高中英语课堂教学研究下创设问题情境的实践与研究.docx

高中英语课堂教学研究下创设问题情境的新思考广西南宁市南宁外国语学校 林万春布鲁姆认为：成功的外语教学课堂应当在课内创设更多的情境，让学生有机会运用已学到的语言材料。而有价值的教学情境一定是内含问题的情境，它能有效地引发学生的思考。所谓问题情境，是指在一定的情境中依据英语教学内容向学生提出需要解答的问题，激发学生的求知热情，达到教学目标的要求。学生学习的积极性被激发起来时，也就是学生思维最活跃的时候，也往往是教师提供或学生主动提出一些富有启发意义的问题的时候。因此，教师在教学过程中要精心设计问题，竭力点燃学生思维的火花，激发他们的求知欲望，并有意识地为他们创设问题情境，让学生积极思维，为他们解决疑难问题提供桥梁和阶梯。  一、以旧引新，创设引入新课的问题情境 有些知识的学习在于学习者通过新旧知识之间的反复的、双向的相互作用形成和调节自己的知识结构。一方面，学习者对当前知识的理解需要以原有的知识经验为基础。另一方面，对原有知识的运用又不是简单的提取和套用，个体同时需要依据新经验对原有经验做出调整和改造。因此，在新旧知识点上产生的问题，最能激发学生的认知冲突。可见，问题情境的创设，必须基于对学生已有知识经验和教材内容全面科学的分析，这样才能找到接合点，有针对性地进行教学。英语知识后一个单元很多都是前一个单元的拓展和延伸，巧妙地结合新旧知识创设出具有挑战性的问题，可以诱发学生的认知冲突，造成学生心理上的悬念，从而唤起学生的求知欲望，激发学习兴趣，把学生带入一种与问题有关的情境中去，进行有效的学习。 案例：Unit 2 English around the world. The First Period Reading.【情境1】Step I. Greeting and Revision T: Good morning, boys and girls! First I will check the words and expressions you have previewed. Teacher shows answers on the screen.T: Please look at the screen and check your answer. Do you have any question?S: Are “such as” and “for example” the same?T: OK, Ill give you two examples:No.1. He knows five languages, such as Russian, French and Spanish.No. 2. The differences in the spoken language are greater. S: Oh, I see. “Such as” is used to list similar things, while “for example” is used to prove the speakers words.Ss ask any questions and Teacher explains to them in class.案例：Unit 2 English around the world. The Second Period Extensive Reading.【情景2】Step I. Greeting and Revision Check the Ss homework by asking some of the students to retell the text.T: Good morning, boys and girls. Who can retell the text?S: Let me have a try. At first, only people in England spoke English. Later, people from England moved to other parts, so English began to be spoken in many countries. Today, more people speak English as their first, second, or foreign language. Native English speakers can understand each other but not everything. All languages change when cultures communicate with one another. So there are British English, American English, Australian English and so on. They all have their own identity. English is also spoken as a foreign or second language in many other countries. Maybe one day Chinese English will become one of the world English.Task Listen and find the British and American words which are different but have the same meaning. Work in pairs.T: Turn to P12. part5. Listen to the dialogues one by one. Then tell your partner which words are different but have the same meaning. Lets listen to the first one.After listening, the Ss give their answer: sweet-candy, lorry-truck, autumn-fall. 当新旧知识联系较紧密时，用回忆旧知识来自然地导入新课。这种方法导入新课，既可以复习巩固旧知识，又可把新知识由浅到深、由简单到复杂、由低层次到高层次地建立在旧知识的基础上，从而有利于用知识的联系来启发思维，促进新知识的理解和掌握。 二、直观演示，创设探索发现的问题情境 心理学家鲁宾斯坦指出：“直观要素以概括的映象表象的形态，以及仿佛显示着和预知着还没有以词的形态展开的思想系统图式的形态参加在思维过程中。”因此，在新知识教学引入时，根据教学内容，重视直观演示，就会使学生感兴趣，就能较好地为新知识的学习创设思维情境。 案例： 高中英语Book 1 Unit 4 Earthquakes的情境创设。 1.1 Warming-up 用唐山和旧金山的录像片段导入本单元，旨在让学生运用有关知识去描述所见片段，并发挥想象力来描述震后这两个城市的情景。带着疑问去学新知识，来完善自己对地震的认识。另一方面，它也为学生提供了功能项目、短语词汇、和语法知识方面的练习。1.2 Pre-reading是Warming-up的延续。它由对图片的想象转入到经历地震的想象中。由两个问题组成。第一个问题其目的是提高学生在危急关头的应变能力，第二个问题旨在培养学生对周围事物的观察能力，并结合图片培养学生运用语言的能力，也对课文内容作了伏笔。 