情境创设 探究学习在英语语法教学中的运用

【摘要】根据高中学生的认知特点,在语法教学中情境的巧妙创设,能让学生在运用语言的环境中,自主地发现问题,探究问题,解决问题;真实形象的情境让学生在体验中领悟语法知识,在做中提升语言的综合运用能力,从而实现有效的语法教学。
【关键词】情境教学;探究学习;语法教学
【作者简介】林桂花(1977- ),女,福建南平人,福建省南平市高级中学,中学高级,大学本科,研究方向:高中英语教学。
高中语法教学是高中英语教学中的一个重要组成部分,大多数教师都十分重视,但多数采取的却是传统的语法教学模式,常常是注入式地归纳、演绎、集中讲授,然后题海战术操练,这种教学模式脱离实际、机械无趣,学生厌烦生怕,以至于谈语法色变,教师也觉得费力不讨好。然而新《课标》要求:普通高中英语课程倡导指向学科核心素养的英语学习活动观和自主学习、合作学习、探究学习等学习方式。因此教师在语法教学中应创设具有关联性和实践性的教学活动,使学生通过情境的体验,探究理解,通过实践来领悟语法知识。
近年来,由于人们对构建主义学习理论的认识,情境教学得到广泛的关注,情境教学法(Situational Approach)是指在教学过程中,教师有目的地引入或创设与教学内容相应的教学场景,来激发学生的学习热情,帮助学生理解教材,并使学生的认知和情感得到发展的一种教学方法(陈东容,2012)。在语法教学中,教师若能根据学生的基础和实际情况,不局限于教材,灵活利用各种资源,精心选裁,整合设计,定能取得最佳教学效果。
以下笔者结合人教版高一Book2 Unit5 Attributive Clause(II) Relative Adverb and Prep.+ Relative Pronoun 2014年公开课(外校借班)教学实践,谈谈情境创设,探究学习在语法教学中运用的设计思路与心得。
本单元的语法是定语从句介词+关系代词部分,因为学生在该书第一单元已经学习了限制性与非限制性定语,学生对定语从句已经有了初步认识,但是这个单元的语法部分更为复杂抽象,如果以传统的讲练灌输,将索然无趣,加重学生的学习负担,势必使学生产生逆反心理。于是笔者采用课外文本创设情境,通过小组探究学习,引进竞赛形式,让学生动起来,活起来,忙起来。
一、创设游戏导入,激发学习兴趣
Step1.Lead-in: Game guessing
T:Hello, ladies and gentlemen. Its my honor to share the lesson with you here. Im sure that well cooperate well. Do you think so? Thank you. Today, Ill introduce a famous person to you. Please guess who he is. If you know the answer, just stand up and speak it out. Of course, youll win your group a point when your answer is right. Are you ready? Now lets go. ⑴He is a man who is famous in the field of B2C(商對客). ⑵He is a man whom many people consider to be crazy. ⑶He whose company came to the stock market in America is Alibaba Group Lead Founder& Executive Chairman.笔者用较慢语速描述,学生很快就能猜出马云Jack Ma.然后让学生看马云公司在美国上市的英语采访视频。Do you admire him for his smartness and fluent English? So we should keep on study hard or nobody has a chance(引用视屏中马云的话).
Step2. Revision:Revise the use of relative pronouns.
随后将刚才的三个定语从句显示在屏幕上,问学生这是什么从句,让学生小组讨论说出其先行词,引导词和所引导的定语从句。再用不同颜色显示这三部分。借此复习回顾,了解学生对已学定语从句的掌握情况。
笔者摆脱教材的束缚,用当时新闻人物马云设置猜谜游戏导入,成功激发了学生的学习兴趣。魏书生说:“兴趣像柴,既可点燃,也可捣毁”。因此只要课堂情境创设得当,学生的兴趣火花就能被点燃,学生记忆和思维的效果就会大大提高。
二、创设悬疑情境,开启探究闸门
Step3. Introduction of relative adverbs and prep. + pronouns.
Present the pictures and video of the 2014Youth Olympics, ask the students to combine two sentences into one sentence with where, when and why, then replace the relative adverb with an prep.+ relative pronoun by inquiry learning.
T: Please look at the sign. What is the sign for? 先展示2014南京青奥会徽标Its the sign for the 2014Youth Olympic Games. But do you know where were the Youth Olympics held? 再展示南京青奥会体育馆。呈现以下两句子,要求观察后讨论探究:
Nanjing is a beautiful city. The 2014 Youth Olympics were held in Nanjing.
