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首页 第五章 英语课堂教学的一般程序及环节(The fifth chapter is the gene…

第五章 英语课堂教学的一般程序及环节(The fifth chapter is the general procedure and link of English Classroom Teaching).doc

第五章 英语课堂教学的一般程序及环节(The fifth ch…

李简淡
2018-11-09 0人阅读 举报 0 0 暂无简介

简介:本文档为《第五章 英语课堂教学的一般程序及环节(The fifth chapter is the general procedure and link of English Classroom Teaching)doc》,可适用于社会民生领域

第五章英语课堂教学的一般程序及环节(ThefifthchapteristhegeneralprocedureandlinkofEnglishClassroomTeaching)第五章英语课堂教学的一般程序及环节(ThefifthchapteristhegeneralprocedureandlinkofEnglishClassroomTeaching)ThefifthchapteristhegeneralprocedureandlinkofEnglishClassroomTeachingModerninformationtheoryregardsteachingasaprocessofteachingandlearning,andbothsidesobtainallrounddevelopmentBothteachingandlearningadjusttheirefforts,direction,scope,speedandmethodbymeansoffeedbackTheactivitiesofteachingandlearningalsoinvolvethemutualadaptationofeachotherinsequence,formandmethodForteachers,teachingshouldtaketheinitiativetoadapttolearningFirstofall,tostimulatestudents'interestinlearning,andtogeneratemotivationforlearning,accordingtothelawofcognitivelearning,students'knowledge,affectionandabilityasthestartingpoint,thedevelopmentofteachingplansIntheprocessofteaching,teachersshouldestablishtheconsciousnessofstudentsisthesubjectoflearning,andmaketeachingactivitiesshowtoexploreanddiscoverthecharacteristics(Discovery),activityfeatures(pressionofteachingneedsscientificsupportaswell,createanatmosphere,enterthestateThemainteachingfunctionofthisteachinglinkistostimulatestudents'learningpsychology,arousetheirlearningemotionandmakethementerthelearningstateassoonaspossibleTeacherscanusethesuggestedmethod,tactfullyremindmethod,game,Englishsingsongs,readpoemsorcollectiveusetheirfacialexpressionsandgestures,isconducivetoformationofclassroomteachingorderandtheatmosphere,teacherscangivefullplaytoitsowncharacteristics,combinedwiththespecificcircumstancesoftheteachingclass,selecttheappropriatemethodtorealizetheactivitiesoftheorganizationSomeactivitiesandmaterialsusedto"drawattentiontoandenterthestate"canalsoserveasaforeshadowingfornewmaterialsForexample,thecontentofthecourseisaboutthemeaningandusageofprepositionsThesituationis"lookingforlostproperty"Thefunctionwordsare"helpseeking"and"prompt""Thentheteacher'sfirstlink,theteachingprocess,canbedealtwith:theteachermakesasearchforthenameoftheactionofthepengesture,suchaspattinghisownpocket,withtheeyessweptthepodiumAutomaticspeakingteachers:"Oh,dear!I'velostthepenIsitunderthebreifcastNoitisn'tIsItbetweenthesetwotextbooksNoWhereisitOhhereitisIt'sInmypocket!Bythistreatment,notonlycanattracttheattentionofstudents,atthesametime,andafterenteringthethesecondpartoftheteachingprograminnewandoldleadsintothetarget"introducetheoldandintroducethegoalFisteloziintheorphanagewhenthechildrenlearnStanze'sguidance,attachesgreatimportanceto"Shenshi"Hebelievesthatthebeginningofeachstudy,intuitiveasthestartingpoint,thereisacertainlevel,onering,onering,sothatchildren'ssensesareofteninactivestateInthisway,theresultmustbetoarousechildren'sinterestandmaketeachingattractiveInthisprocess,whattheteacherwantstoaccomplishistoarousetheattentionofthestudenttothecontentthatwantstostudy,ConveythepurposeandintentionofteachingandprepareforlearningnewknowledgeanddevelopingnewlanguageskillsTheprocessoflearningisaccomplishedthroughaseriesofpsychologicalactivitieswithinacertainseriesandthroughthecontinuousprocessingofexternalinformationorknowledgecontainedinthebrainofastudentIfthereisnointrinsicknowledgeandexperiencesmoothly,nottomentionthenecessaryprocessing,acceptance,absorptionandmergerasapartoftheknowledgeandabilityofthesystemitself,thereissignificanceofthelanguagelearningtheory,thisprocessiscalled"assimilation"Ausubelcalledthat,newknowledgeisabsorbedbytheappropriateoriginalconceptofcognitivestructure,theinteractionbetweentheoldandnewideas,newknowledge,psychologicalsignificance,processandmakepreviousknowledgestructurechangeArouseattention,stimulatemotivation,clearintention,enteractivity,realizenewfreshintroductionandpresentation,istheperceptualknowledgeofstudents,andalsothebeginningofknowledgeunderstandingprocessHereareanumberofwaystointroduceandpresentnewmaterialsforreaderstochange:()creatingandimportinginkindandsituationT:,Look,at,me,girls,and,boys,What,can,,you,see,in,my,handP:,A,pen,SirT:,What,colour,is,itP:It'sredT:,Yes,Mine,is,redWhat,colour,is,yours(usedinteachingnounsandpossessivepronouns)Theteacherwillbeunderlinedontheblackboard,changetheobjecttypesandpersonalpronouns,broadenthescopeofimportslightly,creatingthesituationforfurtheractivitiesoftheimplementationstage:theteacherstudentsapproachedA,pointingtothecountertosendtoApencils:T:,Hello,A,Is,this,your,pencilA:,Yes,it,isT:,How,about,that,oneA:That'sMaria'spencilT:WhyA:Maria's,is,red,but,mine,is,blueT:,Oh,I,see,Maria's,is,red,and,,yours,is,blurA:,Yes,sir():InquiryintolawT:,Look,at,this,picture,girls,and,boys,What,can,you,see,in,,the,picture,SusanS:,I,can,see,a,girlT:,What,else,can,you,see,HelenH:,A,flag,sir,An,American,flag,Am,I,right,sirT:,Yes,you're,right,It's,American,flag,It's,in,her,hand,The,girl,is,,an,American,She,comes,America,from,an,She,American,is,fromForsentencepatterns:Somebody,is,fromTeacherscanthenexpandthecontentofsentencepatternsbyprovidingdifferentcountrynames,andleadtothebeginningofnewvocabulariesondifferentcountriesForexample,markthestudent'sattention(flat)tohelpthemunderstandthemeaningofthenewsentencepatterns()creatingcommunicativesituationsIntheclassroom,"smallsociety",theintroductionofteachingobjectivesandcontentcanoftenbeachievedthroughthecreationofcommunicativesituationsWhenthecontentofteachinginvolveslike"loveandlove"(likesanddislike),"thanksandapologies"(thanksandapologies),tohelp"(offeringhelp)andotherprojects,canbeinbetweentheteachersandstudentstocreatethecommunicativeactivitiesForexample,whentheobjectofteachingistoaskforhelp(askingfavoursofotherpeople),themainsentencepatternsare:Could,you,help,meWould,Yu,please,doForme),theteachercanpassorholdinghomework,askthestudents:"AHello,ACouldyoupleasehangthepictureonthetableShortofteachersandstudentstothetallhelp:"Paul,wouldyoupleasehangthepictureonthewall"Thisstorycanberepeatedseveraltimesfor,TrytogetstudentstogetmoreintuitiveperceptionSometimes,inordertomakestudentsgetsuchsituationalactivitiesmoreattention,teacherscanalsouse"WouldyoupleaseaskBliketocomehere""WouldyoupleasetellBthatIneedhishelp"thesentencetoachievetheenvironmentalmovement,languageandemotiontogether,forthefirsttimeonthelanguagetheformandmeaning,inordertoobtainimpressiveperceptionforthefirsttime()inquiryintoAnarticletointroducefamilymembersforthecontentofthetext,oftenthroughthefamilyphotoexhibition,importwiththefollowingquestionstorealizetheinformationandobjects:Whoishe(she)Whatishis(her)nameHowoldishe(she)Whatishe(she)doingEtcThegenreofnarrativetext,withwhen,who,where,whatandhowaskedtoimportlikegenretexts,weremainlywhatandhowquestionsForexample,intheTheTigerandtheMonkey"fable",anditsLongislongago,anoldtigerliesintheforestHeoftentellsotheranimalstobringhimsomethingtoeatwhendoesanoldintotheavailabilityoftigerlieintheforestWholiesintheOrforestWheredoesanoldtigerlieSuchquestionstoimport()teacherselfperformanceForexample,inteachingtextsaboutweatherexpressions,theteachercanintroducethemthroughselfactingandlanguageuseT:WhereIamnow(thebackgroundwasthecity'snameorarchitecture,naturallandscapemarker)IaminBeijingHowistheweathertodayteacherstoshakethecoldlikedousoudousouIt's,very,cold,andsoon,candemonstratehot,usetheumbrellatogetthemeaningofraingandwindyshow,addafewstrokesontheblackboard,ormakecloudy,ormakewarmandcoolgetintroducedManytextscanbeimportedinthisway,similartoTPRtechnologyForexample,gettingupandgettingupafterthedayofselfcateringactivities(bed,washyourface,brushyourteeth,domorningexercises,eatbreakfast,gotoschool,etc)areconvenientforthisperformance()smalldialogue(MiniTalks)importTheteachertalkstostudentsinasmallwayRegardlessofthecontentofeachdialogue,theendingisbestlinkedtotheteachingobjectivesandcontentofthecourseForexample,thegoalofteachingistohelpstudentsunderstandandapplycertainconcepts,suchasnumbers,colors,time,humanorgans,weather,etcAteachercanstarthisconversationwithastudentinthisway:Hello,Peter,What,a,beautifal,pencilbox,on,desk,your!MayIopenit,aftergettingtheagreement,theteacherbegancountingthenumberofpensinitOne,twoHello,Jane,you,look,very,pretty,today!TheteacherpointedtoJane'sclothesorhat,scarfandsoon:"Is,this,your,new,scarf"Aftergettingtheanswer,theteacherpraisedthescarf:How,beautiful,I,like,it,very,muchHello,Jack,Would,you,show,me,your,notebokOh,I'm,sorry,I,can't,these,five,letters,I,have,something,see,wrong,in,my,,eyes,nearsighted,I'm,aHello,Helen,Could,you,help,me,on,the,fan,turn,Helo,,Tom,Would,you,please,open,these,windowsIt'sveryhottoday!