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1、小学英语有效教学的路径2010.11.05 南京市鼓楼区扬州市广陵区教育局师资培训中心 龚海平 导 语w语言是什么？w语言为什么？w人类的语言是怎么产生和发展的？ w儿童的语言能力（这里指“母语”能力）是怎 样获得的？w儿童为什么要学外语？w语言是通过模仿而学会的吗？一、有效的小学英语教学的概念w有效的小学英语教学是指，在明确的教学目 标和适中的教学难度前提下，通过对教学内 容的科学分析和合理安排所进行的、既能够 促进学生英语语言知识的建构、语言运用技 能的提高和英语语言文化意识的发展又能够 培养、巩固和发展学生学习英语的情感、态 度和价值观的高效的小学英语课堂教学组织 形态和教学行为。小学英
2、语有效教学的前提 1.教师的英语语言基本功； 2.外语教学的基础理论与方法，教师的语言教 学信念； 3.对课程的属性的了解； 4.对教学对象的了解； 5.对教学目标与要求的掌握； 6.对教学文本的研究与处理； 7.教学程序的设计和教学方法的选择(有效设计 、有效提问、有效评价；等等)。二、有效的小学英语教学对教师教学理念的要求Classroom effectiveness: Research into school effectiveness appears to have recognized that a key determined factor is the quality of le
3、arning in individual classroom. It is individual departments and teachers, more than whole schools, that have the most significant impact. The following eleven features identified as being characteristic of effective schools (Sammons et al. 1995, p.8) are recognized as being crucial and some of them
4、 can also form a framework for the evaluation of ones own work within language departments:professional knowledge of the leading professional; shared vision and goals; a learning environment; concentration on teaching and learning; purposeful teaching; high expectations; positive feedback and reinfo
5、rcement; the regular monitoring progress; raising pupils self-esteem; home-school partnership; a learning organization in which school-based staff development takes place.三、有效的小学英语教学行为应具有的特征 1. Students-centered; 2. Active 3. Interesting presentation; 4. Interactive teaching; 5. Meaningful practice;
6、 6. Evidence notion; 7. Multiple and right evaluation.（1）影响有效教学的不正确的教学行为： laziness dislike or intolerance of children lack of praise failure to put the child at the centre unwillingness to consider or seek alternatives tolerance of chaos in the classroomgetting out of the habit of promoting the targ
7、et language not taking account of learner needs, for example by doctrinaire use of the target language when it is clearly unhelpful not incorporating sufficient variety always using the same strategy (e.g. role-play) being unwilling to try other ways of teaching not considering how pupils might lear
8、n failing to exercise positive discipline in the classroomwsetting clear objectives for language learning; wpresenting language clearly; wusing the target language; wgiving instructions in the target language; wproviding for a balance of skills (LSRW); wusing the textbook creatively; wconsulting pup
9、ils about their preferred language- learning techniques; wpacing practice appropriately; wusing the cassette or video recorder appropriately; wproducing language learning materials（2）影响有效教学的正确的教学行为：（3）有效的英语教学中教师所体现的的共同特点： have a will to communicate; explain things well and in interesting, sometimes
10、funny, way; know all pupils names, care about them and get on with them, never patronizing them; trust their pupils and seek to build them up (encourage them with positive feedback) show genuine enthusiasm for the job; know their staff and reflect on how best to teach it; maintain high standards of
11、behaviour and manage to maximize the amount of class time which is devoted to learning.四、有效的小学英语教学的实现路径备课要依照课标要求，吃透教材，准确定位教学重 点和难点，从学习者角度出发，把握学习者可能出现的 学习困难。在此基础上，设计教学程序和方法。做到： 1. 教学要求不盲目拔高，不随意降低； 2. 对教材做二度加工，不机械执行教材； 3. 要有处理教学重点和难点的科学办法和可行措施； 4. 要有对学习者可能遇到的问题的处理策略； 5. 要遵循小学英语语言教学的基本规律进行教学设计； 6. 教学程序
12、和方法的设计要围绕教学重点体现主体性、 趣味性、知识性、交际性、综合性、程序性和全面性。实例Its a spring morning. Paul is going to school on his bike. On the way to the school, he finds a wallet and picks it up. There is two hundred and fifty dollars in the wallet. “Whose wallet is it?” he wonders.Then, an old lady comes over. Paul asks the old
13、 lady, “Is it your wallet, madam?” The old lady says, “Yes, its mine.” “Whats in the wallet, then?” Peter asks. The old lady say, ”Two hundred and fifty dollars.”Paul says, “Thats right, madam. Here you are.” And he gives the wallet back to the lady. The lady smiles and says, “You are a good boy. He
14、re is twenty- five dollars for you. Thank you very much.”Paul says, “Youre welcome, madam. Bye, bye.” Then he rides his bike to school.沪教版小学英语分级阅读（五上）其隐性教学目标有： 通过再读课文，使学生加深对文本的理解，从而 对其进行思想道德教育，引导其学习和养成拾金 不昧的良好品德； 通过小组合作学习，使学生智慧地处理较为复杂 事情的生活能力得到形成和发展； 通过对话语的比较，使学生的英语语言文化知识 进一步增长，英语交际中的语用能力得到提高。 针对隐性目
15、标：在“阅读中活动” 中向学生提出了问题“What do you think of Paul? Why?”，让学生带着问题再读课文。学生的答案 ：1) Paul is an honest boy.2) Paul is a smart boy. 3) Paul is a polite boy.4) Paul is a kind boy.5) Paul is a silly boy.针对隐性目标 ：在“阅读后活动” 中向学生提出了问题：“What will you do if you find a wallet in the street? And Why?”，让学生通过小组讨论后再回答。在多数学
16、生主张拾到钱包交给警察时，有一名 男生提出“But are all policemen good? Im not so sure.”的疑问。 针对隐性目标在口语操练中设计了这样一道选择题： Which of them is better? Why? 1) a. Then, an old lady comes over.b. Then, an old woman comes over. 2) a. Peter asks the old lady, “Is it your wallet, madam?”b. Peter asks the old lady, “Is it your wallet, granny?”通过反复比较，学生逐渐明白了“an old lady” 与“an old woman”在英语语言文化上的语义差异， 也认识到了“madam”与“granny
