整體閱讀教學(xué)課型探討.doc

整體閱讀教學(xué)課型探討美國教育心理學(xué)家林格倫 (H.G.Liggren) 指出：“凡習(xí)慣于準備理解整體的兒童將比全身貫注于細節(jié)部分的兒童讀得多閱讀緩慢的人在同一時刻只集中于某一局部細節(jié)，而一旦同時注意的細節(jié)太多時，他就陷入困境。解決這個問題的辦法是改變兒童的心向，使他開始對整體，而不是對局部作出反映。”心理學(xué)家布魯納 (J.S.Bruner) 也認為：“語言必須有完整的形式、完整的結(jié)構(gòu)，單個的詞語不是語言”閱讀教學(xué)的整體模式對培養(yǎng)學(xué)生全方位的閱讀能力產(chǎn)生積極的推動作用。但隨著閱讀教學(xué)研究的不斷深入，人們逐漸用辨證觀來認識從整體到局部或從局部到整體兩種閱讀模式，分析二者之間的相互關(guān)系，并通過介入二者之間的“結(jié)合形式” (interactive model) 研究，對兩種模式的運用揚長避短，去粗取精，并根據(jù)文章的類型和學(xué)生已有的知識經(jīng)驗來決定是“交替滲透使用”還是“互立分別使用”這兩種模式?！胺侄谓虒W(xué)”和“整體教學(xué)”是這兩種模式在教學(xué)中的具體化。在現(xiàn)階段中學(xué)英語教學(xué)中更多的是體現(xiàn)和運用這兩種模式的結(jié)合式。這種結(jié)合模式可演變?yōu)椤皻w納演繹型整體教學(xué)”、“任務(wù)型整體教學(xué)”、“功能結(jié)構(gòu)型整體教學(xué)”。一、 任務(wù)型整體閱讀教學(xué)任務(wù)型整體閱讀教學(xué)包括如下四個部分： (1) 整體預(yù)見性推測與判斷； (2) 整體綜合性理解與任務(wù)型實踐； (3) 整體發(fā)展性評價與驗證； (4) 局部分析性操練與檢測。以 Bill Gates 一課為例：內(nèi)容：BILL GATESBill Gates was bom on October 28 ， 1955.He grew up in Seattle ， Washington.Bill Gates was named William Henry after his father and grandfather.He was a very clever boy.His favourite subjects at school were science and maths.When people asked him what he wanted to be in the future ， he always said ，“ A scientist. ”When he was 13 years old ， Bill started to play with computers.At that time ， computers were very large machines.Once he was interested in a very old computer.He and some of his friends spent lots of time doing unusual things with it.In the end ， they worked out a software program with the old machine.Bill sold it for 4 200 dollars when he was only 17.In 1973 ， Bill went to Harvard University.At Harvard ， he developed the BASIC language for the first microcomputer.In his third year ， he left Harvard to work for a company called Microsoft.Bill began this company in 1975 with his friend Paul Allen.They thought that the computer would be a very important tool in every office and in every home.So thev began developing software for personal computers.They improved thc software to make it easier for people to use computers.In 1999 ， Bill wrote a book called Business (al the Speed of Thought.In the book he told people how computer technology could solve business problems in new ways.It was one of the best sellers on the New York Times list.Bill married Melinda French on January 1 ， 1994.They have two children ： a daughter and a son.Bill enjoys reading very much.He also enjoys playing golf and bridge.任務(wù)：為比爾蓋茨填寫一份履歷表操作過程：Step 1 ：整體預(yù)見性推測與判斷說明：調(diào)動、激活學(xué)生已有的知識經(jīng)驗，預(yù)測大意，激發(fā)興趣，營造閱讀所需要的語言環(huán)境，提供閱讀所需要的語言文化背景知識。要求學(xué)生運用想象和對比爾蓋茨的點滴了解解讀比爾蓋茨。1. 要求學(xué)生換位思 考，回答應(yīng)該由比爾蓋茨回答的問題，老師適當介紹其趣聞逸事，激發(fā)興趣并加深對比爾蓋茨的感性認知。(1)How much money do you have?(46.6 billion)(2)How will you spend all your money?(contribute it to the world)(3)How much money are you going to leave to your children.