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1“互教互学互教互学”在高中英语教学中的实质作用在高中英语教学中的实质作用林万春(广西南宁市南宁外国语学校 广西 南宁 邮编:530007)“互教互学”将课堂教学的过程分为预习(预习和预习交流)、展示、教师精讲点拨和当堂测评四个模块,追求最大限度地实现新课程改革的“三维目标”。它遵循新课程改革所倡导的“自主、合作、探究”的教学理念,充分尊重学生主体地位,突出学生学习的自主性、参与性、合作性和探究性,并明确规定了教师精讲点拨的时间不得超过课堂时间的三分之一,这便使它与以讲授为主的传统教学模式有了很大的区别。一、自主一、自主“导学导学”实现实现“互教互学”凸显学生学习自主性的重要手段是“导学案”在课堂教学中的使用。“导学案“是教师专为学生设计的,比预习题更具引导作用的学生自主学习的“线路图”,内容涵盖了学生学习目标和学习内容的设置、自学程序的指导、学习方法的指引、学习困难时的必要搭桥等自学程序及具体线路的设计,让学生在自主学习方面更具方向感,学习目标更加明确,自主学习更见成效;而更见成效的预习及由此带来的自主学习的成就感、愉悦感,又使学生在课堂上的展示表现得更加积极、主动,富有创意。如在高中英语必修 Unit 3 A Taste of English Humour Period 2(Reading)的设计中,Teacher let students to Read the text and link the following each main ideas of paragraph by doing it by oneself.这样的设计,充分体现了教师对学生自主学习能力的信任相信学生具备在教师“讲授”之前的自主学习潜能,给学生以自主思考和自主学习的空间。( )1. Para 1.A. Chaplins childhood.( )2. Para 2.B. Chaplin brought people laughter during the hard times.( )3. Para 3.C. He wrote, directed, and produced films he starred in.( )4. Para 4.D. An example of a sad situation that he made funny.( )5. Para 5.E. One of Chaplins film characters-the little tramp.对于学生而言,其意义是:不仅使学生在教师“教”之前就已充分调动起了自学的潜能去解决问题,更重要的是,长期进行这样的训练,会使学生更加深刻地感受到作为学习者的自我策略感,以及作为策略型学习者的信心、愉悦和对任务的胜任感,因而会使学生在学习上呈现出持久的主动性,久而久之便可发展为“自主学习型”学生。著名的艾里克森认为,“发展出面对不同任务时的胜任感,尤其是在学习上;否则学生会认为自己没有能力,不可能成功。”“互教互学”在驱动学生学习自主性方面,对这个理论做出了很好的阐释。二、参与参与“展示展示”驱动驱动“互教互学”中的“展示”模块,可以有效驱动学生积极地参与到学习任务当中。它对于开始关注同伴关系、教师期待、渴望与人交流的学生而言,是一种有效的在课堂中学习的过程,也是一种驱动他们学习责任感形成的有效方式。“互教互学”中的“展示”,是教师根据学习的需要将学习目标中的重点、难点分解成若干个任务并合理分配到各小组,要求学生以小组为单位将所学知识包括方法、过程及结果呈现出来的教学过程。2如学习高中英语必修Book 4 Unit 3 A taste of English humour Period 2(Reading)时候. Teacher allows students to Read the text and answer the following questions by discussing in groups and thirdly show the answers.1. Whats the passage mainly about?A. The history of English humor.B. The films Chaplin made.C. The life and humor career of Charlie Chaplin.D. The Gold Rush in California. 2.People enjoy seeing other peoples bad luck because _ _ .A. they enjoy doing soB. it makes people worried about their life.C. it makes people content with their life.D. theres much fun is doing so.3.Chaplin was given a special Oscar for _ _ .A. they enjoy doing so.B. the films he directed.C. the joy he gave us in his films.D. the contributions he made in films.这样循环反复的练习,不仅非常符合“英语”学科的学习和训练特点,热烈的课堂场景和人人都要参与的展示设置,还必将唤起每一个学生积极参与的期待和热情。这样的课堂,可以使学生在学习过程中始终保持较高的参与度、较高的责任感及较高的学习热情,可以不断提高学生对于学习的内部动机水平:从“有责任地学”,到“学会”,到“会学”这将作为一种持久的内部驱动力,使他们可以越来越深入地、真正地投入到学习当中。