劉少文

摘 要：互聯(lián)網(wǎng)的發(fā)展，正在改變整個教育體系和教育過程，改變教育方法，改變師生關系。信息技術下，通過建立以班為單位的QQ群讓校內(nèi)和校外學習活動有機結合在一起。這種開放性學習方式和開展創(chuàng)造性學習、創(chuàng)造性地運用語言的活動增強學生的批判性思維能力、合作技能和解決問題的能力，使學生擁有學習主動權。

關鍵詞：QQ群；網(wǎng)絡學案

一、實驗構想

《國家中長期教育改革和發(fā)展規(guī)劃綱要》（以下簡稱《規(guī)劃綱要》）強調(diào)“倡導啟發(fā)式、探究式、討論式、參與式教學，幫助學生學會學習。激發(fā)學生的好奇心，培養(yǎng)學生的興趣愛好，營造獨立思考、自由探索、勇于創(chuàng)新的良好環(huán)境”，凸顯了對學生主體地位和主動精神的尊重和弘揚。信息化社會的到來，知識形態(tài)發(fā)生了變化，獲取知識的途徑呈現(xiàn)多元的態(tài)勢，為學生自主學習、獨立探索提供了廣闊的空間?！兑?guī)劃綱要》的保證措施有一條，就是加強信息化建設，讓新技術在中小學教育中發(fā)揮作用，要協(xié)助學校在課程中融合更多的技術元素，創(chuàng)造條件讓所有的學生能有機會使用互聯(lián)網(wǎng)。

自2010年7月以來，西安市八十三中開展了在網(wǎng)絡環(huán)境下的教學實驗。我們充分利用學校的網(wǎng)絡資源和網(wǎng)絡教室，通過建立以班為單位的QQ群讓校內(nèi)和校外學習活動有機結合在一起。通過這個平臺，我們把學案發(fā)布給學生，學案包括學習目的、重難點、方法、相關學習的材料。同時，提出預習和探究的問題，讓學生討論、完成，并通過網(wǎng)絡觀察學生預習情況。

QQ群是基于QQ用戶而產(chǎn)生。QQ是聊天工具，QQ群就是個集體討論組，通過溝通，能及時了解學生需要什么，這樣你就可以發(fā)起話題，讓這個群產(chǎn)生內(nèi)容，給他們所需要的，積極引導他們參與到相關的學習活動中來。

大班上課問題一直是英語教學難題。由于課堂空間小，無論怎么安排，都無法使學生在有限的時間內(nèi)得到充分的訓練。學生想象力受到束縛，創(chuàng)造力受到限制。學好英語光靠課堂這一環(huán)節(jié)是不可能的。在網(wǎng)絡環(huán)境下，這個平臺打破了時空限制。教學中，我們在課程設計中突破了傳統(tǒng)的字、詞、句的教學框框，拓寬了教學目標，延展了教學重點。

經(jīng)過大家反復的討論和實際操作，我們確定了利于網(wǎng)絡條件下的英語課授課類型并確定了授課環(huán)節(jié)。對于課文篇幅較長、課堂教學必須在學生充分預習的基礎上進行的講讀課，我們采用以下環(huán)節(jié)：

1.課前活動：充分利用網(wǎng)絡資源，制作網(wǎng)絡學案，把學案發(fā)布給學生。通過網(wǎng)上字典，查閱生詞。在群內(nèi)探討疑惑、處理難句。教師提出預習和探究的問題，讓學生討論、完成，并通過網(wǎng)絡觀察學生預習情況。

2.課堂活動：本環(huán)節(jié)設計若干個小型的、不同形式的教學任務；教學任務的完成涉及不同的閱讀微技能。任務之間具有相關性和遞進性。不同形式任務有利于在教學中比較全面地訓練學生的語言能力。

3.讀后活動：閱讀后的活動涉及口語和書面的交流。學案提供了大量的背景信息，為學生的語言交流和書面表達個人的想法提供信息和語言支持，也體現(xiàn)了網(wǎng)絡教學環(huán)境中自主學習的特點。

4.課后活動：充分利用網(wǎng)絡，復習探究互動，展開討論、回帖。課后網(wǎng)絡討論，針對學生的觀點，老師、學生可以同時討論點評，一個問題可以生成很多學習過程和資源。

二、實施案例

地點：西安市第八十三中學網(wǎng)絡教室

時間：2011年5月20日第6、7節(jié)課

授課班級：高一年級11班

課型：講讀課

內(nèi)容：What makes a good story？

案例資料來源：Inside Out Advanced Students Book Macmillan Education ISBN 0-333-91940-5

教學過程：

1.學案發(fā)布

Good stories

What makes a good story？ Will it be funny， thrilling， sad or weird ？ What makes a story funny？ In how many stages are stories often told？

Read the three stories and choose one that you think is the best of the three stories and give your reasons why it is chosen in at least 50 words.