Step Warming-up (3 minutes)Ask the students to read the instructions and make sure they know what to do, and then have a discussion about the two pictures.T: Today, before we begin our reading, Id like to ask you a question, “what is the biggest sound you have heard in your life?”S1: The sound of the wind that blew on a winter night when I was very young. It sounded like a ghost who was howling. I was very frightened at that time.S2: The biggest noise was the one that I heard when my neighbor was quarrelling with his wife. Perhaps, they broke their TV set.T: Thats too terrible.S3: The noise when planes take off and land.S4: The sound of trains.T: Good! I agree that all of them are big sounds. But have you once heard the sound that the heaven falls and the earth cracks, in Chinese it is? Ss: No, we have no chance to hear that.T: If there is a sound like this, what is it?S5: When someone hears a too sudden and too sad thing. For example, when one of his loved families dies, he will feel this sound.T: Terrific! You are using a literary way to express the sound.S6: When an earthquake happens.T: Great! I have waited for this answer for a long time. Today well learn something about earthquakes. I think most of us heard of earthquakes. Can you imagine how terrible it is? S7: The earth is shaking. All the buildings will fall down.S8: Many people will die. And perhaps many children will lose their parents.T: Yeah, earthquakes are disasters to everybody. Now look at the two pictures of Tangshan and San Francisco. Can you describe what you see in the pictures?S1: Tangshan is a beautiful city. It has beautiful gardens, broad roads and some tall buildings.S2: From the picture of San Francisco, I can see that it is a very big city. There are many tall buildings thickly standing on the earth. I think the population of the city is very large.T: Good! What will happen if there has been a big earthquake in these two cities? Work in pairs and discuss it. Then Ill ask some of you to read out his/her description.Two minutes later S3: After the terrible quake, everything is destroyed. There is no wind, no sound. What we can see is fallen buildings and dead bodies. The policemen, the soldiers and some other volunteers are rescuing the people trapped in the ruins.T: Maybe, thats the true thing we may see after an earthquake. But can we avoid or at least reduce the loss caused by earthquakes?S4: We may, because we can foretell it.T: Really? How can we foretell an earthquake? Lets look at Pre-reading, and decide which situation may happen before an earthquake.         运用实物、图片、图表等直观教具或幻灯、多媒体技术加以演示，把抽象的概念具体化，形象化。引导学生在观察中进行问答，进入问题情境。直观演示后学生印象深刻，就能较快地接受新知识。 三、联系实际，创设贴近生活的问题情境 要让学生真正体会到英语学习的乐趣，教师不仅要帮助学生掌握知识和技能，更要教会他们用英语解决实际问题的能力。用实际问题创设问题情境，能让学生有一种身临其境的感觉，把语言教学与我们的生活经验密切联系起来，真正体现语言用于交际。  案例：Book 1 Unit 3 Travel Journal The First Period Reading第一课时关于提新课导入的教学【情景】T: Since youve decided how to get there, Id like you to talk more about your holidays. Then use the following questions on the screen to make a dialogue about your holidays with your partners.1. Where are you going on holiday?2. When are you leaving?3. How are you going to ?4. How long are you staying in?5. When are you arriving in/at?6. Where are you staying?7. When are you coming back?Ss are given two minutes to practice. Then ask some pairs to act out their conversations.Sa: Tom, where are you going on holiday?Sb: Im going to Laos.Sa: When are you leaving?Sb: Next Sunday.Sa: How are you going to Laos?Sb: Im taking a plane.Sa: How long are you staying there?Sb: About two weeks.Sa: Great. Have a good trip.Sb: Thanks.        