(only 1000 million)(4)Are you a good student?(No,I didnt finish my Harvard University s four years of education.I think practice is a college but I also stress finishing normal universty education is necessary.)(5)Are you strict in work and careless in life ? (Yes.老師可以講比爾蓋茨動輒捐款過億，卻在咖啡店忘付三美圓一杯的 咖啡，而成為報紙頭條的故事。 )(6)Whats your favourite well-known saying ?( If I were to be thrown in the desert,naked and penniless,I would become a millionarie on condition that a team of businessmen were passing by.)2. 通過問題引入，討論一個科學(xué)家應(yīng)有的優(yōu)秀品質(zhì)，為閱讀理解作鋪墊。 Question ： Is Bill Gates an outstanding scientist ? If so,what standards used to judge an outstanding scientist.Discussion ： ambitious/independent/unusually clever/predictable/creative/brave/generous/interest centred/responsible/open-minded .( 讓學(xué)生各述己見，老師歸納時注意結(jié)合課文內(nèi)容。 )Step 2 ：整體綜合性理解與任務(wù)型實踐通過做來完成一項接近生活真實的任務(wù)，在完成任務(wù)的過程中，培養(yǎng)學(xué)生閱讀能力和與未來社會相關(guān)的生活技能，獲得一定的生活常識和人生感悟。在設(shè)計填表的環(huán)節(jié)，學(xué)生還能默化閱讀中所接觸的語言知識。1. 布置任務(wù)，要求學(xué)生為比爾蓋茨填寫履歷表。 2. 板書介紹履歷表的具體格式和內(nèi)容。 3. 閱讀課文，填寫表格。 Step 3 ：整體發(fā)展性評價與驗證( 說明：在老師引導(dǎo)下，以發(fā)展的眼光進行整體性任務(wù)評價。在任務(wù)評價的過程中，深化閱讀理解，并實現(xiàn)閱讀技能與口頭表達技能之間的轉(zhuǎn)換，習(xí)得語言知識，積極的任務(wù)評價讓學(xué)生獲得成就感。在該環(huán)節(jié)還需驗證課前的預(yù)測判斷。 )1. 讓兩位同學(xué)將自己填寫的簡歷板書在黑板上。 2. 兩位同學(xué)進行互評，指出對方簡歷中存在的問題。 3. 全班部分同學(xué)匯報自己所填寫的簡歷。 4. 老師進行綜合評價。5. 驗證課前預(yù)測，判斷比爾蓋茨是否是一個杰出的科學(xué)家。 ambitious/interestedinsciencesincechildhood/independent/predictable/creative/brave/generous/responsible/open - minded .（1） ambitious ：T ： Is Bill Gates ambitious ?Read the text and say which sentence tells us about that.S1 ： When people asked him what he wanted to be in the future ， he always said ，“ A scientist ” .（2） independent ：T ： A scientist should be interested in science since childhood.Is he such a person ? Find the answer in the text.S2 ： His favourite subjects in school were science and maths.When he was 13 years old ， Bill started to play with computers.（3） Creative ：T ： Is he creative?S3 ： Yes ， He and some of his classmates spent lots of time doing unusual things with it.In the end ， they work out a software program with the old machine（4）Step 4 ：局部分析性操練與檢測( 說明：局部分析以段落為單位，分析段落大意，通過問答的形式落實語言知識點的鞏固運用，并處理相關(guān)的配套練習(xí)。 )1. 閱讀并總結(jié)段落大意，操練重要的語言點。 Paragragh 1：About his childhood.T：( 老師板書語言點并通過提問來引導(dǎo)學(xué)生操練語言點 )The first paragraph tells us about his childhood ： name，birthday，growth，schooling and his ideal.Say something about them.( 板書： be born on，grow up，be named，favourite ， in the future)S1 ： He was born on He was named He grew up Paragraph 2 ： About his start of science career.