教學(xué)設(shè)計(jì)——思維可視化在英語閱讀教學(xué)中的探究

1、思維可視化在英語閱讀教學(xué)中的探究Unit 3教材人民教育學(xué)科英語課題A healthylife(Book 6) 出版社出版社年級(jí)高二課型閱讀學(xué)時(shí)1課時(shí)教學(xué)在傳統(tǒng)閱讀教學(xué)模式中，閱讀中的“知識(shí)加工”和“問題解內(nèi)容決”的思考過程往往是不可見的，而且教師和學(xué)生都更多關(guān)注的分析是答案，忽視答案的生成過程。因此，要提高教學(xué)效能，就必須變“強(qiáng)調(diào)答案”為“強(qiáng)調(diào)答案的思維生成過程”。這就要求我們在閱讀的教學(xué)中必須要把“看不見的”思維的過程和方法清晰地呈現(xiàn)出來，以便更好地理解、記憶和運(yùn)用所學(xué)內(nèi)容。閱讀文本選自高中英語教科書選修六第 3單元主課文，閱讀部分是爺爺寫給他孫子 james 的一封建議信，信中談到了吸煙

2、為什么會(huì)上癮、吸煙對(duì)健康的危害 , 正文最后還附上了一篇如何戒煙的短文來幫助 james 戒煙。本節(jié)課采用任務(wù)型教學(xué)法，學(xué)生以學(xué)習(xí)小組為單位，根據(jù)老師的教學(xué)環(huán)節(jié)，在課堂中完成老師布置的各項(xiàng)閱讀任務(wù)，以此建立對(duì)文章的理解，并且在老師的指導(dǎo)下要求學(xué)生畫出思維導(dǎo)圖上臺(tái)展示。教學(xué)活動(dòng)中要求學(xué)生用思維導(dǎo)圖的形式把文章的篇章結(jié)構(gòu)和各部分的關(guān)系呈現(xiàn)出來，這鞏固了學(xué)生的學(xué)習(xí)成果，強(qiáng)化了閱讀課的學(xué)習(xí)內(nèi)容，進(jìn)一步提高學(xué)生學(xué)習(xí)效果。預(yù)設(shè)知識(shí)目標(biāo)：目標(biāo)1. 通過閱讀，達(dá)成學(xué)生對(duì)詞匯和短語的強(qiáng)化和鞏固。2. 通過 scanning 和 skimming 訓(xùn)練學(xué)生的閱讀技能。3. 通過任務(wù)型閱讀訓(xùn)練和思維導(dǎo)圖的輸出，幫組

3、學(xué)生理清文章寫作思路，篇章結(jié)構(gòu)和各部分間關(guān)系。能力目標(biāo)：1. 在老師的指導(dǎo)下，通過小組討論，思考，總結(jié)，能獨(dú)立地運(yùn)用“思維導(dǎo)圖” 描繪出閱讀材料的框架， 主旨大意，及各部分聯(lián)系。2. 通過思維導(dǎo)圖更直觀地理解閱讀材料，強(qiáng)化課堂所學(xué)內(nèi)容，提高學(xué)生的整體閱讀效能。情感目標(biāo)：1. 培養(yǎng)學(xué)生團(tuán)隊(duì)合作能力，分享勞動(dòng)成果。2. 通過學(xué)習(xí)，讓學(xué)生能夠認(rèn)識(shí)到吸煙是一種不良嗜好及對(duì)身體的危害性，激起學(xué)生自我保健意識(shí)， 自覺抵制煙酒侵害和不良嗜好，養(yǎng)成健康文明的生活方式。教學(xué)T：Give greetings, and now lets have a look at the pictures on the sree

4、1.Do you know when is No Smoking Day?文本2.How mang people die from smoking every year?實(shí)錄T: Now, Letturns to page 22.Just go throughthe title, the first and thelast paragraphs. Answer me the following questions.Whowrites the letter?To whom?Whats the Purpose?S: James granddad. James. Grandad gives Jame

5、s some advice on stopping smoking.T: Ok, your answer is perfect. Now close your books, and imagine if youwere grandpa, What advice would you give to James. Now discuss with your deskmates and use a mindmap to draw a mind structure. Try your best and later I will choose someone to come here to talk a

6、bout the mind map before us. Three minutes. Hurry up.Three minnutes later.T: Ok. Time is up. Now I choose someone to come here. Who wants to have a try.S: Let me have a try. On the paper, you can see we draw three squares. They seperately stand for three parts of our letter. The first square is the

