錢(qián)希潔
【摘要】所謂“教學(xué)”,顧名思義,就是通過(guò)教師的“教”引導(dǎo)學(xué)生的“學(xué)”,其落腳點(diǎn)在“學(xué)”,因此,教師“教”的價(jià)值一般通過(guò)學(xué)生的“學(xué)”才能得到真正體現(xiàn)。無(wú)論教師教得如何,如若不能引發(fā)學(xué)生真正的學(xué)習(xí)活動(dòng)以及相應(yīng)學(xué)習(xí)能力的提升,那么,所謂的教學(xué)活動(dòng)都失去了存在的意義,唯有真正引發(fā)學(xué)生內(nèi)部發(fā)生的學(xué)習(xí)活動(dòng)才是真正意義上的學(xué)習(xí)。因此,“讓學(xué)習(xí)真正發(fā)生”成了當(dāng)今英語(yǔ)課堂教學(xué)改革的必然與應(yīng)然。
【關(guān)鍵詞】教學(xué) 喚醒 容錯(cuò) 引導(dǎo) 放手
本文主要結(jié)合譯林版小學(xué)《英語(yǔ)》五下Unit 7 Chinese Festival 中Grammar time 和Fun time板塊教學(xué)中的幾個(gè)片段,闡述如何通過(guò)喚醒、容錯(cuò)、引導(dǎo)和放手等四個(gè)方面引導(dǎo)學(xué)生開(kāi)展真正意義上的學(xué)習(xí)活動(dòng),從而從傳統(tǒng)意義上的“教”向?qū)W生的“學(xué)”轉(zhuǎn)變,實(shí)現(xiàn)“讓學(xué)習(xí)真正發(fā)生”的教育愿景。
一、喚醒:讓學(xué)習(xí)在運(yùn)用舊知中啟動(dòng)
德國(guó)教育家福祿貝爾曾經(jīng)說(shuō)過(guò):“教學(xué)的使命與其說(shuō)是把知識(shí)注入到人的心靈內(nèi)部,毋寧說(shuō)把更多的東西從心靈內(nèi)部煥發(fā)出來(lái)?!币虼耍谟⒄Z(yǔ)課堂教學(xué)中,真正的學(xué)習(xí)不僅在于向?qū)W生傳授英語(yǔ)語(yǔ)言知識(shí),更在于喚醒他們內(nèi)部與教學(xué)內(nèi)容有關(guān)的知識(shí)和經(jīng)驗(yàn),并使他們?cè)诨仡櫯f知、運(yùn)用舊知進(jìn)行表達(dá)的過(guò)程中啟動(dòng)思維,進(jìn)入新知的學(xué)習(xí)。
譯林版小學(xué)《英語(yǔ)》五下Unit 7 Chinese Festival 中Grammar time和Fun time板塊在Story time板塊學(xué)習(xí)的基礎(chǔ)上,仍以單元話(huà)題Chinese Festival為中心,進(jìn)一步學(xué)習(xí)表示月份的英語(yǔ)詞匯及其縮寫(xiě)形式,并運(yùn)用所學(xué)語(yǔ)言根據(jù)不同季節(jié)的特點(diǎn)開(kāi)展語(yǔ)言交流活動(dòng)。在前面一個(gè)課時(shí)的教學(xué)活動(dòng)中,學(xué)生對(duì)故事文本中提及的The Spring Festival, The Dragon Boat Festival, The Mid-Autumn Festival和 The Double Ninth Festival等幾個(gè)中國(guó)傳統(tǒng)節(jié)日有了初步的理解,因此,在本課時(shí)的教學(xué)活動(dòng)中,筆者依然從單元話(huà)題Chinese Festival出發(fā),結(jié)合學(xué)生在前一課時(shí)中已經(jīng)學(xué)過(guò)的四個(gè)中國(guó)傳統(tǒng)節(jié)日,引導(dǎo)學(xué)生通過(guò)“向外國(guó)友人介紹中國(guó)節(jié)日”的方式,喚醒學(xué)生對(duì)于單元話(huà)題Chinese Festival更多的知識(shí)和生活經(jīng)驗(yàn),從而促使學(xué)生啟動(dòng)思維,為學(xué)習(xí)的真正發(fā)生做好準(zhǔn)備。教學(xué)片斷如下:
筆者用PPT呈現(xiàn)四個(gè)表示節(jié)日的畫(huà)面。
T: Please look at the pictures. What festivals do you know?
