探究式課堂教學(xué)設(shè)計(jì)-柴建華

1、探究式課堂教學(xué)設(shè)計(jì)教研組：高中英語(yǔ) 姓名：柴建華教學(xué)課題Astronomy: the science of the stars學(xué)科英語(yǔ) 年級(jí)高二時(shí)長(zhǎng)1課時(shí)教學(xué)背景分析指導(dǎo)思想與理論依據(jù)1)高中英語(yǔ)學(xué)科核心素養(yǎng)理論本堂課的設(shè)計(jì)建構(gòu)在高中英語(yǔ)學(xué)科核心素養(yǎng)理論的指導(dǎo)下。英語(yǔ)學(xué)科致力于培養(yǎng)學(xué)生四方面的素養(yǎng)：語(yǔ)言能力、文化品格、思維品質(zhì)和學(xué)習(xí)能力。這四個(gè)方面環(huán)環(huán)相扣、緊密結(jié)合。其中，思維品質(zhì)指學(xué)生在思維的邏輯性、批判性、創(chuàng)新性等方面的水平和特點(diǎn)。高中英語(yǔ)的教學(xué)方向是通過(guò)英語(yǔ)文本的學(xué)習(xí)，使得學(xué)生能夠辨析語(yǔ)言和文化中的各種現(xiàn)象；分類、概括信息；分析、推斷信息的邏輯關(guān)系；正確評(píng)判各種思想觀點(diǎn)，理性表達(dá)個(gè)人的觀

2、點(diǎn)。思維品質(zhì)是學(xué)生創(chuàng)新發(fā)展的重要途徑之一，它決定了我們思考問(wèn)題的深度和廣度。因此，在關(guān)注其他三方面素養(yǎng)的同時(shí)，本節(jié)課的重點(diǎn)放在學(xué)生思維品質(zhì)的培養(yǎng)上。2)批判性思維理論Michael Scriven 和 Richard Paul 在1987年的“批判性思維及教學(xué)改革第八屆國(guó)際會(huì)議”上指出，批判性思維包括兩個(gè)方面：(1)個(gè)人通過(guò)觀察、經(jīng)歷、反思、推理或交流獲取或生成信息，并將此信息進(jìn)行運(yùn)用、分析、整合或評(píng)估；(2)其目的是指導(dǎo)個(gè)人的信象和行動(dòng)。批判性思維的過(guò)程中，以下元素將會(huì)受到關(guān)注：目的、問(wèn)題、假設(shè)、義、推理、影響，不同思維角度，思維框架等。相比之下，非批判性維指導(dǎo)下的閱讀則停留在單純的閱讀信息

3、的獲取和相關(guān)技巧的掌握上，批判性思維理論和英語(yǔ)學(xué)科核心素養(yǎng)中的“思維品質(zhì)”在概念上是有臨相似之處的。3)布魯姆認(rèn)知領(lǐng)域教育目標(biāo)分類（2001)布魯姆把認(rèn)知領(lǐng)域內(nèi)的教育目標(biāo)分為六個(gè)主要類別，依次是記憶、理解、應(yīng)用、分析、評(píng)價(jià)和創(chuàng)造。創(chuàng)造貫穿整個(gè)認(rèn)知過(guò)程的始終。分類理論具有兩大特征：一是目標(biāo)具備可測(cè)性，二是目標(biāo)有層次結(jié)構(gòu)。因此，本課在致力于培養(yǎng)學(xué)生思維品質(zhì)和批判性思維能力的思想的指導(dǎo)下，借助布魯姆的教育目標(biāo)分類設(shè)計(jì)教學(xué)流程，層層遞進(jìn)、逐步深入。Analysis of Teaching Materials:1.This unit centers on astronomy: the science o

4、f the stars, the development of life and space travel and gravity to make students have a understanding of space and life origin by reading related materials. At the same time, through some explorative questions can students better understand the current situation of our earth and trigger their disc

5、ussion on what our earth will be in the future in order to arouse the students interest to explore the astronomy.1.1 WARMING UP It is aimed to lead students to discuss some questions related to astronymy so as to bring the topic of this unit into focus.1.2 PRE-READING It is aimed to lead students to

6、 figure out different ideas on life beginning on earth, namely scientific ideas, religious ideas, cultural ideas and so forth based on which the teacher can guide them to predict what the reading will be about. Besides, storytelling not only can trigger the related background knowleage in students,

7、but also can make the class attractive.1.3 READING It tells readers the development of earth and life evolution. Such a worrying line as “the earth may become too hot for the lives on it” makes students reflect on the current situation of the erath and corresponding meatures taken to solve this situ