The spiders bite

A woman decides to take a trip to Jamaica. She spends the week lazing on numerous beaches， but on the last day decides to take a tour through a forested area. She comes across a secluded waterfall， where she decides a swim and then dry off in the sun. The woman falls asleep in the sun and is woken up by a spider crawling on her cheek. She brushes the spider away and think no more of it.

However， after returning home， the woman develops a cyst on her cheek. She goes to her local surgery， where the doctor tells her that they will need to burst the cyst to let the fluid escape. As its a painless procedure， the woman is not anaesthetized. Soon after the doctor makes the first attempt to burst the cyst， the woman hears a gasp and then feels something trickling down her cheeks. She assumes its the fluid. The doctor tells not to panic. Instinctively， she brings her hand to her cheek to wipe off the fluid. At that point she realizes that its not fluid， but rather something crawling on her cheek.

Spiders… hundreds of tiny spiders are crawling all over her face and on her hand. She lets out a blood-curding scream. She is so out of control that she needs to be restrained by several members of staff.

To this date， she remains in the psychiatric ward of the same hospital where the procedure took place.

The killer in the back seat

One night a woman went out for drinks with her friends. At the end of the night she got in her car and drove onto the deserted motorway. She noticed a pair of headlights in her rear view mirror， approaching at a pace just slightly quicker than hers. As the car pulled up behind her， she saw that its indicator on— it was going to pass but then suddenly it served back behind her， pulled up dangerously close and flashed its headlights.

She began to feel nervous. The light dimmed for a moment and then they flashed again. The frightened woman struggled her eyes on the road and didnt dare look at the car behind her. Finally， she reached her turning point but the car continued to follow， flashing its headlights periodically.

Through every red light and turn， it followed her until she arrived home. She decided that her only hope was to make a mad dash into the house and call the police. As she jumped from the car so did the driver in the car behind – and he shouted， “ Lock the door and call the police！”

When the police arrived， the horrible truth was finally revealed to the woman. The man in the car behind her had been trying to save her. As he pulled up behind her and his headlights illuminated her car， he saw the silhouette of a man with a butchers knife rising up from the back seat to stab her， so he flashed his headlights and the figure crouched back down.

The Flat Tyre

Two university students decided to go skiing for the weekend but planned to be back on campus in time to review for an important exam on the Monday morning. However， they were having such a good time on the slopes that they decided to forget about studying for the exam in order to get some final runs in before heading back to university. So they decided to tell their lecturer that they would have to come up with a good excuse for not being prepared for the exam so they decided to tell their lecturer that they had set off with plenty of time to get back and do some studying but that they had got a flat tyre on the way back and therefore deserved to take the exam at a rescheduled time.

When he heard the story the lecturer agreed that it really was just a bad luck， and suggested that they take a few days to study and do the exam at the end of the week. The students， of course， were delighted. At the appointed time， the lecturer greeted them and placed them in two separate rooms to take the exam.

The few questions on the first page were with a minor 10% of the overall mark， and were quite easy. Each student grew progressively more confident as they worked their way through the questions， and sure that they had got away with fooling their lecturer. However， when they turned to the second page they discovered that really they hadnt. The only question on the page， worth 90% of the exam， read： “Which tyre？”

2.學案檢測：通過網(wǎng)絡教學發(fā)布課前預習檢測題或相關檢測問題，通過檢查督促學生預習。

3.討論呈現(xiàn)：通過網(wǎng)絡討論，激發(fā)個性化觀點，并通過文字表達記錄和展現(xiàn)自己的思想火花。（以下回帖未經(jīng)改動）

The story called the spider's bite is really a horro story. At the beginning of the story it seems like a common story. But when read to the last paragrath the ending frightened me. So I think a good story must have a well designed story's plot. （孫楊欣）