Ss: Yes. Theyre ....
T: What is the most important festival in China?
S1: I think it is the Spring Festival.
T: Yeah. I think so. But when is the Spring Festival?
教師板書(shū)新句型The Spring Festival is in ... or ...
S2: It is in January, February.
T: So we can say the Spring Festival is in January or February.
T: I have some friends in UK. They want to know more about Chinese festivals. Would you like to introduce these Chinese festivals to them? Ill take some videos for them. You may choose one you like.
S3: I want to introduce the Dragon Boat Festival.
T: OK. Please.
S3: The Dragon Boat Festival is in May or June. There are Dragon Boat races in some places. We usually eat rice dumplings at the festival. I like the festival, because I can have a holiday.
T: Thats good. Thank you.
用同樣的方式,筆者請(qǐng)其他兩位學(xué)生介紹The Mid-Autumn Festival和 The Double Ninth Festival兩個(gè)中國(guó)節(jié)日,讓學(xué)生在復(fù)習(xí)前一課時(shí)學(xué)過(guò)的語(yǔ)言知識(shí)的過(guò)程中復(fù)現(xiàn)了舊知,并在運(yùn)用舊知開(kāi)展文化傳承的過(guò)程中啟動(dòng)了思維,為他們?cè)谙嚓P(guān)的主題學(xué)習(xí)活動(dòng)中發(fā)生真正的學(xué)習(xí)打好基礎(chǔ)。
二、容錯(cuò):讓學(xué)習(xí)在自我糾錯(cuò)中發(fā)生
對(duì)于學(xué)生而言,新的語(yǔ)言知識(shí)往往在學(xué)生已有的語(yǔ)言知識(shí)體系之外,從程度上來(lái)說(shuō),它們高于學(xué)生已有的語(yǔ)言知識(shí)層面。因此,在英語(yǔ)課堂教學(xué)中,若是讓學(xué)生自主學(xué)習(xí)新的語(yǔ)言知識(shí),學(xué)生難免會(huì)出現(xiàn)這樣或那樣的差錯(cuò)。在很多老師的觀念中,學(xué)生出差錯(cuò)就是教學(xué)質(zhì)量的低下。也因此,在英語(yǔ)課堂教學(xué)中,我們很多老師寧愿采用各種直接“告知”的方式,讓學(xué)生直接接受新的語(yǔ)言知識(shí),也不愿意讓學(xué)生自己去探索新的語(yǔ)言知識(shí)。確實(shí),這種方式在一定程度上可以避免或者降低學(xué)生在課堂上的差錯(cuò),然而,因?yàn)榻處煂?duì)知識(shí)的呈現(xiàn)不是基于學(xué)生的知識(shí)層面,學(xué)生缺失了對(duì)相關(guān)知識(shí)形成過(guò)程的關(guān)注,他們很容易僅僅局限在這個(gè)知識(shí)的接受層面,思考過(guò)程的缺乏使他們錯(cuò)過(guò)了一個(gè)個(gè)通過(guò)思考自主獲得知識(shí)的機(jī)會(huì),長(zhǎng)此以往,學(xué)生的思考力必然難以得到較好發(fā)展,他們?cè)诮裉煺n堂上暫時(shí)的低差錯(cuò)必然導(dǎo)致今后語(yǔ)言運(yùn)用過(guò)程中的高差錯(cuò)。反之,若是我們能夠看到這些差錯(cuò)所隱含的發(fā)展價(jià)值,多一份“容錯(cuò)”的意識(shí),引導(dǎo)學(xué)生根據(jù)這些差錯(cuò),通過(guò)觀察、思考等方式去找尋正確的答案,讓學(xué)生在自我發(fā)現(xiàn)的學(xué)習(xí)活動(dòng)中獲得新的語(yǔ)言知識(shí),并在經(jīng)歷從錯(cuò)誤到正確的思考過(guò)程中,催生自身思考力的發(fā)展,使學(xué)習(xí)真正發(fā)生。
筆者在教學(xué)本課關(guān)于月份名稱(chēng)縮寫(xiě)形式的時(shí)候,不是將十二個(gè)月份的英語(yǔ)縮寫(xiě)形式直接呈現(xiàn)給學(xué)生,而是在運(yùn)用臺(tái)歷呈現(xiàn)兩個(gè)縮寫(xiě)形式的基礎(chǔ)上,讓學(xué)生自己去發(fā)現(xiàn),在他們出現(xiàn)差錯(cuò)的時(shí)候,引導(dǎo)他們通過(guò)觀察、比較和思考找到正確答案,教學(xué)片斷如下:
