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

1、思維可視化在英語(yǔ)閱讀教學(xué)中的探究英語(yǔ)課題Unit 3A healthy life (Book 6)教材出版社人民教育出版社年級(jí)高二課型閱讀學(xué)時(shí)1課時(shí)教學(xué) 內(nèi)容 分析在傳統(tǒng)閱讀教學(xué)模式中，閱讀中的“知識(shí)加工”和“問(wèn)題解 決”的思考過(guò)程往往是不可見(jiàn)的，而且教師和學(xué)生都更多關(guān)注的 是答案，忽視答案的生成過(guò)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(guò)程”。這就要求我們 在閱讀的教學(xué)中必須要把“看不見(jiàn)的”思維的過(guò)程和方法清晰 地呈現(xiàn)出來(lái)，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(yǔ)教科書(shū)選修六第 3單元主課文，閱讀 部分是爺爺寫(xiě)給他孫子james的一封建議信，信中

2、談到了吸煙為 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(lái)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(huà)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(lái)，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)目標(biāo)教學(xué)文本實(shí)錄知識(shí)目標(biāo)：1 .通過(guò)閱讀，達(dá)成學(xué)生對(duì)詞匯和短語(yǔ)的強(qiáng)化和鞏固。2 .通過(guò)scanning和skimming訓(xùn)練學(xué)生的閱讀技能。3 .通過(guò)任務(wù)型閱讀訓(xùn)練

3、和思維導(dǎo)圖的輸出，幫組學(xué)生理清文章寫(xiě) 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(guò)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(guò)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(guò)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(jué)抵制煙酒侵害和不良嗜好， 養(yǎng)成健康文明的生活方式。T: Give greetings, and now let's have a look at the pic

4、tures on the sree 1.Do you know when is No Smoking Day?3 .How mang people die from smoking every year?T: Now, Let ' turn to page 22. Just go through the title, the first and the last paragraphs. Answer me the following questions.Who writes the letter? To whom? What's the Purpose?S: James gra

5、ddd. James. Grandad gives James some advice on stopping smoking.T: Ok, your answer is perfect. Now close your books, and imagine if you were 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

6、 someone to come here to talk about 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.U: Let me have a try. On the paper, you can see we draw three squares. They seperately stand for three parts of our l

7、etter. The first square is the 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.V: On our paper, we have designed a round shape and three squares. The round shape is the topic: bad effects of smoking. Three

8、 squares are three parts. They are bad effects on studies, bad effects on life and bad effects on people around.W: 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 p

9、ersuades his grandson to give up smoking. Turn to page 22 and let ' read the passage again. Follow grandpas mind and see how grandpa persuadeshis 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:

10、Read the paasagecarefully and match the paragraphs with the main ideas.Question 2: Read paragraph 3, 4 and f川 in 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 t hen tea

11、cher checks answers).T: Now we have a deep understanding about the reading details and we know how grandpa persuades James to give up smoking. Now I give you 5 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 m

12、e which is better and what can you get from your two mindmaps.5 minutes laterT: Now, is there a volunteer. Ok, boy, come here. Share your mindmap with us.S: This is our group s designing mindmap. On this paper, the round shape is the topic and around it are five squares or five parts of our reading.

13、 The topic is advice on smoking. The first part, Granpa tells about the life he is living and the importance of healthy life. Second part, talks about James;problem of smoking. Third part, three different ways of becoming addicted. The fourth part, harmful effects of smoking. Last part, Granpas hope

14、 for James and his advice on stopping smoking. 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 m

15、ore detailed. Because the reading structure 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 today s homework. Look at the screen.Supposeyour father, teac

16、her, or uncle is a smoker. Accordin gto your two mindmaps, you can write an article about an advice letter o ngiving up smoking.教學(xué) 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)情緒環(huán)節(jié) 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、引入話題設(shè)計(jì) 為主。閱讀課給人的感覺(jué)是沉悶，枯燥，老師的一言堂。為了刺 說(shuō)明 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

17、-結(jié)合教材，要求學(xué)生進(jìn)行合理預(yù)測(cè)在對(duì)文本的閱讀過(guò)程中，要求學(xué)生通過(guò)1分鐘快速閱讀文章 標(biāo)題、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(cè)。 通過(guò)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(shuí)，寫(xiě)作對(duì)象是針對(duì)誰(shuí)，文章的寫(xiě)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(kāi)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

18、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)行任務(wù)型閱 讀，通過(guò)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(xiě)作思路，中心思想，文章框架和一些重要的細(xì)節(jié)內(nèi)容。教學(xué)環(huán)節(jié)5-以文章寫(xiě)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(guò)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(huà)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

19、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，以?xún)煞季S 圖為基礎(chǔ)進(jìn)行適當(dāng)取舍，要求學(xué)生寫(xiě)一篇 120詞左右關(guān)于戒煙的 建議信?？傮w思路是通過(guò)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(guò)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(guò)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） 教學(xué)學(xué)生采用小組合作學(xué)習(xí)的方式，在老師引導(dǎo)下繪制出了不同效果|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(yǔ)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(guò)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(guò)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(lái)，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(guò)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(lái)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)設(shè)計(jì)反思教學(xué)中我將思維可視化的理念運(yùn)用到英語(yǔ)的任務(wù)型閱讀教 學(xué)中。在授課的過(guò)程中，我采取任務(wù)型的教學(xué)方法，讓學(xué)生成為 這堂課的主人，