劉海麗

我國(guó)著名教育家葉圣陶先生曾說(shuō):“教材只能作為新課的依據(jù),要教得好,使學(xué)生受益,還要靠老師善于使用教材。”在教學(xué)過(guò)程中,要從實(shí)際出發(fā),既要遵循教材,又不囿于教材;既要憑借教材,又要跳出教材。只有創(chuàng)造性地開(kāi)發(fā)和使用新教材,才能更好地實(shí)現(xiàn)課程目標(biāo)。

一、努力實(shí)現(xiàn)“用教材教”而不是“教教材”

教師要根據(jù)教學(xué)需要,合理篩選、巧妙整合教材。以外研新標(biāo)準(zhǔn)銜接版初一下四模塊三單元為例,這一模塊的題目是The Olympic adventure 第三單元是語(yǔ)言運(yùn)用單元,教材本身是這樣設(shè)計(jì)的:活動(dòng)一,呈現(xiàn)了一系列形容詞:popular, boring, dangerous等和八幅有關(guān)運(yùn)動(dòng)的圖畫(huà):乒乓球、籃球、游泳等,讓學(xué)生就兩項(xiàng)運(yùn)動(dòng)進(jìn)行比較?；顒?dòng)二,是一個(gè)筆頭練習(xí),讓學(xué)生用括號(hào)中詞的正確形式填空。給出的例句是They need to learn English(quick).The music is(loud).主要是讓學(xué)生區(qū)分使用形容詞和副詞?；顒?dòng)三,兩人小組活動(dòng)Say which sports you like and dont like. Lets say the sentences like this: I like…and…, I dont like…or…活動(dòng)四,Compare the sports you like with the sports you dont like. 最后是Module Task Making a sports poster. 這一課的主要目的是學(xué)會(huì)使用形容詞比較級(jí)。本著這一目的,為強(qiáng)化教學(xué)內(nèi)容的趣味性和實(shí)用性,我對(duì)教材做了如下改變和整合:我首先利用大屏幕展示有關(guān)運(yùn)動(dòng)的動(dòng)畫(huà)打乒乓球、騎自行車(chē)、打籃球、踢足球、游泳、體操、跑步、滑冰。一邊展示一邊提問(wèn)學(xué)生對(duì)于這些運(yùn)動(dòng)的看法:eg: Do you like basketball? why? 學(xué)生回答Yes, because its interesting. No, because its boring…然后這樣引導(dǎo)學(xué)生對(duì)兩運(yùn)動(dòng)進(jìn)行比較:教師做游泳和踢足球的動(dòng)作。然后提問(wèn)學(xué)生:Which is more interesting, football or swimming? 教師示范后讓學(xué)生兩人一組就運(yùn)動(dòng)互相問(wèn)答。生動(dòng)、有趣的動(dòng)畫(huà)片使同學(xué)們產(chǎn)生了極大的興趣,對(duì)話也變得輕松而愉快。同學(xué)們?cè)趯?duì)話過(guò)程中自然地學(xué)會(huì)了使用more interesting, more difficult, more exciting, more dangerous, easier等形容詞比較級(jí)。緊接著我設(shè)計(jì)了這樣兩個(gè)任務(wù):第一個(gè)任務(wù)是把學(xué)生在平時(shí)大課間體育活動(dòng)所用的幾種用具展示給學(xué)生,讓學(xué)生用英語(yǔ)說(shuō)出它們的名字。然后教師讓學(xué)生小組討論玩什么好。學(xué)生通過(guò)比較哪個(gè)有趣,哪個(gè)令人放松,哪個(gè)難,最后決定該玩什么。學(xué)生手中拿個(gè)籃球、足球,毽子、沙包,口中說(shuō)著地道的英語(yǔ)。這種小組活動(dòng)可以讓口語(yǔ)好的學(xué)生帶一帶差些的學(xué)生,讓學(xué)生都能張嘴說(shuō)英語(yǔ),更重要的是能夠激發(fā)他們想說(shuō)的欲望,另一個(gè)任務(wù)是“讓世界了解中國(guó)”。我設(shè)計(jì)了這樣幾個(gè)問(wèn)題:北京烤鴨和天津包子哪個(gè)更好吃?北京四合院和王府井大街哪個(gè)更繁華?上海和香港哪個(gè)大?……幾個(gè)圍繞比較級(jí)的問(wèn)題,都非常有趣。我是這樣在大屏幕上呈現(xiàn)這些問(wèn)題的:第一個(gè)比較句是:Beijing duck/Tianjin Baozi /more delicious 我這樣提問(wèn)學(xué)生:Which is more delicious, Beijing duck or Tianjin Baozi? 學(xué)生有的回答:Beijing duck is more delicious than Tianjin Baozi. 有的回答:Tianjin Baozi is more delicious than Beijing duck. 類(lèi)似這樣的幾個(gè)圍繞比較級(jí)的問(wèn)題,都非常有趣。學(xué)生積極地舉手回答這些問(wèn)題。然后我手舉一面小旗說(shuō):“Look! I am a volunteer. The Olympic games will be held in China. Do you want to be a volunteer and amswer the foreigners questions?”學(xué)生熱情回應(yīng)。我把15個(gè)小旗分別發(fā)給15個(gè)同學(xué),讓他們做志愿者,其余的同學(xué)扮演外國(guó)人。同學(xué)們四人一小組組成了類(lèi)似這樣的對(duì)話:Hello! Im a volunteer. Hello! Can you answer us some questions? Sure. Which is more delicious, Beijing Duck or Tianjin baozi? Beijing duck is more delicious than Tianjin Baozi. Which is busier, Beijing Siheyuan or Wangfujing Street? Wangfujing Street is busier than Beijing Siheyuan. Which is bigger, Shanghai or Hangkong? Shanghai is bigger than Hangkong. Can you show us around Wangfujing Street? Ok, Lets go! 通過(guò)小組討論、練習(xí),同學(xué)們?cè)诒硌輰?duì)話時(shí),聲情并茂,感受到作為學(xué)習(xí)主人主動(dòng)學(xué)習(xí)的樂(lè)趣。