7、first part. It tells James current problem. The second tells three advice on how to give up smoking. The third part expresses our hope for him.S: On our paper, we have designed a round shape and three squares. The round shape is the topic: bad effects of smoking. Three squares are three parts. They

8、are bad effects on studies, bad effects on life and bad effects on people around.T: Ok. Well-done. Both of you give a wonderful advice letter to James. You are really a good grandpa. Thanks. Please come back to your seats.Now do you want to know how the real grandpa persuades his grandsonto give up

9、smoking. Turn to page 22 and let reads the passage again. Follow grandpas mind and see how grandpa persuades his grandson. Here, look at the screen. I give you some reading exercise to help you know more about this reading.T：Please look at the screen.Question 1: Read the paasage carefully and match

10、the paragraphs with the main ideas.Question 2: Read paragraph 3, 4 and fillin the blanks.Question 3: What suggestions does grandpa give for his grandson to quit smoking?T: Now begin.(S: Students finish the given reading excercise within the given time and then teacher checks answers).T: Now we have

11、a deep understanding about the reading details and we know how grandpa persuades James to give up smoking. Now I give you5 minutes to arrange your mind and then daw a brief mindmap about this reading part. But after that, you will compare your two mindmaps.Tell me which is better and what can you ge

12、t from your two mindmaps.5 minutes laterT: Now, is there a volunteer. Ok, boy, come here. Share your mindmapwith us.S: This is our groups designing mindmap. On this paper, the round shape is the topic and around it are five squares or five parts of our reading. The topic is advice on smoking. The fi

13、rst part, Granpa tells about the life he is living and the importance of healthy life. Second part, talks aboutJamesproblem of smoking. Third part, three different ways of becoming addicted. The fourth part, harmful effects of smoking. Last part, Granpas hope for James and his advice on stopping smo

14、king. On the pictiure, you can see our group divides the the fourth part into further three parts, and makes this part more detailed. The last part is also divided into six parts, six squares. According to our group, I think the second mindmap is better and more detailed. Because the reading structu

15、re is very concrete and the mind clues are very clear. We can also learn that grandpa really loves his grandson and hope he can give up smoking quickly.T: Good. Thanks. Your idea is very clear. Now todays homework. Look at the screen.Suppose your father, teacher, or uncle is a smoker. Accordin gto y

16、our two mindmaps, you can write an article about an advice letter o ngiving up smoking.教學(xué)環(huán)節(jié)設(shè)計(jì)說明教學(xué)環(huán)節(jié) 1-圖片導(dǎo)入，激活學(xué)習(xí)動(dòng)力， 提高學(xué)習(xí)情緒本部分設(shè)計(jì)主要以調(diào)動(dòng)學(xué)生學(xué)習(xí)興趣、活躍氣氛、引入話題為主。閱讀課給人的感覺是沉悶，枯燥，老師的一言堂。為了刺激學(xué)生的學(xué)習(xí)情緒，激活學(xué)生學(xué)習(xí)動(dòng)力，以圖片的形式導(dǎo)入，最大限度地了吸引學(xué)生的注意力，激發(fā)其學(xué)習(xí)興趣，同時(shí)圖片的導(dǎo)入也能緩解閱讀課堂緊張而又嚴(yán)肅的氣氛。教學(xué)環(huán)節(jié) 2-結(jié)合教材，要求學(xué)生進(jìn)行合理預(yù)測在對(duì)文本的閱讀過程中，要求學(xué)生通過1分鐘快速閱讀文章標(biāo)題

17、、第一自然段和最后自然段。這一部分設(shè)計(jì)在于在給定的時(shí)間里，訓(xùn)練學(xué)生快速找到有用信息， 對(duì)文章內(nèi)容進(jìn)行合理的預(yù)測。通過訓(xùn)練，學(xué)生可以大概地對(duì)文章有最粗略的了解：文章作者是誰，寫作對(duì)象是針對(duì)誰，文章的寫作文體是什么。教學(xué)環(huán)節(jié) 3-老師引導(dǎo)，學(xué)生想象，繪制思維導(dǎo)圖在環(huán)節(jié) 2的基礎(chǔ)之上，要求學(xué)生關(guān)上課本展開想象（假如自己就是 James的外公，會(huì)對(duì)自己的孫子Jamnes提一些什么要求或給與一些什么建議）。在老師的引導(dǎo)下，學(xué)生以學(xué)習(xí)小組為單位共同合作思考，一起討論，合理想象，最后以小組的形式呈現(xiàn)一份思維導(dǎo)圖配以文字，上臺(tái)展示。教學(xué)環(huán)節(jié) 4-結(jié)合教材，訓(xùn)練閱讀能力根據(jù)老師的教學(xué)環(huán)節(jié)，學(xué)生在老師的引導(dǎo)下，進(jìn)

18、行任務(wù)型閱讀，通過引導(dǎo)學(xué)生完成各種閱讀訓(xùn)練，快速閱讀，跳讀，細(xì)讀幫助學(xué)生了解作者的寫作思路，中心思想，文章框架和一些重要的教學(xué)效果細(xì)節(jié)內(nèi)容。教學(xué)環(huán)節(jié) 5-以文章寫作思路為基礎(chǔ)， 繪制思維導(dǎo)圖， 比較思維導(dǎo)圖在完成教學(xué)環(huán)節(jié) 4后，通過各種閱讀訓(xùn)練，學(xué)生對(duì)文章內(nèi)容和細(xì)節(jié)都有了全面了解。老師要求學(xué)生再一次以學(xué)習(xí)小組形式交流，討論，這時(shí)學(xué)生必須根據(jù)文章作者的思路再畫出一副思維圖，理清文章的結(jié)構(gòu)框架，及各部分間的聯(lián)系，鞏固閱讀內(nèi)容。思維導(dǎo)圖創(chuàng)作完成后，要求組內(nèi)學(xué)生對(duì)共同創(chuàng)作的兩幅思維圖進(jìn)行比較，評(píng)論，并選代表在班上交流心得。教學(xué)環(huán)節(jié) 6-知識(shí)鞏固，教學(xué)內(nèi)容課外延伸在課堂的最后老師要求學(xué)生結(jié)合今天所學(xué)內(nèi)容

19、，以兩幅思維圖為基礎(chǔ)進(jìn)行適當(dāng)取舍，要求學(xué)生寫一篇 120詞左右關(guān)于戒煙的建議信?？傮w思路 是通過任務(wù)型閱讀對(duì)學(xué)生進(jìn)行知識(shí)的輸入（環(huán)節(jié)1和 3）；通過老師的引導(dǎo)要求學(xué)生以思維導(dǎo)圖的形式給予思維輸出和認(rèn)識(shí)的升華（環(huán)節(jié) 2和4）；通過思維導(dǎo)圖的比較，讓學(xué)生的認(rèn)識(shí)得到進(jìn)一步升華（環(huán)節(jié) 5）；課堂思維導(dǎo)圖的延展（環(huán)節(jié) 6）學(xué)生采用小組合作學(xué)習(xí)的方式，在老師引導(dǎo)下繪制出了不同的思維導(dǎo)圖，并采取成果展示小組互評(píng)的方法，在大屏幕上為全班同學(xué)和與老師奉獻(xiàn)上了一幅幅精致生動(dòng)的“思維導(dǎo)圖” ，這讓學(xué)生與老師耳目一新。學(xué)生在英語閱讀教學(xué)中借助思維導(dǎo)圖整理加工信息，在收集和整理資料的過程中，將多個(gè)零散的知識(shí)點(diǎn)集合在一起，幫助學(xué)生在紛繁的信息中找到信息鍵的內(nèi)在聯(lián)系，從而提高學(xué)生閱讀學(xué)習(xí)的效率。學(xué)生通過自己手繪思維導(dǎo)圖，把學(xué)習(xí)的內(nèi)容直觀具體的表達(dá)出來，更加清晰地把握了文章脈絡(luò)，篇章結(jié)構(gòu)，達(dá)到了鞏固和強(qiáng)化所學(xué)內(nèi)容的目的。學(xué)生在思維的構(gòu)建過程中始終保持著思維的活躍性和連續(xù)性，較傳統(tǒng)閱讀課來講，學(xué)生的參與度更廣，積極性更高，學(xué)習(xí)興趣更濃。教學(xué)教學(xué)中我將思維可視化的理念運(yùn)用到英語的任務(wù)型閱讀教學(xué)中。在授課的過程中，我采取任務(wù)型的教學(xué)方法，讓學(xué)生成