( 板書： play with ， be interested in ， spend doing ， work out ， sell for )Paragraph 3 ： About his cause ( 板書： develop for ， leave for ， improve to make )Paragraph 4 ： About his book ( 板書： write called ， in ， one of )Paragraph 5 ： About his hamily ( 板書： enjoy doing)2. 處理相關(guān)的配套練習(xí)。 3. 作業(yè)是完成延伸性任務(wù)。 任務(wù) 1 ：填寫本課第一個任務(wù)的設(shè)計項目中在課文中找不到的內(nèi)容，像比爾蓋茨的身高、體重、黨派傾向、經(jīng)歷的另一部分、聯(lián)絡(luò)方式等，需要學(xué)生在課余通過資料庫或因特網(wǎng)來查閱相關(guān)資料。任務(wù) 2 ：為自己寫簡歷，題目為我的 2010 履歷表，要求學(xué)生運用想象力為 2010 年那時的“我”中國的“比爾蓋茨”寫簡歷。二、功能結(jié)構(gòu)型整體教學(xué)該課型的整體教學(xué)分三步來進行，即“激活已知來預(yù)測未知 (pre-reading) 整體理解與局部點線分析 (while-reading) 整體綜合性運用 (post-reading) ”。在初三下學(xué)期的復(fù)習(xí)階段，老師可以選用高一教材中的一課，既可開闊初中生的閱讀眼界，又為他們的高中學(xué)習(xí)的銜接打下一定基礎(chǔ)。以 look carefully and learn 一課為例：內(nèi) 容：LOOK CAREFULLY AND LEARNMy friend Paul will never forget his first chemistry teacher.He was a little man with thick glasses ， but he had a strange way of making his classes lively and interesting.And his lessons were not easily forgotten.Paul remembers one of his first lessons from this teacher.After the students were all in the chemistry lab ， the teacher brought out three bottles.One was filled with petrol ， one with castor oil and one with vinegar. “Now watch carefully ”said the teacher.He then filled a cup with some of the petrol，some of the castor oil and some of the vinegar.As the students watched him quietly ，he mixed the three together.After that，he held up one of his fingers and showed it to the class.He then dipped it into the cup.After a few seconds he took his finger out. “Now watch ，”he said. “Remember，you must do everything as I do.”He put a finger in his mouth ，tasted it and smiled ，looking rather pleased.Then he handed the cup around the class of students.Each student dipped a finger into the mixture and sucked it.Instead of smiling ，each of them made a face.The mixture tasted terrible.When the cup was at last returned to the teacher ，he said sadly ，“ Im sorry ，none of you watched carefully enough.Yes ，I sucked a finger ，but the finger I put into my mouth was not the one I had dipped into the cup. ”It was Pauls first important lesson as a student of chemistry and he never forgot it.步 驟：Step1: (Pre-reading) ：激活已知來預(yù)測判斷未知( 說明：在“激活已知來預(yù)測判斷未知”環(huán)節(jié)，老師通過多種手段來激發(fā)學(xué)生對閱讀的興趣，激活學(xué)生業(yè)已儲備的與課本內(nèi)容相關(guān)的背景知識并創(chuàng)設(shè)一定的語言環(huán)境，啟發(fā)和調(diào)動學(xué)生去預(yù)測課文大意。 )操作過程：1. 板書并分析標題標題往往是 課文中心思想的濃縮，當標題的內(nèi)容接近學(xué)生生活時， 標題分析便成為激活并調(diào)動學(xué)生與課文相關(guān)知識經(jīng)驗的契機，熟悉的內(nèi)容使他們有話可說，甚至有感而發(fā)，興趣油然產(chǎn)生，為下一步的課文閱讀作鋪墊。板書： Look Carefully and Learn 設(shè)疑：問題 1: ( 集體回答 ) “ Looking carefully ” means what?( 啟發(fā)學(xué)生回答 Looking attentively ， sometimes with our eyes and mouths wide open ，老師指出這只是注意觀察外部特征，還應(yīng)該重視內(nèi)部特征 Asking silently and thinking actively.)問題 2: ( 小組討論 )Learn what from a text and how to learn it?