久而久之,对于他们而言,参与课堂将不再是一种“被设计”的行为,而是他们作为真正的学习者学习的主人,在积极、主动、深入地参与真正的学习。从这个角度去理解“互教互学”的导学设计和教学流程,我们将更加坚信:“设计”应坚守“基于学生主体”的理念,而课堂真正的追求必须是学生学习力持续的发展和提升。三、合作三、合作基于基于“非竞争非竞争”文化文化“互教互学”的理念是提倡“合作而不是竞争”的理念,提倡课堂应为学生提供更多心理支持和学习愉悦感。仔细观察,在教师们的设计中,这种课堂文化随处可见:如高中英语必修Book 4 Unit 3 A taste of English humour Period 2(Reading). Teacher asks students to Judge “T” or “False” by reading the text. Firstly,do it by oneself. Secondly, discuss in groups and thirdly, show the answer. ( ) 1. The main idea of this text is a brief introduction to Charlie Chaplin. ( ) 2. Chaplin had a great gift for acting when he was a little boy. ( ) 3. Chaplin was given an humour for the contribution to the TV industry.( ) 4. Chaplin was not only a writer and a director but also an actor and a film-maker. ( ) 5. Chaplin enjoyed his childhood because he was one of the most popular child actors in England. 我们不难看到,学生在课堂中或者互相帮助,纠正错误;或者互通有无,分享学习方法;或者直接结成“友好”关系,在心理和“实力”方面形成相互支撑;甚至,就连在“当堂测评”中,也有“相互检查对错”的机会3在“互教互学”中,学生互为资源,彼此不会成为竞争对手,而只能成为合作伙伴。这就是“互教互学”之于“合作”的最基本意义。四、探究四、探究关注关注“学习学习”而非而非“表现表现”关注“学习”,是以“学习目标”支持学生,而不以“学生表现”为价值诉求这是“互教互学”对于学生发展目标的真意追寻。在“互教互学”中,允许差异、关注差异,并且设置开放性问题以欢迎差异的做法,比比皆是。如高中英语必修Book 4 Unit 3 A taste of English humour Period 2(Reading)的设计After reading three times, fill in the blanks using correct forms. Firstly,do it by oneself, Secondly, discuss in groups and thirdly, show the answer. Charlie Chaplin, born in a poor family, showed an (1) (astonish) talent as a performer as soon as he could walk. (2) (不幸地), his father died young, leaving his family even (3) (badly). In his teens, he could act the fool doing _ _(4)_ _ (日常的)task, whom no one was 5 (bore) watching. Later on, Chaplin directed, produced and _(6)_ _ (主演) in a series (系列) of funny movies, which made people laugh at a time when they felt (7) (depress), so they could feel more content with their lives. The little tramp, who was a (8) (home) man with a moustache, large trousers, (9)_ (穿破的) shoes and a small round black hat, was one of the (10) (much) outstanding parts he had ever played.从以上设计可以看出,“互教互学”十分关注学生学习的过程和方法引导学生关注学习本身,而不是作为学习者的“表现”。这对于培养和提升学生对学习任务的关注度和探究能力,是至关重要的。总之,“互教互学”是对学生探究精神和探究能力的培养和激发,是课堂教学操作的重点和难点,是值得参与“互教互学”探索的教师们做出更多的努力和尝试。而如何在实践中进一步坚定学生主体观的教育理念,进一步提升“互教互学”的各种操作技能,不断迎接“互教互学”实践中层出不穷的挑战,从而更有效地提升课堂教学的质量,对于“互教互学”的探究者来说,将是永远的、不懈的努力和追求。
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