T: Now we know there are twelve months in a year. But sometimes we can see the names of the months like this:
筆者用PPT 呈現(xiàn)有著月份縮寫(xiě)形式的日歷,如圖①:
圖①
T: Do you know what “Jan.” here means?
Ss: It means January.
T: Yeah. Here “J-a-n-” is the short form of “January”. So what does “F-e-b-” mean ?
Ss: I think it means February.
T: Thats good. Well,Please write down the short forms of the other months?
Ss: OK.
學(xué)生在作業(yè)紙上寫(xiě)出其他十個(gè)月份名稱(chēng)的縮寫(xiě)形式。
T: Now lets check the answers. You may say like this: J-a-n- January.
S1: M-a-r- March.
S2: A-p-r- April.
S3: M-a-y- May.
T: Attention please!Is there a dot here?
Ss: No.
T: Look at the short form of May carefully. Whats the difference between the short form of May and April?
S4: There is no dot in May.
T: Yes. Youre right. The short form of May is special. Theres no dot here. Lets try to say: May, May, no dot.
Ss: May, May, no dot in May.
T: Well, lets go on.
S5: S-e-p- September.
T: Attention please!Look at the short form of September carefully. How many letters here?
S5: There are four.
T: So whats the short form of September?
S5: S-e-p-t- September.
T: Yes, the word is special too. Lets try to remember it.
記得著名詩(shī)人泰戈?duì)栐谒摹讹w鳥(niǎo)集》中有這么一句話(huà):“當(dāng)烏云被陽(yáng)光親吻時(shí),它們就變成了天空中的花朵?!奔偃缥覀儼褜W(xué)生的差錯(cuò)看作是課堂上空的片片烏云,那么,當(dāng)我們能以陽(yáng)光的心態(tài)來(lái)關(guān)照這些差錯(cuò)所蘊(yùn)含的發(fā)展價(jià)值,并引導(dǎo)學(xué)生在觀察、比較和思考中找到正確答案的時(shí)候,那些暫時(shí)的差錯(cuò)就變成了課堂上一朵朵美麗的花朵。
三、引導(dǎo):讓學(xué)習(xí)在積極嘗試中繼續(xù)
捷克著名教育家夸美紐斯曾經(jīng)在他的《大教學(xué)論》中指出:“種子如果種在地上,它便會(huì)向下生出根芽,向上長(zhǎng)出嫩芽,嫩枝憑著他們天生的力量,日后便可長(zhǎng)成枝干和樹(shù)葉,垂著綠蔭,點(diǎn)綴著花兒與果實(shí)。”可見(jiàn),教學(xué)的關(guān)鍵在于積極引導(dǎo)學(xué)生學(xué)會(huì)學(xué)習(xí),并逐步實(shí)現(xiàn)自我發(fā)展。就英語(yǔ)課堂教學(xué)而言,有些語(yǔ)言知識(shí)需要教師的傳授,但更需要在教師的引導(dǎo)下,讓學(xué)生在積極的嘗試中去發(fā)現(xiàn)。
因此,在本課時(shí)的教學(xué)活動(dòng)中,面對(duì)一些表示月份的新單詞的教學(xué),筆者放棄了原本通過(guò)創(chuàng)設(shè)教學(xué)情境直接教學(xué)詞匯的傳統(tǒng)方法,而是將這些表示月份的新單詞融入到了本單元的主題“Chinese Festival”之中,并引導(dǎo)學(xué)生根據(jù)這些單詞的讀音規(guī)則,積極嘗試,學(xué)會(huì)朗讀這些新的詞匯,教學(xué)片斷如下:
T: Here I have another video about Chinese festivals. Lets watch it and find out more about Chinese festivals.