通過討論達以下共識：學(xué)習(xí)內(nèi)容 (what to learn) ：A. 掌握中心思想 (general ideas)B. 吸收文章信息 (who/whom/when/where/what/how/why)C. 內(nèi)化語文知識 (word/grammar/pronunciation)D. 感悟生活啟迪 (What a lesson can we draw from the text?)學(xué)習(xí)方法 (how to learn) ：A.skip ：就課文內(nèi)容提出一個淺顯的問題，通過限時跳讀讓學(xué)生尋求答案，訓(xùn)練合理運用眼球，養(yǎng)成閱讀習(xí)慣，另外簡單的提問容易讓學(xué)生產(chǎn)生成就感。B.scan ：搜索型快讀，重點抓文章的 WH 信息。C.skim ：瀏覽型快讀，迅速抓文章大意或中心思想。D.meditative reading ：思辨型閱讀，需要學(xué)生開卷而讀，伏卷而論，閉卷而思。2. 模擬演示與觀察 當生活中能找到與文章情節(jié)類似的環(huán)境和例證時，老師可以設(shè)置情景對課文內(nèi)容進行超前模擬。如 “紅鼻子與黃鼻子” ，這是老師所設(shè)計的一個與課文內(nèi)容很接近的一個語言環(huán)境，老師拿出一瓶紅色廣告顏料和一個一次性塑料杯，將部分顏料倒入杯中，老師將一個指頭放入杯中，要求學(xué)生傳遞杯子并將手指粘上紅顏料，老師接著將手指按在鼻子上，要求學(xué)生也這樣做，然后數(shù)一數(shù)有多少人的鼻子是紅顏色，問題的 關(guān)鍵是老師放入杯子的手指不是按在鼻子上的那一個，不注意觀察的人不易發(fā)現(xiàn)指頭的替代變化。老師在演示的過程中運用課文中的詞語交代演示內(nèi)容：演示：I bring out one plastic cup.Watch carefully.I fill the cup with some colour.Now the cup is filled with the red colour.I hold up my finger and put it into the cup.I dip the finger into the colour.I take it out and show it to you.I put the finger on my nose.Remember ， you must do everything as I do.Obey the teacher and you will be a good student.Please hand the cup around the class.The cup will be returned to me.設(shè)疑：Why have so many noses been turned into red noses.釋疑：I am sad.Some of you watched me carelessly.The finger I put on my nose is not the one I put into the cup.3. 通過預(yù)見性結(jié)論揭示主題 Whats the relationship between looking carefully and learning? If carefully ,what happens? Unless carefully what happens? The text talks about a chemistry lesson.Through a trick , the teacher wanted to tell the students how important observation is in the process of learning.While-reading 整體綜合理解與局部點線分析1. 整體綜合性理解 通過多層次的整體閱讀訓(xùn)練快速閱讀的方法與技巧。 skip 訓(xùn)練學(xué)生轉(zhuǎn)動眼球的閱讀技巧，完成簡單的閱讀任務(wù)； skim 驗證預(yù)閱讀環(huán)節(jié)對課文大意的預(yù)測； scan 要求學(xué)生在快速閱讀時進行比較準確的記憶；比照性閱讀 read by conreast 檢驗課前模擬性演示，實現(xiàn)知識在一定情景下的遷移和習(xí)得。(1) Skip and skim ： Read the text in a dancing way to say how many characters.And read fast to test and verify the general ideas of the text.(2) scan ： Read to know what ， when ， where from the text (teacher/students/conduction of a lesson/many years ago/in the lab/some careless students)(3) Read by contrast ：A. 找課文內(nèi)演示與現(xiàn)場演示之間的相同點 a. 目的相同： (the purpose) Stress the importance of observation in the process of learning.b. 方式相同： (the way) Use demonstration to supply a positive example and counter example for the purpose of showing how important observation is.(If so or if not)c. 效果相同： (the effect)Make the lesson vivid and interesting.B. 找課文內(nèi)演示與現(xiàn)場演示之間的差別a. 演示所涉及的人物不同 (characters)b. 時間不同： (time)c. 地點不同： (place)d. 演示的工具和過程不同： (aids and process)通過類比要求學(xué)生運用新詞重新描述演示過程，在此過程中，老師適當正音。2. 