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高中英语语法教学反思(2)

时间:2015-02-09 作者:张广聪 分类:反思 来源:书通网

2.第一次语法教学实例

在高二(16)班,我采用了ppp教学法,就是:(presentation)展示语言材料,(practice)对语言进行实践,(production) 自由运用、产出。

step one: lead in and presentation;

lead into the topic—“inversion” by going over the text “my first work assignment”, especially by asking and answering some basic skills on how to become a professional journalist.

while reviewing the major information, present the inverse sentences on the screen.

“never will zhou yang forget his first assignment at the office of a popular english newspaper.”

“not only am i interested in photography, but i took an amateur course at university to update my skills.”

“only if you ask many different questions will you acquire all the information you need to know.”

“here comes my list of dos and don’ts.”

present the related sentences in normal order, ask students to compare and discover the differences. then conclude and lead into “inversion”.

其次,运用演绎法讲授倒装的诸多情况,即罗列大量倒装句的语法规则,通过多媒体向学生展现,然后再辅以各种练习巩固,也就是练习阶段(practice)。

最后,我设计相应的学习任务,进而引导学生如何运用该语法知识解决生活中的实际问题,也就是所谓的输出(production)。

first, work in pairs and do exercise2 and 3 on page29

second, now write down some sentences beginning with the adverbs below. make them into a story. then finish that story and write one of your own.

there, here, out, in, away, up

there came a loud series of knocks on the door. so i opened it. in the doorway stood a small boy and his father. in front of them was a broken bicycle lying on the ground. “here’s my son’s bike,” explained the man.

最后,布置回家作业,要求各个小组完成自编的故事内容,并再次复习倒装的句型以及语法规则。

我原以为以上的课堂设计改变了传统的教学模式,不仅把学生的注意力引导到掌握语言知识上,而且更加关注学生的语言运用能力,能够让学生在特定的场合和情景中运用语言形式来实现交际的目的;既不脱离教材,又不局限于教材。但是,在教学实践中却出现了一些低效现象,值得反思。

第一:学生主体地位不到位

在呈现大量的倒装句的语法规则时候,几乎所有的学生都忙着抄写倒装的句型、看着呈现的例句,做着重复的习题,没有时间思考,没有机会发言,感到十分的枯燥乏味,而且有一小部分基础差的学生甚至趴在桌上,昏昏欲睡。

反思:出现上述现象的主要原因在于教师忽略了“以生为本”的教学中心。在教学中,由于我采用了演绎法,即罗列了大量的倒装句的语法规则向学生展现,然后又辅以各种练习巩固,学生基本处于一种被动的学习状态中。因此,教师应把语法规律的发现、讨论、学习和吸收交于学生自己去进行,语法规则是自己“发现”的,学生才感觉到学习语法的乐趣。所以,教师一定要以学生为中心,要善于引导学生用脑子想,用眼睛看,用耳朵听,用嘴说,用手做,用自己的心灵去感悟,享受学习的乐趣,从而使课堂焕发无限的生命力。

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