筆者播放關(guān)于中國(guó)節(jié)日的視頻文件,并定格在最后畫(huà)面,畫(huà)面上有一些中國(guó)的節(jié)日,如臘八節(jié)、七夕節(jié)等。
T: Look! So many festivals here! What other festivals can you see?
S1: I can see La Ba Festival.
T: Whens the festival? Do you know? Maybe its very cold.
S2: Its in ....
T: Look at the word. There are three syllables in the word. Theyre “de”, “cem” and “ber”. Can you try to read the word?
Ss: December.
T: Thats good. You can read the word by yourselves. So we can say: La Ba Festival is in December.
T: From last period, you know the Double Ninth Festival. It is on the ninth day of September. But do you know Double Seventh Festival?
Ss: Yes.
T: When is the festival?
S3: I think its in the seventh month of the year.
T: Yeah. Youre quite right. What month is the seventh month? Can you read the word July? Just try.
S4: July.
T: But sometimes the Double Seventh Festival is in the next month. Can you try to read the word?
Ss: August.
T: Thats good. When is the Double Seventh Festival?
Ss: The Double Seventh Festival is in July or August.
T: Thats right. Look at the picture please. Is it romantic?
Ss: Yes.
T: Do you like it ?
Ss: Yes.
T: Is it your festival?
Ss: Yes.
T: Really?
Ss: No.
學(xué)生大笑。
T: Why are you laughing?
Ss: Its not our festival.
T: Now please look at the blackboard. How many months can you see here?
Ss: There are eleven months.
T: Are there eleven months in a year?
Ss: No. There are twelve months in a year.
T: So whats missing? Look! What is it? Here “ar”is pronounced /a:/. Can you try to read the word?
Ss: March.
T: Well done.
很多時(shí)候,我們總是抱怨我們的學(xué)生不會(huì)學(xué)習(xí),抱怨他們總是記不住老師反復(fù)傳授的知識(shí)。其實(shí),很多時(shí)候,不是我們的學(xué)生缺乏學(xué)習(xí)的能力,而是我們教師剝奪了本該屬于學(xué)生自主學(xué)習(xí)的權(quán)利,使學(xué)生的學(xué)習(xí)能力難以得到較好發(fā)展;學(xué)生總是記不住老師傳授的知識(shí),也不是學(xué)生的問(wèn)題,而是我們教師的問(wèn)題,假如我們常常能夠?qū)W(xué)生的學(xué)習(xí)能力多一份信任,對(duì)學(xué)生在學(xué)習(xí)過(guò)程中暫時(shí)出現(xiàn)的差錯(cuò)多一份包容,并耐心引導(dǎo)學(xué)生根據(jù)已有的知識(shí)經(jīng)驗(yàn)去探索未知的知識(shí),讓他們?cè)谡嬲膶W(xué)習(xí)活動(dòng)中發(fā)展學(xué)習(xí)能力,如是,所謂的學(xué)習(xí)才具有真正的意義。
四、放手:讓學(xué)習(xí)在實(shí)踐語(yǔ)言中延伸
中國(guó)著名教育家葉圣陶先生曾經(jīng)說(shuō)過(guò):“教材無(wú)非是個(gè)例子?!币虼?,就英語(yǔ)課堂教學(xué)而言,僅僅引導(dǎo)學(xué)生學(xué)會(huì)教材所呈現(xiàn)的語(yǔ)言還遠(yuǎn)遠(yuǎn)不夠。我們還應(yīng)該以教材上學(xué)習(xí)的語(yǔ)言知識(shí)為基礎(chǔ),進(jìn)一步創(chuàng)設(shè)新的語(yǔ)境,引導(dǎo)他們積極參加更為豐富的語(yǔ)言實(shí)踐活動(dòng),讓學(xué)習(xí)在他們生成更為豐富的語(yǔ)言過(guò)程中得以延伸。