I think the first one is most good. The story can shake us violently .The ending of the story can not be guessed easily. Because the ending is not credible eought， so we can get more space of imagination. The conflict of the story is not clear. But the description is vivid， make us feel thet as if the spiders are just on our faces. （曹思佳）

This three stories knock me very much. They give the result at last. The endings are surprising and hard to guess. I like the third story best. The story tells us never to tell a lie and you will never get away with the fool mistake. The style of the story is very new and make me excited. （張馨潔）

I think the second is a good story. In the story， it's very continous between part and part. At the beginning， the story gives us a question， which makes us continue reading， but in the end， the ending is out of our thoughts. All of us didn't think the ending like this when we first heard this story. So， I think it is a good story. （陳喆）

An amazing story！ By the spider's bite the woman became a psychosis. Maybe she was lukcy， she hasn't lost her life. The scary feeling maybe causes by the nerve toxin. A good story should reain the audience involvement at last. （于文菁）

I think the best story is the second one. Because at the beginning of this story， quaint but attractive atmosphere draws readers attention.Curiosity makes readers want to know what will hapen in the end. Drama conflict makes the ending surprising but understood， even though it beyonds everyone's expectations. （陳晨旭）

I think the first story is best. I was taken back. I think this story is credible. It is a blood-curding story. When i saw something crawing on her cheek， i felt something crawling on my cheek， too. And i felt cold. The bombshell makes it a good story. And it shocks people well. So i think it is a good story. （郝珍珍）

I want to say something about the stroy "The Killer In The Back Seat" .I think this story is very good . First ，this story has a suspens. second， this story has a tense atomosphere. However， the ending of the story is unexpected. In a word， this story is appealing. （徐雨晨）

Don't lie to others. When you lie to others， you might think others can't know the truth， but when you lie to others， the truth must be obvious. This story tell us two students lied to thier teacher before a examanation. They wanted to go skiing instead of exam. So they told their teacher that they had got a flat tyre. They thought their teacher didn't know the truth， but the teacher did. Lie to others is a bad habbit， if you have something to do， you can tell others the truth. Don't lie to you teachers and friends and your parents. （韓海淳）

A）Yes， the story is credible. B）The big change， conflict and scared atmosphere make it a good story. C）The story's unexpecting ending and the character's ending. （田偉成）

I think this story makes me very shocked， excited and scared. The story has quiet sentenses ，but makes a very scary atmosphere. And the ending is unexpecting. When I read the story， I even can't imagine what will happen nest. （王碩）

I choose the second story. The story is very exciting. I think the most exciting thing is that while the woman was driving home， she did not know there was a bad egg behind her although the bad man wanted to killl her. I think she is very lucky. A GOOD man found the bad egg so he followed the woman to protect her. It was so exciting！ （馬東東）

I like the second best， because I think it a great Horror story. When I first saw the title， I thought it will till us a wonderful horror story of murder， it will be very booly. But when I saw the story I moved by the man who want help the woman get rid of the killer， but the woman misunderstanded him. But the man didn't gave up， because he think the live if more valuable than misunderstanded. So he followed the woman until she arrived home safely. I moved by the man， because a Warm-heart is the Most precious a person has. （張宇）

I choose the first story. In the beginning of the story， we can not guess the development of the story， so it interested me a lot， and I wanted to continue reading. As the story goes on， i felt very excited. But the result was amazing， it is a realy blood-curding result， and the story shocked me a lot， and that makes it a good story. （劉佳楠）

I think the best story is the last one . Because it is close to our daily-life. We always think that we are clever and can easily fool teachers but the teachers are cleverer than us and they can easily find that we are lying .

A good story needs a violent problem. In the last story， the violent problem between the teacher and the two students makes us think a lot. （曹思迪）

4.引導探究：針對課程預設目標，引導學生梳理作品結構，深入探究作品特點，實現(xiàn)預期教學目標。

（1）Work with a partner. There are five sections which are normally included in a traditional story. Match them to their definitions on the right.

a）comment ①A complication or

dilemma that affects

the main characteror

characters.

b）background ②The beginning of a

story， possibly

explaining its origin of

giving a general idea

of what is to follow.

c）problem ③The moral of the story

or an explanation of

its wider implications.

d）resolution ④A description of time

and place where the

story is set or its

main character/s

e）introduction ⑤The solution to the

dilemma or

complication that the

main character was

faced with.