()introductionofriddlesTheuseofriddleshelpsabsorbstudents'attention,promotethinking,andextractinformationThismethodcanbeappliedtothereviewofoldteachingmaterialsThecontentoftheriddlesandtheeaseofspeechshouldbemoderateTooeasyriddleslackthepleasureofexplorationtoodifficultcancausestudentstoloseconfidenceandruintheirinterestinactivitiesForexample,teachersshouldreviewthehumanorganinducedvocabularycanbedesignedinsuchaway:T:KidsLet'splaya,theriddleofguessinggameListencarefullyTherearethreelettersin!ThewordTheforstletteris"e"andthelastoneisalso"e"Withoutityoucan'tseeWhatisit(Eye)Anotherexample:TwobrotherslookalikeTheylineonourhead,buttheycannotseeeachotherforever(ear)ifthestudentsfeeldifficult,itcanalsoreducethedifficultyForexample:OneliesontheTimleft,theotherontherightteacherscanguidestudentstowriteoutthemouthsuchasmouth,hairtoothandnosehair,teethandotherorgansinnosepuzzle,studentparticipation,importofvocabularyreview,this"riddle"canalsobeexplainedbylanguageandactionperformancetoshow,theeffectmorestudentsinfected()humororjokeintroductionHumorcontainscomicelementsthatenablestudentstoenjoylightentertainmentorexperiencebeautythroughtheinfectionoflaughterJokesusedtointroduceteachingobjectivesneedtoberelevanttoteachingincontentThemethodandmodeofintroductionneednotbelimitedtolanguageSomesimplestrokescanalsoproduceartisticcharmSuchas:A:,How,many,times,a,day,do,you,shareB:,Oh,forty,or,fifty,timesA:,Say,are,you,crazyB:,No,I'm,a,BakerInthelastsentenceaftermodificationcanbeadded,toencouragestudentstothinkoftheriddle:"No,I'mnot,butguesswhoIam"somehumor,relatedtothepolysemyofEnglishvocabulary,withajokeorhumorouswaytothestudents,canhelpthemtoestablishawarenessoflearningrelatedEnglishvocabularyHumororjokesoftencontainculturalelementsofanationSomeculturesarecommontoallpeoples,othersarenotTeachingshouldbedealtwithseparatelyAswellas:MrAndMrsShawwerewalkingthroughthejungleinAfricaSuddenlyhugelionjumpedAtowardsMrsShawShootShescreamedtoherhusband!""Shoot!""Ican't!"Heshoutedback"I'verunoutoffilm!"ThiskindofjokeinEnglishtherearemany,suchas:lookoutfortheFrenchtouristswillunderstandthe"outwardlooking",onthetrainpassingthroughatunnelwillheadoutofthewindow,almostleteverythingoutsidethetrainsmashedhishead()introducingapoemortonguetwisterApoemortonguetwisterswithwordsrhymetoattractstudents,atthesametime,butalsorichimaginationconnotationwithitsconciselanguage,activestudentthinkingSometimes,alittlepoemcanalsoplaythefunctionsofcondensingandgeneralizingthecontentofthetextSuchas:FourSeasonsSpring,is,green,with,flowers,and,songsSummer,is,hot,and,the,days,are,longAutumn,is,rich,with,fruit,and,grainWinter,brings,snow,and,the,New,Year,againCanshownaturalfeaturesthroughouttheyearWhileaperformanceofTandthealienEearthfriendlyhumanfeelingsandtotheirsentimentalpoemcanberelatedtotheintroductionoftextteaching,alsoconveycertainmoralvaluestochildren:Home,homeETphonehomeFromtheEarthThe,neighbor,of,my,ownHereImetAredWebecamegoodfriendsAnd,I,love,them,with,heart,and,soul,ButImissyou请派船过来。我想回家。因此导入教学目标及内容的方法还有很多。例如教师可以根据国内外发生的事情用简易的英语将它们作为供导入使用的材料来向学生介绍。比如“独眼袋鼠救主人”的故事等。