因此,在本次英語(yǔ)課堂教學(xué)活動(dòng)中,筆者在學(xué)生學(xué)習(xí)相關(guān)語(yǔ)言知識(shí)的基礎(chǔ)上,讓學(xué)生選擇自己喜歡的季節(jié)開(kāi)展語(yǔ)言實(shí)踐活動(dòng),促使真正的學(xué)習(xí)在實(shí)踐語(yǔ)言的過(guò)程中延伸。教學(xué)片斷如下:
T: Now we know there are twelve months in a year. But how many seasons are there in a year?
Ss: There are four seasons in a year.
T: What are they?
Ss: Theyre spring, summer, autumn and winter.
T: Which is the first season of the year?
S1: Spring.
T: Does it begin from January?
S2: No.
T: Then when does it begin?
S3: March.
T: So spring is in March, April and May. What about autumn, summer and winter?
引導(dǎo)學(xué)生用句型“... is in ...”來(lái)描述一年中不同的季節(jié)分別所處的月份,從而將十二個(gè)月份的英語(yǔ)名稱(chēng)和四個(gè)季節(jié)融合在一起。
T: Which season do you like best? Why?
S4: I like summer. Because it is hot in summer. I can go swimming and eat a lot of ice-cream.
T: Yeah, I see. But dont eat too much ice-cream.
T: What season do I like? Can you guess?
S5: I think Miss Qian likes spring. Because I think she likes flowers. And in spring we can see a lot of flowers.
T: Thank you. I really like flowers. But I like autumn best. First, my birthday is in autumn. Autumn is in September, October and November. In autumn, its cool. We can see yellow trees. We have picnics. The Mid-Autumn Festival is in autumn. We get together with our families. We look at the moon and eat moon cakes together. We have a lot of fun in autumn.
教師邊說(shuō)邊把體現(xiàn)秋季特色的圖片貼在板書(shū)上,如圖②,然后讓學(xué)生選擇自己喜歡的季節(jié)制作一張季節(jié)卡,并用英語(yǔ)進(jìn)行介紹。
T: Would you like to make a season card like this?
Ss: Yeah!
T:OK. But attention:
1. Choose the season you like and write down the months and the season.
2. Add or draw some pictures in the right season.
3. Try to introduce your season card in English.
假如說(shuō)詞匯的學(xué)習(xí)為學(xué)生語(yǔ)言能力的發(fā)展提供了基本的素材,相關(guān)的語(yǔ)法知識(shí)又為學(xué)生準(zhǔn)確的表達(dá)提供了基本的保證,那么,相關(guān)語(yǔ)言實(shí)踐活動(dòng)的及時(shí)跟進(jìn)則為他們語(yǔ)言能力的實(shí)質(zhì)性發(fā)展提供了必要的錘煉。從季節(jié)卡的制作到季節(jié)卡的描述,使學(xué)生自然將所學(xué)的相關(guān)知識(shí)融合在一起,這一活動(dòng)便具有了真實(shí)的意義。自主選擇則給這項(xiàng)語(yǔ)言實(shí)踐活動(dòng)賦予了一份人文的意蘊(yùn),當(dāng)真實(shí)意義與人文意蘊(yùn)同時(shí)向?qū)W生走來(lái),真正的學(xué)習(xí)活動(dòng)便不可避免地發(fā)生了。