Nanjing, the 2014 Youth Olympics were held, is a beautiful city.( key: where\in which)
Nanjing, ____the 2014 Youth Olympics were held in, is a beautiful city.( key: which)
T: Lets enjoy a program of the opening ceremony 先播放開幕式大型舞蹈筑梦塔精彩视屏,Now who can tell us when the opening ceremony was held.再展示开幕式倒计时牌,呈现以下两句子,要求观察后讨论探究:
People of Nanjing will never forget August16.2014.
The opening ceremony was held on August16.2014.
People of Nanjing will never forget August16. 2014 the opening ceremony was held .(key: when、on which)
People of Nanjing will never forget August16. 2014 the opening ceremony was held on. (key: which\that\ 省略)
T: Why were the 2014 Youth Olympics held in Nanjing? Do you know the reason?
在学生回答完问题后,呈现以上两句子,要求观察后讨论探究:
Do you know the reason the 2014 Youth Olympics were held in Nanjing?( key: why\for which)
Do you know the reason the 2014 Youth Olympics were held in Nanjing for?(key: which、that)
亚里士多德说:“思维是从疑问和惊奇开始的”,笔者借助多媒体,以南京青奥会为线索,引入竞赛形式,力求使枯燥的语法形象趣味化;考虑学生英语的实际基础,设计任务循序渐进,由易到难,且设计极其相似的例句,让学生感到惊讶,怀疑。学生不知不觉被引导通过观察,思维,小组探究讨论,参与整个学习过程。让每个学生的思维“活”起来,变被动语法学习为主动的语法学习,让学生在英语氛围中享受英语学习的获得感和幸福感。
三、创设开放情境,引导总结提炼
Step4. Judgement of prepositions.(group competition)
Present the pictures and video of the 2014Youth Olympics and relative sentences, ask the students to finish them and then learn to conclude the rules after exploration.
Did you watch the football match between Venezuela and China Chinese are proud .(key: of which)
Im sorry, I cant talk more about football Im not familiar?(key: with which)
Conclusion:介词的选择根据 中 的习惯搭配。但有一些特殊的动词短语一般,如:look for, look after, take care of等(key:从句、谓语、不可拆)。
Chinese youth sports team is made up of 180 youths, most ___ are sportsmen.(key: of whom)
China got 65 medals in the 2014 Youth Olympics, 38___are gold medals.( key: of which)
Conclusion: “介词+关系代词” 或 可有some, any, none, all, both, neither, many, most, each, few等代词或者数词。(key: 前、后)
Chinese host of the 2014 Youth Olympics reached the point __ people think highly of it.( key: where\at which)
Our country is in the situation__sports and cultural communication with the world is progressing.( key: where \in which)
Conclusion: 是point, situation, case和position 等,且在定语从句中做 ,常用 引导= ,意思是“到了某种地步,在某种境况中”。(key:先行词、状语、where、prep.+which)
笔者创设以青奥会为主线,relative adverb and prep.+ relative pronoun知识为中心,从不同角度扩展的开放性情境,引导学生在做中学,在探究中进行总结提炼,深化对定语从句知识的认识理解,记忆起来也会特别深刻。如此一来,还真印证了Tell me and Ill forget. Show me and Ill understand. Involve me and Ill remember.
四、创设应用情境,深化巩固新知
Step5 Writing (group cooperation)
Show one paragraph to the students, ask them to polish the writing with attributive clauses in groups.
Step6 Presentation
Ask several students to present their writing in front of their classmates .
Step7 Homework
Require the students to finish the whole passage with at least 5 attributive clauses.
鉴于是借班教学,设计写作环节时,笔者先呈现他们班在学校运动会时的一组图片和已经写好的第一段,要求学生小组讨论用定语从句对该段进行修改润色,用意在于降低写作难度,让学生联系生活实际,学以致用,巩固新学的语法知识,同时通过作品展示,讓学生体验成功的喜悦,建立学好语法的信心。
总之,教师精心创设贴近学生生活实际的情境教学活动,组织学生积极参与语法学习过程,通过观察、思考、探究、合作等方式感悟和学习使用语法知识,学习兴趣才会更浓,更持久。效果更胜于直接授予。
参考文献:
[1]教育部.普通高中英语课程标准(2017版)[M].人民教育出版社, 2017.
[2]陈东容.多媒体环境下英语教学情境的创设与应用——如何在导入课中进行情境教学[J].福建基础教育研究,2012.07.
[3]陈锦平.创设探究学习情境 培育自主学习品质[J].福建基础教育研究,2012.08.
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