二、根據(jù)課程標(biāo)準(zhǔn)、學(xué)生認(rèn)知特點(diǎn)、心理特征并結(jié)合其他資源,自主開(kāi)發(fā)課程資源,做課程開(kāi)發(fā)的設(shè)計(jì)者和推動(dòng)者,這也是對(duì)如何使用教材這個(gè)問(wèn)題的一個(gè)回應(yīng)。

以八年級(jí)下第六模塊第二單元為例,這是一篇文化報(bào)道,主要內(nèi)容是介紹《加勒比海盜》這一影片,通過(guò)這篇課文要教會(huì)學(xué)生寫(xiě)影評(píng)。在上課之前,我布置學(xué)生查閱有關(guān)加勒比海盜的影片介紹,并在課前交流展示,為教學(xué)課文做好鋪墊;我還利用VCD為學(xué)生播放了影片的一些花絮,讓學(xué)生對(duì)影片產(chǎn)生濃厚的興趣。這些雖不是教材直接內(nèi)容,但他們能夠激發(fā)學(xué)生學(xué)習(xí)興趣,從而使教學(xué)內(nèi)容豐盈、立體,而不只是干癟無(wú)味的文字內(nèi)容,從而使學(xué)生在一定的語(yǔ)言環(huán)境和文化氛圍中學(xué)到知識(shí)。課后,為更好地檢測(cè)學(xué)生是否學(xué)會(huì)了寫(xiě)影評(píng)。我在事先征求同學(xué)們意見(jiàn)的情況下,利用自習(xí)課為他們播放《功夫熊貓》這一動(dòng)畫(huà)片?？春蟛贾盟麄儗?xiě)影評(píng)。這是他們很感興趣的影片,也比較淺顯。因此同學(xué)們利用剛學(xué)過(guò)的寫(xiě)作影評(píng)的方法,寫(xiě)作起來(lái)比較輕松,有的學(xué)生寫(xiě)的非常長(zhǎng),而且寫(xiě)的很生動(dòng)。The film Kung fu Panda has been on from last year. The film is very interesting. Its a story among animals. All the characters are creative and believable. It made my classmates and me laugh. The story is about a panda. He is stupid and fat. All the other animals look down upon him. And they often make the panda feel sad. One day, he dreams that he becomes a Dragon Fighter. The dream is so beautiful that he is looking forward to realizing it one day. Then he comes face to face with the biggest enemy for him—wolf. The wolf is terrible and they fight for being Dragon Fighter. It is really thrilling and exciting. I think we can learn something from Kung fu Panda. There are some good sentences, such as Yestrday is history, tomorrow is something unknown but today is a present. Everything is possible. If you didnt see it when it first came out. I advice you to go and see it now. Im sure youll like it. And you can find it on the Internet. 這是我班同學(xué)在共同觀看《功夫熊貓》這一動(dòng)畫(huà)片后所寫(xiě)的影評(píng)中較好的一篇。我覺(jué)著這樣結(jié)合學(xué)生實(shí)際的開(kāi)發(fā)、豐富教材內(nèi)容,會(huì)使教學(xué)內(nèi)容更具時(shí)代性、趣味性和實(shí)用性。

三、深入分析和挖掘教材內(nèi)容的多重價(jià)值

