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問(wèn)題式學(xué)習(xí)在英語(yǔ)教學(xué)中的探討
問(wèn)題式學(xué)習(xí)在英語(yǔ)教學(xué)中的探討 摘要:課堂提問(wèn)是重要的教學(xué)手段,設(shè)計(jì)合理、精巧的提問(wèn)能把學(xué)生帶入一個(gè)奇妙的問(wèn)題世界,點(diǎn)燃學(xué)生的思維火花、激發(fā)學(xué)生的求知欲望,培養(yǎng)和訓(xùn)練學(xué)生多方面的能力,有效地提高英語(yǔ)課堂教學(xué)效果。本文擬從課堂提問(wèn)的技巧和設(shè)計(jì),根據(jù)多年的教學(xué)實(shí)踐經(jīng)驗(yàn)作些初步探討。
關(guān)鍵詞:設(shè)計(jì)、提問(wèn)、英語(yǔ)課堂
教育心理學(xué)家揭示,學(xué)生的思維過(guò)程往往從問(wèn)題開始。古語(yǔ)亦語(yǔ):學(xué)起于思,思源于疑。因此教學(xué)過(guò)程中,課堂提問(wèn)的設(shè)計(jì)是極其重要的環(huán)節(jié)。通過(guò)提問(wèn),把學(xué)生的思維活動(dòng)和言語(yǔ)活動(dòng)吸引到問(wèn)題情境中,使學(xué)生精神集中專一。下面就課堂提問(wèn)的技巧和設(shè)計(jì)談些看法。
一、提問(wèn)的技巧
1、提問(wèn)的層次性
即提問(wèn)由表入里、由淺入深,層層深入、環(huán)環(huán)緊扣,從簡(jiǎn)單到復(fù)雜,循序漸進(jìn)。如教學(xué)SB3BU21(A Problem For The Detective)時(shí),逐層展開步步深入,設(shè)計(jì)了以下幾個(gè)問(wèn)題:
①How many people attended the meeting?
②What did the young woman want to do?
③What made Hope think of getting the money instead of Clare?
④What was Mr Coal's best proof that the girl was not Clare Flower?
⑤Why did Tom Goode think that the money should belong to him?
這幾個(gè)問(wèn)題的設(shè)計(jì)基本包括了這篇文章涉及的人物、環(huán)境和故事情節(jié)等,通過(guò)由淺入深的逐步分析和理解,使學(xué)生掌握了知識(shí)。
2、提問(wèn)的多樣性
采用多種形式的提問(wèn),如單個(gè)回答、小組討論、全班討論等形式,提高學(xué)生學(xué)習(xí)興趣,豐富課堂教學(xué)內(nèi)容。如在講授SB2BU10(Pollution)時(shí),可穿插以下的一些問(wèn)題:
①Why is the area of desert growing every year?
②What are the causes of air pollution?
③What is the general cause of water pollution?
④What shall we do to protect our earth?
①、②、③問(wèn)題概括性強(qiáng),答案涉及多個(gè)段落,由小組討論的形式來(lái)回答,問(wèn)題④則適合全班討論。
3、提問(wèn)的針對(duì)性
即因人施問(wèn)。根據(jù)學(xué)生水平進(jìn)行分層提問(wèn),使每個(gè)學(xué)生都有表現(xiàn)的機(jī)會(huì)。對(duì)培養(yǎng)各層次學(xué)生的學(xué)生興趣,尤其對(duì)打破中差等生對(duì)提問(wèn)的畏懼心理有很好的效果。
以SB1BU7(Earthquake)為例,為滿足各個(gè)層次學(xué)生的需要,可嘗試設(shè)計(jì)以下問(wèn)題:
相對(duì)簡(jiǎn)單,適合英語(yǔ)基礎(chǔ)差的學(xué)生:
①In what part of the united States is San Francisco?
②In the spring of 1906,what happened to San Francisco?
③How many people lost homes after the earthquake?
④how many people died in the earthquake and the fires?
⑤What happened again in the city in the fall of 1989?
相對(duì)偏難,適合英語(yǔ)基礎(chǔ)好的學(xué)生:
⑥Can you tell the reason why there are earthquakes?
4、提問(wèn)的思想性
在課堂教學(xué)中充分發(fā)掘教材中的思想教育思義,借助一些問(wèn)題的設(shè)計(jì),把德育滲透到情景設(shè)計(jì)中,對(duì)學(xué)生進(jìn)行思想品德教育。如在學(xué)習(xí)SBIU20(Paper)后,設(shè)計(jì)問(wèn)題Besides paper--making.what else are you proud of as a chinese?讓學(xué)生討論。學(xué)生在思考、討論回答問(wèn)的同時(shí),也激發(fā)了他們的愛國(guó)主義情感。
二、提問(wèn)的設(shè)計(jì)
1、導(dǎo)入新課時(shí)的提問(wèn)
教師導(dǎo)入新課時(shí),用設(shè)問(wèn)的方法,制造懸念,造成學(xué)生渴求新知奧秘的強(qiáng)烈愿望,起到一石激起千層浪的效果。如在上SB3BU13(A famous detective)可設(shè)計(jì)以下提問(wèn):
①What's the problem with a young lady?
②Was her life in danger?
③Who will get the lady's money when she dies?
④Is her uncle the very person who wants to kill her?
⑤Why did the famous detecive decide to spend the night locked in the lady's room?
⑥Who wants to kill the young lady?