（2）What order would you expect the sections to appear in？

（3）Put the following story in order according to your answers to 2.

Androcles

A. As he was wandering about there he found a lion lying down moaning and groaning. At first he turned to run away， but seeing that the lion didnt chase him， he turned back and went up to him. As he approached， the lion put out his paw， which was all swollen and bleeding， and Androcles found that a huge thorn had got into it， and this was causing the lions pain. He pulled out the thorn and bound up the paw of the lion， who was soon able to get up and lick Androcles hand like a dog. Then the lion took Androcles to his cave， and brought him meat to eat every day.

B. Gratitude is the sign of noble souls.

C.Once upon a time a slave called Aadrocles escaped from his master and fled to the forest.

D. But as soon as he came near to Androcles he recognized his friend， and licked his hands like a friendly dog. The Emperor was surprised at this and called Androcles to him， who told him the whole story. When he heard the story the Emperor pardoned and freed the slave， and the lion was let loose into the forest.

E. But shortly afterwards both Androcles and the lion were captured， and the slave was sentenced to be thrown to the lion， who hadnt been given any food for several days. The Emperor and all his court came to see the spectacle， and Androcles was led out into the middle of the arena. Soon the lion was let loose from his den， and rushed towards his victim， bounding and roaring.

5.總結遷移：總結課程知識要點，針對知識要點補充相關內(nèi)容，從認知、運用等方面進行知識遷移，達到鞏固目的。

The Lost Gold Piece

After the First World War， a small group of veterans returned to their village in France. Most of them managed to get along fairly well， but one—Francois Lebeau， who had been gassed and never recovered his strength—was unable to work regularly. In time he became poverty-stricken. Yet he was too proud to accept charity from the people in the village.

Once each year the veterans held a reunion dinner. On one of these occasions they met in the home of Jules Grandin， who had made a good deal of money and had grown fat and pompous. Grandin produced a curiosity—a large gold coin on whose age， rarity and value he dwelt at some length. Each man examined it with interest as it passed around the long table. However， all had drunk wine freely and the room resounded with noisy tale， so that the gold piece was soon forgotten. Later， when Grandin remembered it and asked for it， the coin was missing.

Instantly there arose a hubbub of questions and denials. Finally the village attorney suggested everyone be searched， to which all agreed—except Lebeau. His companions looked at him with surprise.

“You refuse， then？” asked Grandin.

Lebeau flushed， “yes，” he said，“I cannot allow it”.

“Do you realize，” asked the owner of the gold piece，“what your refusal implies？”

“I did not steal the gold piece， and I will not submit to a search，” Lebeau answered.

One by one， the rest of the group turned out their pockets. When the coin failed to appear， attention was focused once more on poor Lebeau.

“Surely you will not persist in your refusal？” the attorney demanded. Lebeau made no reply. Crandin stalked out of the room in anger. No one addressed another word to Lebeau and， amid the pitying stares of his friends， he walked out with the hangdog air of a prisoner and returned to his home.

From that day， Lebeau was a disgraced man. People averted their eyes when they met him. He grew poorer， and when his wife died not long afterward no one knew or cared whether it was from want or shame.

A few years later， when the incident had become almost legendary， Grandin made some alterations in his house. A workman found the gold coin， buried in dirt between planks of the floor in the room where the reunion dinner had been held.

Pompous though he was， Grandin was a just man and now that he had proof that Lebeau was innocent he was quick to make amends. Hurrying to Lebeaus humble home， he told him of the amazing discovery of the coin and apologized for having suspected him.

“But” ， he concluded， “you knew that the gold piece was not on your person-why did you not allow yourself to be searched？

Lebeau， shabby， old before his time， looked at Grandin blankly. “ Because I was a thief”， he said brokenly. “ For weeks my family and I had not had enough to eat and my pockets were full of food that I had taken from the table to carry home to my wife and hungry children.”

