以小组对抗形式进行导入,能极大地调动学生的学习热情和表达欲望,场面非常热烈;同时培养了学生的团队精神和合作意识,且与教学内容息息相关,导入自然流畅,导出了活力,导出了实效.
三,交际性
英语课堂教学是一个师生之间,学生之间进行信息和情感交流的过程.教师要不断拓宽学生的表达空间,引导他们尽可能多地进行有交际意义的交流和表达.导入环节也应如此.
案例(三):我在执教《新目标》英语八年级下册Unit 6 Section B中的一篇阅读课文时,采用了自由交谈导入的方式,效果不错.课文内容是是一位澳大利亚人在中国学习和研究中国历史.互致问候和复习检查之后,师生开始了交流.
T: Boys and girls, how many subjects are you learning What are they
Ss: Eight. They are English, Chinese, math...
T: Good. What's your favorite subject Why
S1: My favorite subject is English, because it's interesting.
S2: I like math best. I think it's fun.
S3: ...
T: Are you interested in history
Ss: No. It's too boring. (laughing)
T: But I think each subject is very important. We should improve in every way. Many foreigners are researching Chinese history, because it's very useful. We should be proud of our Chinese history and learn it well. Do you agree with me Let's see how foreigners are learning Chinese history.
然后新内容的学习就开始了.
这节课的导入虽然没有过多的辅助手段,但导入朴实,自然,流畅,给人一种娓娓道来的感觉.同时教师对学生进行了尊重历史,热爱祖国的思想教育.
四,简洁性
导入环节时间不宜过长,一般不超过3-5分钟,应力求做到"简约不简单".如果时间过长,内容复杂,一是不能保证教学时间,二是容易引起学生的厌烦情绪.
案例(四):我在一次常规听课调研中,一位教师讲的是《新目标》英语九年级Unit 12 You're supposed to shake hands.该教师在复习检查之后,是这样导入本单元话题的:
T: There's a new teacher in our classroom. Do you know him
Ss: No.
T: But I know him well. We can call him Mr. Xie. What should we say to him
S1: Nice to meet you, Mr. Xie.
S2: You are welcome to our class. ...
T: Very good. You meet Mr. Xie for the first time. What should you do In this unit we're going to learn what to do when people meet for the first time in different countries. ...
这节课的导入没有太多的修饰和渲染,但作为一节常规课,导入既简洁又自然.
五,新异性
在英语课堂教学中,许多方式在教学中为老师普遍采用,取得了良好的教学效果.但导入又是必须不断更新,不断丰富,不断完善的教学手法.用"一招鲜,吃遍天"的方法去套用所有课堂教学内容,是不可取的,也是不现实的.无论这种导入方式效果多么好,如果经常,反复地运用,也会引起学生的反感,降低导入效果.因此,导入方法必须灵活,多样,给学生一种新异感,以吸引学生的注意力.
六,结束语
导入没有固定的模式,不同的课堂教学,不同的教学重,难点,不同的教学目标,其导入方式都应有所侧重,不能千篇一律.教师只有不断地在课堂实践中运用导入的各种方法并加以比较,总结,善于挖掘教材内容本身的特点,注意积累,才能摸索出最适合的方法,使导入趣效合一,简洁自然.

上一页下一页