《信息技术支持下的混合式教学探究——以英语教学为例》学习心得+教学设计+教学反思 (22).docx

信息技术支持下的混合式教学探究一一以英语教 学为例学习心得通过学习信息技术支持下的混合式教学探究一一以英语教 学为例，受益匪浅。（一）信息技术支持下混合式教学设计策略一是课前可以通过匿名方式开展线上讨论和协作，以此消除 学生的研究压力和不安情绪，从而提高学生的课堂参与度；二是课中采用协作解决问题的策略，促使学生有效完成研究 任务和知识建构；三是课后采取互相评价的策略激发学生的研究兴趣，提高教 学效果。除此之外，国外学者认为，“有意识地整合实时和非实 时的研究，在研究中创建有意义的连接”是混合式教学的关键策 略。（二）信息技术支持下的混合式教学设计原则关于混合式教学设计的原则，具体包括以下4点：1 .主体性原则.可行性原则感谢您的支持 祝您生活愉快2 .系统化原则.个性化研究原则在开展混合式教学之前，应首先确保教师具备一定的信息素 养。对于教师而言为保证混合式教学活动的顺利进行及成效，需 要对现有的教学环境和资源、教学对象和学情、教材和教学内容 以及学生心理因素进行前期分析。1 .教学环境和资源分析.教学对象及学情份析2 .教材及教学内容分析.心理因素分析（三）混合式教学活动设计教学设计基本 信息名称Unit 4 the Earthquake执教者> j切课i木向超时1所属教材目录普通高中英语必修1 Unit 4教材 分析本单元以地震为话题，通过教学，使学生了解地震的基本知识,其目的是培养学生对地震现象的了解，增强学生的自我保护意 识，并以此拓展学生的地震的自我防护意识。本部分是该单元的主 要阅读材料，它既具备了大量有关地震的信息，又集中了有用的词汇和语言结构，帮助学生了解有关地震的基本知识。warming up 是该部分的铺垫，根据教材内容相似性的特点，把warming up, pr e-reading, reading 整合为一堂阅读课。学情 分析The students are active in study and they can come up with new ideas, and the discuss the questions in groups. The s tudents have gained some useful vocabularies and they can search for useful information by surfing the Internet or by reading books. These obtained abilities can helpful to understand the text.教学 目标知识与能力目标学习 本课新词汇：earthquake, quake, well, pipe,burst, nation, canal, stream, dirt, ruin, suffering, extreme, injure, des troy, brick, track, useless, shock, resc ue, trap, electricity, disaster,bury,min e,miner,shelter,title,reporter,mine,mine r,shelter,title,reporter,bar,frighten,fr ightening, frightened,congratulation,jud ge,express,outline, headline2 .学习本课新短语：right away, as if, an end, in ruins, dig out, a (great) number of3 .学习本课句型：1) . I would like to express my thanks to.2) . No words are strong enough to express our.3) . The number of the people who were kill ed or injured reached more than 400,000.过程与方法目标To develop the ability to search for the information and read by oneself and co operate with others.To develop the critical thinking ability and the ability of analysis,solve the problems, especially the creative thinki ng ability.情感态度与价值 观目标1. To know the cause, development and ha rm of the earthquake and to strengthen the self-protection awareness.2. To understand the meaning of learning t he earthquake and to know how to protect o neself and help others in disasters.教学 重难 点重点right away, as if, an end, in ruins, dig out, a (great) number of由that, which, who, whose引导的定语从句.难点1. Teach the students how to enjoy an art icle2. Teach the students the way toexpress themselves. 3. The usage of the wo rds of that, which, who and whose.教学 策略 与设 计说 明【教学策略】以学生为中心，以问题为出发点，使课堂教学 过程成为学生自主地进行信息加工、创新能力发展的过程。教师在 教学过程中则适时介入，引导、启发、组织、帮助、促进。设计 创造性思维问题。创造性思维问题的设计应遵循这样几个原则： 题型具有开放性、解题富有挑战性。【教法设计】：演示法：把制作的课件、动画等显示给学生 看，便于学生对微观知识的把握评价阅读法：将学生通过对材 料的收集、整理，从而激发学生的后续学习热情。任务驱动教 学法：学生通过对所提的任务进行分析、讨论，并在老师的指 导、帮助下找出解决问题的方法，最后通过任务的完成而实现对所 学知识的意义建构。教学过程教学环 节（注 明每个 环节预 设的时 间）教师活动学生活 动设计意图Step I Lead-inT： Hello, boys and girls. It is sunn y today, I feel very happy. Are you happy? Today, I want to show you a v ideo about the earthquake, and I hop e you will like it and learn some us eful knowledge. Now let' s go.T： At the very beginning, I want to know how much you know about an quak e.QI： What would you take with you i f a quake happened?Q2： The best way to save yourself is to know there will be a quake bef ore it happens. What kind of signs c an tell you that there is a quake?Q3： What kind of damage can an ear thquake cause?S： buildings are destroyed； people a利用多 媒体制 作课 件， 加快了 课堂的 节奏，参加活 动并取 得了良 好的效 果。 