6.歸納小結并提出進一步的思考題：

Conflict

Every story involves conflict. It may show as one person struggling against another， against some outside force such as fate or nature， or against himself. What conflict does Lebeau face？ Knowing the kind of person Lebeau is， do you find his conflict believable？ Explain. Would you call Lebeau a fool？ Do you feel sorry for him？ Do you think he got what he deserved？ Discuss. What is Lebeaus great weakness？

三、教后反思

近兩年的教學實踐證明學生非常喜歡這個平臺，參與的熱情旺，學習效率高，特別是寒暑假期間，教師對學生的學習有了較好的掌控。為了使課外閱讀在所有的學生那得到落實，在2011年的暑期我們布置作業(yè)是讓每個學生將老師精心準備的約20，000字閱讀材料翻譯成漢語。不同的學生對文章有不同的理解，有不同的譯文形式和風格，他們對文章的處理有著很大的選擇余地，這是一個既能體現(xiàn)個性又能體現(xiàn)創(chuàng)造性的作業(yè)。整個暑假期間，學生們在網(wǎng)上所談論到的熱門話題，就是如何處理翻譯當中的長難句、交流翻譯當中的感想、體會英漢語言中的語法差別。

學案的發(fā)布，相關話題的發(fā)起，讓學生參與各種有利于語言學習和語言運用的活動，引導學生合作探究。在熱烈的網(wǎng)絡討論中，同學間增進了了解和友情，多了欣賞彼此間的才華的機會，極大地滿足了一些學生的表現(xiàn)欲，也極大地調(diào)動了學生的學習積極性和創(chuàng)造性，使他們有了成就感，嘗到了學習的甜頭。 在互相學習中迸發(fā)出的思想火花、個性化觀點，完整、流暢的思維過程在他們提交的一個個回帖中呈現(xiàn)。每當我在回帖中看到語言貼切，表達地道的英語句子時，內(nèi)心滿是激動和歡喜。

學生的回帖中有許多語法問題，不少單詞拼寫錯誤。這些問題只要不影響交流，能達到相互溝通目的，就不要刻意去修改，過分的強調(diào)。在交流中，改錯不是重要的環(huán)節(jié)，重要的是讓學生保持能用英語表達自己的熱情。網(wǎng)上討論中，老師的示范，同學中寫出的漂亮句子，給出錯的同學提示，供他們學習。他們會在不斷地參與中意識到問題所在，修正、完善自己的表達。鼓勵肯定、相互影響和積極引導，讓學生盼望著下一次網(wǎng)談。如果把學生的學習潛能挖掘出來了，就不怕他們不學英語，更不需要強調(diào)學習英語的重要性。

從基于QQ群平臺上的英語教學形式來看，教師講得少，學生活動量大，看似很輕松，但教師并不省心省力，教師作用匿藏在課前的備課過程中。選擇貼近學生生活的話題和為展開話題向?qū)W生提供合適材料支持，是成功組織一次討論的保證。學法指導是新課程改革要求教師予以更多關注的一個方面。教師還要考慮在教學中設計引導學生用最佳的學習策略，在課外的時間自主有效地學習，把新的教學思路延伸到課外，培養(yǎng)他們形成良好的課外學習習慣，為具有終生學習的能力打下基礎。

教育信息化時代已經(jīng)來臨，特別是互聯(lián)網(wǎng)的發(fā)展，正在改變整個教育體系和教育過程，改變教育方法，改變師生關系。信息技術下，開放性學習方式和開展創(chuàng)造性學習、創(chuàng)造性地運用語言的活動，增強了學生的批判性思維能力、合作技能和解決問題的能力，使學生擁有學習主動權。在新型的教學環(huán)境下，學生和教師是平等的知識的發(fā)現(xiàn)者和創(chuàng)造者，師生應該在寬松、和諧的氛圍中相互信任、尊重和支持。開放性教育過程將是師生互動的生成性的和創(chuàng)造性的過程。教育信息化的根本就是互聯(lián)網(wǎng)，互聯(lián)、互動，將會把正規(guī)教育、非正規(guī)教育、非正式教育融為一體，使這個社會進入到一個學習型社會。信息技術的發(fā)展對教育的改革，對教育的革新將是不可避免的。

參考文獻：

[1]顧明遠 戰(zhàn)后世界教育發(fā)展的歷程和中外教育的比較【J】外國中小學教育2012，（2）1-5

[2]李嘉瑋 論后現(xiàn)代轉換中的師生關系【J】外國中小學教育2012，（2）39-43

[3]教育部.普通高中英語課程標準（實驗）〔M〕.北京：人民教育出版社 2003.

[4]國家中長期教育改革和發(fā)展規(guī)劃綱要 中央政府門戶網(wǎng)站 www.gov.cn 2010年07月29日