新課程強(qiáng)調(diào)“改變課程過(guò)于知識(shí)傳授的傾向,強(qiáng)調(diào)開(kāi)發(fā)積極主動(dòng)的學(xué)習(xí)態(tài)度,使獲得基礎(chǔ)知識(shí)和基本技能的過(guò)程,同時(shí)形成學(xué)會(huì)學(xué)習(xí)和形成正確價(jià)值觀的過(guò)程?！北緦W(xué)期學(xué)校布置每位老師上一節(jié)杜郎口展示課。此時(shí)正趕上第五模塊Problems結(jié)束。根據(jù)剛剛所學(xué)內(nèi)容,我設(shè)計(jì)了這樣一節(jié)展示課:把全班學(xué)生分成八個(gè)小組,每組表演他們?cè)趯?shí)際生活中經(jīng)常會(huì)遇到的八個(gè)問(wèn)題。如你的好朋友不會(huì)寫(xiě)作業(yè),向你借作業(yè)抄,怎么辦?你為一件小事和父母發(fā)生了沖突,怎么辦?班長(zhǎng)管理班級(jí)同學(xué)們不理解,怎么辦?……下面就一個(gè)小組的活動(dòng)詳細(xì)加以說(shuō)明。首先由小組內(nèi)一成員呈現(xiàn)問(wèn)題。班長(zhǎng)高娃在第三組,她這樣描述自己的問(wèn)題:As a monitor, I should help the teacher and look after my classmates. But when someone do something wrong and I point it out, he will be angry with me. Im afraid if the things go on, I will lose all my friends. 然后進(jìn)入表演階段:自習(xí)課上,同學(xué)們竊竊私語(yǔ),小聲談笑。班長(zhǎng)一拍桌子,斷聲喝止:Dont talk any more. Xiaqiang, dont talk. You are talking again. Wuxiaofang, dont talk any more. 夏強(qiáng)騰地站起來(lái),義正詞嚴(yán)地說(shuō):“Im not talking.”吳小芳也滿(mǎn)臉氣憤地說(shuō):“Im not talking.”然后班長(zhǎng)強(qiáng)壓怒火地說(shuō):“You are not talking, then what are you doing? You are talking. You are not telling the truth.”吳小芳一臉不屑,蠻不講理地說(shuō):“You are the moniter, arent you? Ill listen to you. Dont talk to me like that!”然后把臉扭向一邊。班長(zhǎng)攤開(kāi)雙手,無(wú)奈地說(shuō):Like this, what should I do? 下一環(huán)節(jié)是提建議,教師這樣引導(dǎo):Our moniter has a serious problem. Who can give her some advice? 各小組同學(xué)紛紛提出自己的看法。有的說(shuō):You should stay cool and talk gentlely. 有的說(shuō):If someone dont listen to you, you can tell the teacher. The class is our family. We shouldnt talk in class. 然后老師總結(jié)說(shuō):Its not easy for our monitor to work for our class. We should try to understand her and listen to her. 其他小組都是這樣表演后針對(duì)所表演的問(wèn)題向大家征求建議。最后各小組表演結(jié)束后,針對(duì)相鄰小組表演的問(wèn)題寫(xiě)出建議。這樣先是口頭表達(dá)然后又落實(shí)到筆頭的輸出,扎實(shí)地落實(shí)了這一模塊的語(yǔ)言功能:Describing problems and giving advice. 學(xué)生所表演的內(nèi)容都是生活中常見(jiàn)的問(wèn)題,他們以同齡人的角度互相提出建議,彼此容易接受。這樣的設(shè)計(jì)使同學(xué)們利用所學(xué)內(nèi)容解決實(shí)際生活中的問(wèn)題,對(duì)形成正確的價(jià)值觀、人生觀和方法論,將起到引領(lǐng)的作用。這樣潤(rùn)物細(xì)無(wú)聲的思想滲透,要好于生硬的說(shuō)教,而且使同學(xué)們?cè)谶\(yùn)用語(yǔ)言的過(guò)程中比較容易地學(xué)會(huì)了語(yǔ)言。從而綜合落實(shí)了三維評(píng)價(jià)目標(biāo),即知識(shí)能力、過(guò)程和方法、情感態(tài)度和價(jià)值觀。