在英语教学中，创设贴近学生生活的问题情境是教师教学中最常用的一种创设问题情境法，把学生的思维引到矛盾焦点上，使他们感兴趣，动脑筋，从而积极主动学习，提高学生解决实际问题的能力。 四、利用故事，创设充满趣味的问题情境 选择一些与教学内容相关的故事性问题情境，不但可以巩固所学的知识，同时可以提高学生的学习兴趣，拓宽他们的知识面，激发他们的探究欲望。Book 2 Unit 2 The Olympic Games. Step I. Lead-inT: Good morning, class! Ss: Good morning, Mr. Lin.Show the students the video of the opening ceremony of the 28th Olympic Games held in Athens on April 14th, 2004.T: Who can tell me what it is about?S: Its the Olympic Games.T: You are quite right. Can you describe what you have seen?S: There are thousands of people on the grand- stands in the stadium. Some are waving small flags, some   are cheering, some are whistling.Ss: Yes, many fans. much more noise. T: What is it over the stadium? Ss: A large Olympic flag with five colorful rings joined together in it. S: I see a large gymnasium.S: I can see a lot of audience and athletes.T: Very good. I am sure you are very interested in the Olympic Games and knows a lot about it.        孔子曰：“知之者不如好之者，好之者不如乐之者。”由“好”和“乐”所产生的探索知识的迫切愿望是多方面的，除知识本身的魅力、教学艺术的感染外，符合学生心理的活动也是激发兴趣的关键。借助学生喜闻乐见的故事创设问题情境，可以激发学生学习知识的情趣，促使学生带着问题乐意、自觉地以主人翁的姿态积极参与到学习的全过程之中。 五、利用活动，创设身临其境的问题情境 教师设计出与教材内容相辅相成的游戏，不仅能活跃课堂气氛，提高学生学习兴趣，而且能给学生提供展示自我的机会，使学生敢于开口说英语。案例：Book 2 Unit 4 Wildlife Protection第一课时关于认识人体部位单词的情境创设（学生自发组织游戏） Step II. Lead-in.Get the students to talk about some endangered animals to lead them to this units topic.T: Morning, everyone! Look at the screen, please. I will show you pictures of some animals. Show them the pictures of some endangered animals.T: Talk about them in your own words. The students may refer to the following aspects: 1. what the animal is; 2. Its appearance; 3. reasons why it becomes less and less; 4. what has been done to protect it; 5. other things you know about it: where it lives; what it feeds onS: The first one is Golden Monkey. Its very beautiful and smart It is also known as Golden Snub-nosed Monkey (仰鼻猴)or Sichuan Golden Snub-nosed Monkey. It is endemic to China. It is threatened by habitat loss.S: The second lovely animal is Giant Panda. It can only be found in China. It feed mostly on bamboo, a tall woody plant full of fiber. It lives in a few mountain ranges in central China, in Sichuan, Shaanxi, and Gansu provinces. Its our national treasure. We should try our best to protect it.S: The third one may be a deer.S: No! Its Tibetan Antelope. Tibetan antelopes coming from the family of Bovidae are mainly distributed over Qinghai Province, Tibetan Autonomous Region and Xinjiang Autonomous Region in China. It is in danger now because many of them have been killed. T: Wonderful! Thank you. You know so much about wildlife. How about the fourth one?S: I am sure it is a kind of leopard, but I dont know what kind of leopard it is exactly. T: Well, it is called Clouded Leopard (云豹), which are one of the first class protected