本环 节通过讨 论激发学 生的学习 兴趣，让 学生了解 地震知 识，其 次，让学 生体验后 让学生思 考问题， 这种方式 由浅入 深，由感 性认识到 理性认 识，降低阅读难 度，为下 一步阅读 理解做好 准备。re killed； families are broken-T： Let' s have a look at some pictur es of such terrible site. (Pictures of quakes)T： (The last picture is monument of Tangshan quake. ) Do you know what th is is?Step I. Fast readingT： 30 years ago, on the day July, th e 28th, a terrible disaster suddenly happened, and the beautiful Tangsha n was removed from the map. This is Tangshan quake. Does any body know s omething about Tangshan quake?T： Let' s read a news report about t he famous quakeoWhen ? OWhere? OResult?Time：Place：Result：Step III Careful readingGet the students comprehend the pass age quickly and accurately, and mean while help the students to form a go od habit of reading.T： First please skim the passage fas t to get a general understanding of the whole passage. And underline the answers to the following questions.What happened before the earthquake hit Tangshan?The damages caused during the earthq uake.Rescue work after the earthquake.4. Recovery1 .All hope was lost.2 . The army organized teams to dig out the trapped .3 .Dirty water was taken by train, truck and plane.4 . The city began to breathe agai n.Divide the whole passage into 3 par ts and summarize the main idea of each part.Para. 1 before the quake： signsPara. 2-3 during the quake： damage Para. 4 after the quake： recovery T： Let' s watch some pictures, and c omparing the old Tangshan, the Tangs han after quake, and the new Tangsha n we see today. We should love our 1 ife.Step IV . SummaryAsk the students to fill in th e blanks and retell the story.The passage mainly talks about a ter rible ( what?) that happened in ( where?) in ( when? ) and caused great damage to people.Step V. DiscussionWhat shall we do if an earthquake ha ppens?Step VL Homework1. Surf the Internet to find more information about how to protect yourselves.2. Rewrite the passage in your ow n words.Nowadays there are more disasters than before. One of th e reasons is that we pay moreattention to our economy development than the earth we课堂小 结2分钟板书设 计live.Look at these pictures. What can we students do to save the earth?T： Though the disasters destroy buildings, people' s liv es, but it can not destroy the love among us.1. Surf the Internet to find more information about how to protect yourselves.2. Rewrite the passage in your own words.让学生利用课外阅读和上网查阅资料，扩大自己的视野，获取更 多有关地震的知识，同时了解世界，并根据自己所学的知识，用 英语解决现实生活中的问题。main idea of each part.Para. 1 before the quakePara. 2-3 during the quakePara. 4 after the quake1 .让学生明白学习目标，精心设计活动。这样学生可以完成具 体的任务来学习巩固语言，积累学习经验和享受成功的喜悦。2 .课堂设计合理，结构流畅，成功地达到教学目标。3 .教授不仅是知识的传授者，还成为学习的促进者、指导者、组 教学反 织者、帮助者、参与者和合作者，除了传授学生必要的语言知识 思 外，还必须重视学生的个性和兴趣。在课堂中，教师通过多媒体 技术为学生创设各种语言学习环境，提供丰富的教学资源，拓宽 了学生的学习渠道和学习方式。4 结合自身学生的实际具体情况特点，因材施教，加以完善和 提高教学水平。