通過(guò)提問(wèn)①、②問(wèn)題導(dǎo)入新課,新課在學(xué)生對(duì)故事結(jié)果焦急地期待中進(jìn)行。
③、④問(wèn)題使故事一波未平、一波又起,緊張的故事情節(jié)吸引、控制著學(xué)生的注意力。
通過(guò)問(wèn)題⑤檢查、了解學(xué)生對(duì)課文的掌握情況。同時(shí)問(wèn)題⑥又為故事的續(xù)集埋下了巧妙的伏筆。
2、過(guò)渡處提問(wèn)
&n 問(wèn)題式學(xué)習(xí)在英語(yǔ)教學(xué)中的探討bsp; 在教學(xué)中教師要注意知識(shí)點(diǎn)的銜接,在新舊知識(shí)的連接點(diǎn)上設(shè)問(wèn),既可以復(fù)習(xí)舊知識(shí),又能引出新知識(shí)。如在上SB1AU6(Shopping)時(shí),教師出示冰箱圖片。
T:Please guess:What's in the fridge?
Ss:There are some apples/pears/grapes/peaches...
There are some tomatoes/potatoes/cabbages/...
There is some bread/cake/butter/cheese...
There is some milk/coke/beer/wine/...
There is some salt/pepper/sugar/oil...
在此設(shè)問(wèn),既復(fù)習(xí)了前面學(xué)過(guò)的食物、飲料、水果名稱,同時(shí)又自然引出了新的同類單詞。
3突出重點(diǎn)時(shí)提問(wèn)
抓住重點(diǎn)設(shè)計(jì)課堂提問(wèn),是整堂課的關(guān)鍵。在教學(xué)內(nèi)容中找出重點(diǎn),以此為主線,串起其他教學(xué)內(nèi)容。例如SB1BU5本課的重點(diǎn)是:
He is going to the shop.She is going to buy a card.
He is at home now.She is writing on the card.
針對(duì)以上重點(diǎn)我設(shè)計(jì)了以下問(wèn)題:
Where is Jim going?Why?What card?
Where is Mary?What is Mary doing now?
而這些問(wèn)題的回答正是本課的重點(diǎn)。從學(xué)生的回答中了解學(xué)生對(duì)重點(diǎn)內(nèi)容的理解掌握程度。讓學(xué)生反復(fù)操練,循環(huán)往復(fù),以突出重點(diǎn),加深學(xué)生的印象。
4、化解難點(diǎn)提問(wèn)
找出教學(xué)難點(diǎn),采取不同的措施來(lái)化解難點(diǎn),降低教學(xué)難度尤為重要。
SB1AU14在教學(xué)疑問(wèn)句“Is this......?”時(shí),學(xué)生既要理解問(wèn)句的意思,掌握它的用法,還要學(xué)會(huì)用升調(diào)來(lái)提問(wèn),學(xué)起來(lái)比較困難。為了讓學(xué)生從理解、操練到掌握,可以設(shè)計(jì)以下問(wèn)題:
教師指著圖片自問(wèn)自答,引出問(wèn)句:
Is this a bus?/Yes,it is.
Is that a car?/No,it isn't.
教師指物提問(wèn):
Is this a plane?
學(xué)生答:Yes,it is.
讓學(xué)生感知問(wèn)句的句子結(jié)構(gòu)和語(yǔ)音、語(yǔ)調(diào)。學(xué)生跟說(shuō)問(wèn)句進(jìn)行初步操練:
Is this a bus/a car/a train?
教師提供替換詞,并用升調(diào)說(shuō),學(xué)生回答:
pen→Is this a pen?
這樣,通過(guò)教師自問(wèn)自答和學(xué)生問(wèn)答等多種形式,引起學(xué)生興趣,調(diào)動(dòng)學(xué)生思考的積極性,逐步化解教學(xué)難點(diǎn)。
5、復(fù)習(xí)時(shí)提問(wèn)
對(duì)己學(xué)過(guò)的知識(shí)復(fù)習(xí),巧妙設(shè)問(wèn),可以幫助學(xué)生對(duì)課文進(jìn)行歸納和總結(jié),加深印象、鞏固知識(shí)。
如在上SB2BU14(The sea)時(shí),作了如下一組問(wèn)題設(shè)計(jì):
①Where can you find coral?
②What plants keep sea water clean?
③Why don't you find coral near the mouths of rivers?
④Where is the longest coral bed in the world?
通過(guò)檢查復(fù)習(xí)并由學(xué)生回答問(wèn)題,是知識(shí)的輸出和再現(xiàn)。這樣就使學(xué)生對(duì)己學(xué)過(guò)的知識(shí)得到進(jìn)一步的鞏固和加深。
總之,教師課堂提問(wèn)應(yīng)從學(xué)生實(shí)際出發(fā),精心設(shè)計(jì)提問(wèn),充分發(fā)揮課堂提問(wèn)的作用,從而提高課堂教學(xué)效果。
結(jié)束語(yǔ):蘇霍姆林斯基說(shuō),一個(gè)人到校上學(xué),不僅是為了取得一分知識(shí)的行囊,而主要是獲得聰明,真正的學(xué)校應(yīng)是一個(gè)積極思考的王國(guó),必須讓學(xué)生生活在思考的世界里。
讓我們引領(lǐng)學(xué)生走進(jìn)精彩的問(wèn)題空間,在輕松愉快的課堂里開辟一方屬于孩子的天空,空中綴滿了閃爍著孩子們智慧光芒的美麗星星。
參考書目:
1、“重視課堂提問(wèn)的設(shè)計(jì)”葉蘭《教書育人》2002.5
2、“高中英語(yǔ)閱讀教學(xué)中的問(wèn)題設(shè)計(jì)”楊李花《教書育人》2001.11
3、“英語(yǔ)課堂教學(xué)提問(wèn)藝術(shù)”李萍《學(xué)英語(yǔ)》2003.8
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