animals. It is found in southern China, the eastern Himalayas, north-east India and south-east Asia. How about the fifth one?S: Tiger! T: What kind of tiger is it? Its South China Tiger. Well learn it today. OK, lets go on. S: In Picture 6, there are two Giant Salamanders (娃娃鱼), which can swim against the current and cry like babies. T: Excellent work! Well, can you find anything common among them? What is it? S: They are all in danger.T: Well done! They are all endangered animals. If you want to know more about them, lets come to Unit 4 Wildlife Protection. 很多学生争着举手要当发号施令的人，游戏如此反复轮流做几次，使每一位学生都有参与的机会，课堂气氛一下子活跃起来，不知不觉中融入到探索新知中。这样通过更巧妙新颖的形式，引发学生的兴趣，诱发学生进一步的积极思维活动。 六、开放课堂，创设富有挑战性的问题情境 一个开放性的问题情境，它的标准答案可能不止一个，思考途径也是多种多样的，课堂教学应提倡这种多样性。学生从多角度看问题，感受更多的问题情境，可以发展学生的创造性思维、批判性思维和反思性思维。因此，让学生敞开心扉、各抒己见，形成一个充满对话、交流甚至辩论、争执的开放性情境是很有必要的。别人的不同思路可能正是自己应该开发而尚未发现的盲点，而自己的思路也可能成为别人关注的焦点。 案例：Book 2 Unit 5 Music 第五课时课堂教学片段（小组讨论） Step II Pre-reading. Get the students to discuss the questions in groups and then ask them to report their work. Encourage them to express their opinions freely.T: Now please look at the slide show. And discuss these questions in your groups. Then Ill ask some students to report your work. Are you clear?Ss: Yes.1. Have you heard about any of the famous bands in the world? Please list them if you have.2. Which one do you like best? Why?3. Do you know anything about “The Monkees”? After the discussion.T: Now answer the first question. Whod like to try?S1: Let me try. Ive heard about “The Beatles”, “Simple Plan” “Nickel Back” of America and “The Zero Oclock” of China.S2: Ive heard about “Supergrass”, a famous band in America.S3: I have heard about “Kingsmen”, also a famous band in America.T: Good, you know so many famous bands. I think you must be interested in music. Now lets come to the second question-Which band do you like best? Why?S1: I like “Supergrass” best. The musicians in the band always seem very young. It appears that they are very lazy. Also their performances often keep people laughing all the time.S2: I like “Reggae” best, for I like their performances that are full of excitement. They mainly play jazz or crazy music.S3: I like “The Beatles” best. I like their style of performances. Listening to their performances, you may feel relaxed, amused, and after their performances, you can think a lot about life.T: Very good. Lets come to the last question. Who knows anything about "The Monkees"?S4: It is a band that was very popular in the 1960s in America. Now it is still popular in the world today. This band first sang one of my favourite songs“Bubblegum”.S5: “The Monkees” were a 4-person band in the 1960s as well as a TV show of the same name and it modeled on “The Beatles”. The band used techniques rarely seen on TV at that time.T: Good, lets come to the readingThe Band That Wasnt and find more about them.        【设计意图】本单元学了如何学习英语及在学英语的时候会碰到的一些问题，所以笔者设计了这一综合性的问题，让学生分组讨论，畅所欲言，没有对与错。这一问题也是对课文的延伸和拓展。 由于学生的个体差异，所掌握的知识结构不同，对各个问题的理解就不一样。教师围绕教学内容有目的地提出问题，通过这些问题的解决，既能突出教学重点，又培养和提高了学生语言的运用能力，拓展了学生思维的广度。        总之，自从课堂教学中有目的地实行问题情境教学后，学生的学习发生了较大的改变：课前预习、课后复习更积极、主动。学生越来越喜欢上英语课了，新的知识一听就懂，感觉英语课时间过得最快了。学生学习英语的积极性高涨，成绩也有明显的进步，问题情境教学法正成为我们英语教学的一大特色。