四、教師要善于對(duì)教學(xué)內(nèi)容進(jìn)行規(guī)律性總結(jié),使所學(xué)內(nèi)容簡(jiǎn)化、條理化、有趣味性。

對(duì)于比較復(fù)雜的語(yǔ)法知識(shí),教師可以把它們編成兒歌或順口溜,使之瑯瑯上口,便于記憶。如教某國(guó)人的復(fù)數(shù)時(shí),我讓學(xué)生尋找規(guī)律。有個(gè)學(xué)生這樣總結(jié):中日不變、英法變,其它國(guó)家加s。同學(xué)們很快就把這個(gè)易混的知識(shí)點(diǎn)記住了。我熱情地表?yè)P(yáng)了那位善于總結(jié)規(guī)律的同學(xué),鼓勵(lì)同學(xué)們做善于思考的學(xué)生;在教形容詞和副詞的用法和比較級(jí)時(shí),學(xué)生們不會(huì)區(qū)分形容詞和副詞,對(duì)比較級(jí)一下也很難適應(yīng)。我便把下面這個(gè)順口溜教給學(xué)生:形容詞很好玩,它給句子添光彩。有時(shí)放在系詞后,有時(shí)放在名詞前,副詞緊跟動(dòng)詞走,非要跟它握握手。比較級(jí)很簡(jiǎn)單。er加法記心間,直接去e和雙寫(xiě),輔音加y變成i,多音節(jié)詞前有more,所有用法全知道。

以上是本人的一些比較粗淺的見(jiàn)解和做法。新教材的使用還在實(shí)驗(yàn)中,它既是教師教學(xué)的依據(jù),又是一個(gè)拓展創(chuàng)新的平臺(tái)。作為新教材的實(shí)踐者、引路人,我們要用新觀念、新方法為新教材的使用而努力探索。

參考文獻(xiàn)

1 《初中英語(yǔ)新課程標(biāo)準(zhǔn)》