又如一架地球仪便可以形象生动地向学生介绍涉及到自然地理知识的教学内容。人物肖像在介绍有关人物生平或秩事为内容的课文时使学生获得真实和直观的印象。”导入”这一环节的主要着眼点在于重视新旧教学内容的内在联系促进知识和能力的有效迁移的发生通过多种多样的脉络渠道强化进入大脑的信息。有经验的教师在开展这种首次感知的活动时不忘设计促使学生运用多种感官活动的方法以达到提高信息理解的目的。激发动机探索发现在信息导入活动结束之后教师紧接着要完成的工作是帮助学生以探索发现的方式促进对信息的整体感知并在这一基础上培养应用语言的听、说、读、写技能。例如教师以录象播放的形式让学生获得对语言信息的首次整体感知后教师提出促使学生以观察和听的方式探索发现语言信息的相关内容的谁时如何等特殊疑问句问题。然后教师重新播放录象材料并让学生根据所给与的问题来发现所需要的信息。在第三次重播中让学生注意说话者的情感和体姿的变化注意表达各种不同功能意念的句子时说话者所使用的语音语调技巧经过这样的整体信息感知之后教师将教学转入对部分的学习中。由于有了包括信息导入活动在内的对信息模式的识别活动使这一部分已进入感知系统的感觉信息与先前掌握、存储于长期记忆中的信息开始了匹配活动比如说“我可以„吗,“句型的表达方式:(我可以进来吗,对不起我可以问你一个问题吗,„“很好”。等。学生对新的材料的学习情感便容易被激活。使掌握特征揭示交际的实质活动得以顺利开展。例如学习如何向他人发出邀请或恳求。并在虚拟情境中加以运用。在这种情境教学中西方社会的相关礼节可以随语言的练习和运用引进于教学活动中它们的出现常使学生的兴致高涨。许多学生都想尝试一下。以这种方式依次将教材的其它部分的内容逐步纳入教学之中并最终使它们连成整体。又如当教学的主要目标是对动词的时态形式变化的学习时引导学生探索的目标将落在这一语言点上面:„很久以前很多人生活在一个城市。他们过着艰苦的生活。今天许多人生活在那里太。但是他们过着幸福的生活。教师的设问是之间的beverb“活”在上面的句子有什么不同,这一问题的提出目的在于让学生接触到语言的外部形式变化上在学生获得了动词活的词形变化(ed)与发音D的信息之后教师出示第二组实例:很久以前许多农民在农场。今天许多农民在城市工作。来加强对动词词形变化的认识在对这一语言现象的变化有了较充分的理解之后Theteacherraisesfurtherexplorationquestions:When,did,the,first,action,happen,When,did,the,second,action,happen,topayattentiontoadverbsoftimeAtthispoint,thegoalofthestudent'slearningismoredirectedtowardtheformandrulesofthelanguagewhichisofgreatimportancetolinguistsTheteachertoldthestudentstocarryoutoftherulesfinallybyteachersofEnglishverbsaresummarized:temporalchanges:nowtheexpresstermsofthecurrentstate,thepasttense,pastexpression,verbsuffix"ed"Afterthispartoftheactivityisover,theteachercantransferthegoalsoflearningtotheuseoflanguagewhichpsychologistsareconcernedaboutInadditiontomechanicalchangeinmorphology,thepracticeismainlyinthecontextofcommunicativepracticeForexample,toplaytheroleoftheway,usingthemap,tovisitrelativesorfriends,suchastouristcity,andchangeitsnarrativeInthisway,knowledgeisinitiallytransformedintoskillsThecombinationof"knowledge"and"doing"advocatedinlanguagelearningThegoalof"knowledge","direction"and"doing"hasbeencarriedoutandembodiedInadditiontotheintroductiontothewayofinquiryfortheimplementationofthe"motivation,discovery"goal,canalsousethefollowingmethodstocarryouttheteachingactivitiesinformationcontentanalysismethod,comparisonmethodetc,deepenperception,strengthenpractice,feedbackregulation,andpromotemigrationTheteachingactivitiesofthetwopartscanalsoberegardedasacompleteprocess,butonlyinthedirectionoftheirgoalsFeedbackenableslearningactivitiestoberegulatedandpracticedtomakelanguageskillsmoreskillfulThedesignofpracticemethodsshouldbebasedontheteachingobjectiveandtheactualdegreeofthestudentsTheformshouldbediversified,thedifficultyshouldbemoderate,soastoarousethestudents'happymoodandslightanxietyMakethisfeelingthebestemotionalsettingforpracticingThelevelofpracticeisbestfromeasytodifficult,whichmakesitpossibletodevelopstudents'languageskillsandthinkinginaspiralmannerFromthebeginningoftheintroductionpresentstherealizationofimagethinkingactivityfromthemotivation,discoverthetotaltocarryoutabstractthinking,thatistheprocessofphysicalimageandconceptcombinationtotheconceptofinternalization,thenewlanguage,pronunciation,vocabularyandgrammarrulesbyinduction,generalization,comprehensiveformofabstractthinkingknowledgereorganizationblockForexample,thebasicrulesofspeechdiscoveryandsummary:open,closedsyllablesyllable,commonlyusedlettersKind,find,mindbindindaindLast,fast,pastafter,rartclass,pass,glass,Grass,AST,aftAssareada:,andasthesynonymsynonymycomparisonandmotioncues,revealthemeaningoflanguageinformationiscarriedoutaccordingtomeaning,partofspeechorapplicationsofdifferenttargetsaccordingtothe"partners"gameetcAtthisstage,oneofthemainobjectivesofexerciseistodevelopcreativethinkingCommonpracticemethodsarecreatingsituations,givingtopicsorphrases,anddevelopingfreedescriptionsForexample,atopicaboutthemorningTherearemanykindsofcontentthatstudentscanexpressinenglish()I,get,up,early,in,the,I,say,Good,morning,to,my,and,Dad,Then,I,wash,my,face,have,my,,breakfast,morning,and,go,Mum,to,school()When,I,wake,up,in,the,morning,I,say,good,morning,to,the,sun,and,goodbye,,to,the,moonClassroomteachingcanalsobedonebywriting,painting,ortalkingOnthestageinthedemonstration,theteachersshouldpayattentiontoistheembodimentofscientific,teaching,inspiring,interestingandintuitiveprinciple,inpractice,weshouldpaymoreattentiontoitspurpose,taskandcreativefeaturesWiththeaim,thetrainingoflanguageskillsistargetedForexample,someexercisesfocusondevelopingstudents'languagefluencyWithtasks,feedbackcontrolhasgoalsIntheteaching,thesimplepracticemaynotachievethegoalAgoodresultmustbeproducedatthesametimetostrengthenthelink(Thorndike)forprimaryschoolstudents,itismoreappropriatetopractice"intervaltimepractice"Intervalpratice(distributed)isaformofpracticethatisinterspersedwithbreaksorotheractivitiesbetweeneachattemptGaptimereducesthefatigueinpracticeifpracticedcontinuously,itwilllowerstudents'learningmotivation,makethemtired,andleadtolowerlearningefficiency,feedbackregulation,topromotemigrationFeedbackisabasictermforcybernetics,whichreferstotheprocessbywhichthesystemadjustsitsbehavioraccordingtotheresultoftheactionandkeepsitclosetoitsoriginalgoalThecyberneticparadigmisquotedinthestudyofpsychology,therebychangingthetraditionalconceptofreflexarcsinneurophysiologyandpsychology,andreplacingitwiththeconceptofareflexringInthisway,wecanbetterexplaintheselfregulationprocessofhumanbehaviorForexample,theactualeffectsofteachingasfeedbackinformation,ontheonehand,providestudents,sothatbothsidescanregulatetheiractivities,andrealizewhethertheirteachingandlearningareleadingtotheultimategoalIntheimplementationofthislink,thefollowingpracticesareavailableforreference()givethestudentsinformationabouttheresultsofthestudyinatimelymannersoastohelpthemdeterminetheirnextstudyplan()toconsidertheoccasion,forexample,preferablyinthestudent'spersonality,psychologicalcharacteristics,ortoconveytherelevantinformationinanopenorcovertmanner()thefeedbackmodeadoptedbyteachersshouldbeconsistentwiththestudents'abilitytoacceptThefeedbackinformationcomesfromtheobservationandanalysisoftheprocessandresultofthestudents'learningactivitiesAslongasthestudentsparticipateinthelearningactivities,teacherscanfromtheirlistening,say,read,write,getfeedbackresponsesandotheractivities,themeansofspecialdesignsuchasassessment,makefeedbackmoretargeted,higherreliability,greatervalidityIngeneralcircumstances,pupilspaymoreattentiontothepositiveevaluationfromteachers,andthisexternalrewardhasanincentiveroleThisisespeciallytrueforlowergradestudentsWiththestudents'age,experienceisbecomingricher,teacherscanbethefeedbackandmotivationshouldbeimproved,toremindthemethod,implicitmethod,comparisonmethodtochangethestudents'learninghabitsrelyonteacherstomakecorrections,studentsgettheirfeedbackandselfrepairabilitySuchastheuseofsymbolicpromptsAnotherexampleisthatstudentsreadtheirownrecordingsandcomparethemwithteachingrecordingsInthisteachingprocess,theteacher'steachingobjectivesincludetransfer,alsoknownas"learningtransfer"or"trainingtransfer""Itisakindoflearningeffectonanotherkindoflearning,includingpositivepromotingrole(positivetransfer)andnegativeinterference(negativetransfer)Psychologicalstudieshaveshownthattheconditionsforpositivemigrationarethecommonfactorsoflearningmaterials,thegenerallevelofstudentsandtheirpsychologicalstatusWhatteachersneedtodoinpromoting"migration"istomakethebestuseofanddevelopthefactorsthatcanrealizethepositivetransferinteachingEncouragestudentstoaddvaluetotheirlearningTeachersshouldguidestudentsinvariousartisticwaystoabstractandsummarizethecoreandbasicconceptsIfstudentsunderstandtheseprinciples,establishgoodstudyhabits,andrealizethepositivetransferinteaching,thereisaguaranteeForexample,inthefunctionalitem"intention"Dialoguescenariosfor"makingfutureactivitiesplan"(futureplans),"astructurelearningmaterialconditional"learning,useoflanguagecontextandsentencestructureofthelanguageistosummarizethemainpointsA:,What,are,you,going,to,do,this,weekendB:,If,the,weather,is,good,we'll,go,to,the,beach一:将王小姐和你一起去吗,B:我不确定。如果她有空她会和我们一起去那里。当学生通过练习开展思维最终判明语言所运用的情境条件以及从中概括出如果将的句型模式为了使这种学习所获得的结果更加巩固教师应当设计一些促进这种迁移顺利完成的练习。抽象的逻辑思维是运用概念通过判断推理进行思维。所反映的内容是客观事物的本质属性和必然联系。小学生的思维处于从具体的形象思维向抽象的逻辑思维过度的时期。他们已能逐渐形成稳定概念。懂得处理现实世界中的各种问题但他们的思维往往只能从当时的客观现实出发其逻辑思维能力也是初步的。为此开展情境教学组织角色扮演就具有很大的作用。第五章英语课堂教学的一般程序及环节第二节巩固课和复习课的一般教学程序巩固课一般为新授课的延续和扩展这样是在于引导学生回忆新授课的内容通过不同的角度运用不同的方式消化和巩固新的学习材料。复习课是指把一个阶段、单元或期中检查之前所学习的内容重新加以复习巩固在复习中进行比较归纳和总结。两者都有重温旧课的特点。巩固的中心是”固”复习的核心是”习”。重复复习是通过机械操练强化记忆痕迹变换复习是通过归纳联想将知识转为技能只有把两者结合起来才能达到理想的巩固和复习效果。在开展这一教学工作时应当注意以下几点:。复习并非是单纯的学习内容的堆积它注重对将语言知识转化为语言能力的培养。复习应按新的授课的角度进行。攒科夫认为在复习中掺入一些新成分每次复习都从新的角度使旧材料重现比只要求简单的重复旧材料要有效得多。。复习应主次分明不能以再炒冷饭的方式作枯燥的重复。。更多地运用游戏竞赛小表演讲故事等方式可使复习达到更佳的效果
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新课改视野下建构高中语文教学实验成果报告(32KB)

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第五章 英语课堂教学的一般程序及环节(The fifth chapter is the general procedure and link of English Classroom Teaching)

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