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高一英語組第九周每周一課
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發布時間:2019-05-05   點擊:71   來源:原創   作者:潘祎明

教研組

英語

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研究主題

英語閱讀教學中基于思維活動層次的問題設計

開課教師

劉琰

開課班級

高一(5)班

開課時間

周三第二課(417日)

開課地點

明誠樓201

課前與研究主題有關的理論學習記載

閱讀是現代社會中人們用來獲取信息的重要手段,是讀者主動接收信息并進行推理和評判的過程,是人的大腦和文本間的一種永不停息的相互作用過程,也是讀者和作者不斷進行意義協商的過程。Crawley 和Mountain應用布魯姆的認知目標分類法,將閱讀過程分為三個層次:字面閱讀(literal reading),解釋性閱讀(interpretive reading)和評判性閱讀(critical reading)。

就思維活動層次而言,“字面閱讀”重在文本事實信息的獲取,是對文本的淺層次理解;“解釋性閱讀”重在文本信息應用,是對文本的稍高層次的理解;“評判性閱讀”是指對文本的高層次理解,包括釋義和評價的技能,同時通過推理推導出符合邏輯的結論。因此,字面閱讀、解釋性閱讀和評判性閱讀構成閱讀過程的整體,三者相輔相成,循序漸進。閱讀過程中讀者的思維是一個由較低層次向較高層次發展的過程,較低級思維活動是較高級思維發展的基礎,形成并發展較高級思維能力即評判性思維能力是閱讀教學的重要目標。

在常規閱讀教學中,教師通常會設計一系列的問題來處理文本,幫助學生理解文本信息,拓展文本內涵,發展深層思維。問題是學生在閱讀過程中的思維工具,教師要關注學生的思維活動內容和層次,由淺入深,循序漸進。

課后評價活動記載

這節課,問題設計和教師引導都很精準,很好的為教學目標服務,基本體現了如何通過問題關注學生的思維活動內容和層次,其中圍繞廣告的活動設計也是該課的一個亮點,整體很不錯。教師可以嘗試從以下方面拓寬思路:如該課可以從閱讀策略入手,引導學生閱讀說明文;也可以著眼于表現手法,分析舉例子等的典型說明方法。                                  ——石蘊玉

整堂課內容充足、全面,但是有點面面俱到、重點不夠突出:1、展示性、參閱性和評估性問題的時間分配過于平均,如展示性問題的時間略多而結構分析和評判部分給學生的討論時間過少;2、活動的設計應充分為教學目標服務,有些活動設計和教學目標結合的不是很緊密,可以考慮減少。    ——江凌云

    整節課問題設計環環相扣,但容量有點大,既討論了什么是一個好的說明文,又討論了什么是一個好的廣告,主題不太鮮明。同時,最后的辯論題目如改為“Is it a perfect expository writing about advertisements”會更加嚴謹一些。                                              ——潘祎明                                                          

課后與研究主題有關的教學反思

    高中英語閱讀教學中教師提的問題分為展示型問題、參閱型問題和評估型問題。本課的研究主題是“英語閱讀教學中基于思維活動層次的問題設計”,在本次教學設計中,著重考慮了各種問題的設計,以問題為主線串聯整個教學活動,層層推進,提升學生的思維活動層次和思維品質。但是,對于各種問題的分布還缺乏考慮,每種問題的時間過于平均,沒有充分考慮不同問題對于學生思維活動的要求,導致整節課節奏單一,重難點不夠突出。這說明,日后還需要對問題的設置作進一步的研究,更加理解問題之間的差異并把差異性體現到教學設計中,與學生的認知和思維發展達成一致。

附教案:

 

 

Learning objectives

After the class, students are able to:

1.     get relevant information from the passage and a video, understand and conclude the course of civilizations of Pompeii and Loulan

2.     make comparisons and find out the similarities and differences of the two civilizations

3.     think critically about what makes a civilization continue

Important & difficult points

1.     draw a graph to indicate the development of Loulan civilization based on the diary and the video

2.     Think the factors that cause a civilization disappear and those making a civilization continue

Teaching methods

Task-based reading

Procedures

Stage

Teacher’s acts

Students’ expected reaction

Students’ unexpected reaction

 

 

Lead-in

1.     Show a world map and guide students to list some ancient civilizations they know

Chinese civilization; Ancient Egypt civilization…

Students may refer to some civilizations that the teacher doesn’t know

2.     Introduce the writer and the literary form of this passage

Answer the writer and the literary form based on preview


 

Reading

Day-1

 

Ask questions about Ann’s traveling plan

1) Where is Ann 2) What will she visit in this place 3) How long will she stay in this place 4) Where will she go after visiting this place and where is place 5) How long she will stay there

Read the dates and day-1 part in 30 seconds and answer the questions

Some students may have the wrong answer or spend too much time reading

 

 

Reading Para 2-3

(Pompeii part)

 

 

1. Ask students to read para 2-3 in about 3 minutes.

Read Ann’s diary from day-2 to day-3


2. Show an uncompleted graph on the screen and ask students to fill in the time and events based on the readig 

Complete the timeline and events of the graph


3. Ask questions about the gragh

Answer teacher’s questions about the graph


 

Reading Para 4-5

(Loulan part) & Group work 

1.     Play a video about Loulan 

Enjoy the video and note some important time and events


2.     Ask students to read para 4-5 and then draw a graph on their own to indicate the development of Loulan based on the video and the passage

Read para 4-5, work in groups of four and draw their own graphs of the development of Loulan 

Some students may not concentrate on the task or draw the graph by themselves without cooperating with their partners

3.     Have students to show their graphs

 

Present the graphs drawn by their group and explain the time and events involved in the graph and let others evaluate them 


4. Show teacher’s version



Comparison

Ask students to find the similarities and differences between the two civilizations according to the graphs and the passages

 

Make the comparison and try to figure out the reason


Further thinking

Introduce Chinese civilization and raise the question: Compared to the Pompeii, Loulan and many other ancient civilizations, what makes China successfully keep its civilization in the long river of history?

 

Think about the question and give the answer



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