局部“點”“線”分析性閱讀 局部閱讀在段落中圍繞 topic sentence 來展開，要求學(xué)生開卷而讀， 伏卷而思，閉卷而論。局部分析性閱讀中的“點”指每個段落中的 topic sentence ，“線”則含義豐富，包括“信息線” ( 從細節(jié)上進一步了解每個段落表達的內(nèi)容 ) 、“思想線” ( 段落內(nèi)容涵蓋對人及生活的啟示 ) 、“知識線” ( 習(xí)得或?qū)W得段落中所包含的詞匯、語法、語音等知識 ) 、“方法線” ( 滲透學(xué)法指導(dǎo) ) 。(1)Read or listen to the tape of the textA. 向?qū)W生介紹如何尋找主題句the beginningthe endthe middlenoneB. 板書主題句a.My friend Paul will never forget his first chemistry teacher.b.Paul remembers one of his first lessons from this teacher.c.Now watch.You must do everything as I do.d.Instead of smiling ， each of them made a face.e.He said sadly none of you watched carefully enough.(2) 圍繞主題句問答：( 通過問答的方式，弄清段落內(nèi)部的因果聯(lián)系，揭示段落內(nèi)容對學(xué)生的啟示，帶出并運用重要的語言點并習(xí)得語言知識。 )A. My friend Paul will never forget his first chemistry teacher.Question 1 ： Why will Paul never forget him ?I think there are two reasons to explain that.His appearance ： He was a _ man _think _ .His teaching ： He had a strange way of _ his classes _ _ .Question2 ： What a lesson to draw from this paragraph ? It tells us that a good teacher is just like a book worth reading all your life.( 啟迪：好的老師就像一本書，值得一生去品位。 )B. Paul remembers one of his first lessons from this teacher.Question 1 ： Why does Paul remember ? Because of his demonstration.Can you describe it ? The teacher _ _ three bottles.One _ _ _ was .One with _ .Question 2 ： What inspiration for you?Good learning method worth cherishing.( 啟迪：好的方法值得珍藏。 )C. Now watch.You must do everything as I do.Question 1 What does“ everything ”mean in the sentence ? (hold up ；show to ；dip into ；put in ；taste .suck)Question 2 ：What inspiration ? Observation is the best teacher.( 啟迪：觀察是好的導(dǎo)師 )D. Instead of smiling ， each of them made a face.Question 1 ： Usually experiment is interesting ， but why did the teacher and students showed different facial expressions? Question 2 ： What s the teacher s expression ?Perhaps he _ ，_ _ _ ( smiled ， looking rather pleased) ， for he was _ _ (pleased with)his trick.Question 3 ： Why did the student make a face without smiling ?Question 4 ： What inspiration ? Carelessness is a kind of punishment life gives you all.( 啟迪：粗心大意是生活給你們的懲罰 )E. He said sadly ，“ I am sorry ， none of you watched carefully enough.Question 1 ： Why did he say so ? The finger _ was not the one _ .Question 2 ： What inspiration ? The teacher s disappointment contains expectations.( 啟迪：老師的失望中蘊涵著期待 )Step3 ：（ While - reading ）綜合鞏固性運用( 說明：綜合鞏固性運用通過全方位的手段，例如將敘述性語言轉(zhuǎn)化為對話語言，將文字語言轉(zhuǎn)化為肢體語言，將單向問答轉(zhuǎn)為多向交流，目的是通過讀者與作者、讀者與老師，讀者與讀者之間的交流進一步加深對課文的理解，挖掘意義，鞏固語言知識運用，用現(xiàn)場交流等形式取代課文復(fù)述、背誦等機械記憶的鞏固方式，說明在鞏固操練環(huán)節(jié)仍然要堅持以意義為中心。) 將敘述性語言轉(zhuǎn)換為對話語言，通過角色表演來進行鞏固性演練。 (1) 老師交代任務(wù)并示范T ：Now group work.If you were Paul ，how to conduct the lesson ? Let me demonstrate what you will do.T ：Class be