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巧化意外為驚喜教育論文
很多教師都有這樣的經歷:課前精心設計的一節課由于課上出現的一次次“意外”而不得不做出變化與調整。為達到較好的課堂教學效果,教師如何巧妙地處理這些“意外”呢?下面我結合自己的教學實踐,談談這種“化意外為驚喜”的演繹、體味過程。
學完一般現在時的第三人稱后,我讓學生對“第一人稱”與“第三人稱”進行比較,并讓他們練習使用“第三人稱”。具體操作為:學生課前設計一張自己的名片,包括姓名、照片、年齡、班級、學校、 電話、地址、父母工作、 e-mail、興趣等信息。課堂上,學生先用“第一人稱”介紹自己,然后我隨意拿出一些名片放到講臺上,要求學生到講臺上用“第三人稱”介紹名片上的同學。
T: Look at this card. It’s so nice. Who is this?
Ss: This is Wang Qiang.
T: Who can say something about him?
S1: Wang Qiang is my friend. He is 14. He is a student in Class 1, Grade 7, No.1 Middle School. His father is a doctor. His mother is a clerk. He likes drawing pictures. His telephone number is... His e-mail address is...
T: Wang Qiang is a clever boy. You are clever, too. What about this boy? Who is he?
Ss: He is Li Ze.
。系睦顫墒莻成績落后的學生,上課經常思想開小差。為了鼓勵他,我特意找出他的名片。沒想到,這時他突然站起來,走到講臺前來作自我介紹。很明顯,他沒有理解我的用意,或者,剛才他在開小差。其他同學也感到意外,而他自己卻毫無察覺。該怎么化解呢?考慮到該生的自尊心,我順其自然,讓他說下去,然后加以引導。)
Li Ze: My name is Li Ze. I’m in Class 1, Grade 7, No.1 Middle School. My telephone number is...
T: Good! Li Ze says something about his card by himself. Who can say anything more about him?
S2: He is lovely. He likes football and basketball.
T: Yes, I like him, too. He is a good boy and I think he will be good at English, too. Right?
Li Ze: Yes. I like English, too.
這樣,李澤不但沒被批評,反而贏得了老師的表揚,也贏得了其他學生驚詫轉為贊賞的掌聲。同學們都有了練習的機會,我明顯地感受到了同學們對學習英語的態度有了很大的轉變。
總復習的一節課上,復習有關健康的話題與too...to...,so...that..., so that 句型時,我讓學生用這些句型就健康話題造句:
T: Give advice to your friends. Let’s keep healthy.
S1: A shouldn’t eat too much meat, because he is too fat. He is so fat that his chair is broken. He should eat more vegetables and fruit.
。ˋ是一個樂觀幽默的學生,我本想阻止他們互相嘲笑,但看到A因自己被提到而洋洋得意的表情,我考慮到復習課的乏味,何不引導一下,讓他們相互“嘲笑”并自我解嘲,同時最大限度地訓練一下本課的重點知識呢?)
T: A is not very fat, but he is strong. A, say something about yourself and your friend S1.
A: I’m a strong boy. Nothing is too heavy for me to carry. But S1 is too thin. He is so thin that the wind can blow him away. That table is too heavy for him to carry. He should eat more food and do more exercise...
這樣,一個學生制造“意外”,在老師的化解下,另一個學生自我解嘲,其他學生也積極配合,在善意的笑聲中,全班學生的注意力都高度集中,大家樂于發言、躍躍欲試,開口說英語的積極性大大提高。
德國著名教育家第斯多惠說過:“教育的藝術不在于傳授知識和本領,而在于激勵、喚醒和鼓舞!痹谡n堂教學中,教師要科學地、藝術性地去尊重學生、寬容學生、激勵學生。通過教學實踐,我深深體會到:只要堅定地保護學生開口說英語的積極性,使學生的潛能得到最大限度的發揮,我們的教學定會有意外的驚喜與收獲。
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