(gè)成員都積極參與活動(dòng)中,活躍了課堂氛圍。學(xué)生通過(guò)相互交流,掌握定語(yǔ)從句這一語(yǔ)法知識(shí),促進(jìn)了聽(tīng)、說(shuō)、讀、寫(xiě)水平的提高,還增強(qiáng)了學(xué)習(xí)英語(yǔ)的興趣。更重要的是,如果合作學(xué)習(xí)長(zhǎng)期進(jìn)行,就會(huì)培養(yǎng)學(xué)生善于聽(tīng)取他人意見(jiàn)的優(yōu)良品質(zhì),培養(yǎng)他們較強(qiáng)的社交能力。

      總之,合作學(xué)習(xí)不是一朝一夕的事情,我們還處在剛剛起步的階段,需要長(zhǎng)期不懈的努力。雖然在這過(guò)程中取得了一些成績(jī),但存在許多值得探索的問(wèn)題。在今后的工作中,我們將會(huì)潛心鉆研,積極改善,采用更合理的合作方式,提高小組合作學(xué)習(xí)的時(shí)效性。

      [參考文獻(xiàn)]

      [1]王坦.合作學(xué)習(xí)的理論與實(shí)施[M].北京:中國(guó)人事出版社,2002.

      [2]周之筑.新課程下的中學(xué)英語(yǔ)語(yǔ)法教學(xué)[J].中學(xué)外語(yǔ)教學(xué)與研究,2006(3).

      (責(zé)任編輯黃曉)

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