8、ation. This is aimed to help trigger students awareness of solving social problems. 1.4 COMPREHENDING1 Analyze the structure of the passage and write down the main idea for each paragraph to help test if students have undestood the thought organization of the passage.2 Put the order of development o

9、f life into a timeline to help test if students have understood the life evolution and the text unfolding.3 Answer the open-minded questions to help test if students have a deeper understanding of the passage.2. Arrangements of periods 1st periodIntensive Reading(warming-up, pre-reading, reading and

10、 comprehending )2nd periodLanguage points 3rd period Language practice4th periodGrammar5th periodLanguage use Analysis of students:The second-year middle school studentsMedium level in English learning with their average score up to 90 out of 150 in the placement test at the beginning of the semeste

11、r (low level90, 90<Medium level120, high level>120). 60% of the students have scored more than 90. Students have a strong inner motivation of learning English(they are active in English learning) The topic “ astronomy” is quite familiar to and appeal to students. As second-year middle school s

12、tudents, they have mastered some basic reading skills such as skimming and scanning to help them figure out the structure and get some superficial information on the topic. However, students need to improve their textual reading ability so as to improve their English learning.Analysis of English Cur

13、riculum StandardsThe English Curriculum Standards require: teaching should pay attention to students textual reading ability and students emotions. This teaching period is aimed to improve students textual reading ability by reading materials and cultivate students awareness of protecting the earth

14、and exploring the astronymy.教學(xué)目標(biāo)1. Knowleage goal 知識(shí)目標(biāo)To learn the basic knowledge about solar system2. Ability goals 能力目標(biāo)a. To master the basic reading skills such as skimming and scanning so as to grasp the main idea and details of the reading(技能目標(biāo))b.Enable Students to give a brief introduction of

15、 the science of the stars and the development of life according to the order of development of life into a time line（語(yǔ)篇能力）d. Retell the passage in accordance with timeline of life formation.3. Emotional goals 情感目標(biāo)To arouse students interest to explore the astronomy.To arouse students awareness of pr

16、otecting our Earth and solving social problemsTeaching important points教學(xué)重點(diǎn)a. Talk about the beginning of life on the earth.Why did animals first appear in the seas?Why did green plants help life to develop?b. Discuss the order of development of life.Teaching difficult points教學(xué)難點(diǎn)a. Understand the be

17、ginning of life on the earth.b. Discuss the questions:What problem is our Earth facing and what should we do to protect it?教學(xué)方式與策略Teaching methods教學(xué)方法a. Skimming and scanning.b. Q &A activity to check the Students understanding of the text.c. Individual, pair or group work to finish each task.d.

18、 Discussion.Teaching aids教具準(zhǔn)備A computer and a projector.教學(xué)活動(dòng)設(shè)計(jì)活動(dòng)內(nèi)容活動(dòng)意圖時(shí)間分配1. To recognize stars and planets in solar system(Q & A)2. Match the names of the eight planets with pictures(group work)3. A quiz test how much students know about our planet the Earth(Q & A).To lead students to the t

19、opic of astronymy: the science of stars (lead-in&warming up)2min4. Religious ideas, cultural ideas and scientific ideas on life development on earth (group discussion)5. Look at the pictures. Do you know the topic of this unit?To trigger related knowledge on life development so as to guide them

20、to predict what the reading will be about.(pre-reading)3min6. Match the main idea of each paragraph. (individual work )7. Passage structure (pair-work)8.Summary of main idea of this readingTo grasp the main idea of each paragraphTo know the organization of this passageTo summarize the main idea of t

21、his reading8min9.Fill in the blanks in the following form.(group discussion)10. Put the order of development of life into a timeline. Use the reading passage to help you(individual or pair work)11. To draw the picture of life development and development of the Earth(pair work )12. What is the curren

22、t situation of the Earth from the last paragraph? What should we do to protect our Earth?(group discussion)13. Retelling the passage according to the timeline of life develoment on Earth(group work)14.Homework: writing a passage to describe the situation of the earth and put forward some suggestions

23、 to improve that situationTo have a detailed understanding of life development and development of the earth To exercise the ability of students to process information(reading and comprehending )To exercise students ability to finding out problems and solving themTo arouse awareness of protecting the

24、 Earth in studentsTo cultivate students ability to have a coherent and cohesive logic thinking (textual ability)To test if students have the critial thinking ability to learn from real life by themselves 15min7min5min After school 板書設(shè)計(jì)Life formationFormation of EarthTimeline of the formation of the Earth and lifeHow to protect the Earth教學(xué)特色與反思學(xué)習(xí)效果評(píng)價(jià)：一、學(xué)生學(xué)習(xí)效果：1)分段及段落大意的提