教學設(shè)計Astronomy：the science of the stars（柴建華-秦漢中學-高中英語）

教學課題Astronomy：thescienceofthestars

學科英語年級時長1課時

指導思想與理論依據(jù)

1）高中英語學科核心素養(yǎng)理論

本堂課的設(shè)計建構(gòu)在高中英語學科核心素養(yǎng)理論的指導下。英

語學科致力于培養(yǎng)學生四方面的素養(yǎng)：語言水平、文化品格、思維

品質(zhì)和學習水平。這四個方面環(huán)環(huán)相扣、緊密結(jié)合。其中，思維品

質(zhì)指學生在思維的邏輯性、批判性、創(chuàng)新性等方面的水平和特點。

高中英語的教學方向是通過英語文本的學習，使得學生能夠辨析語

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；準確評判各種思想觀點，理性表達個人的觀點。思維品質(zhì)是

學生創(chuàng)新發(fā)展的重要途徑之一，它決定了我們思考問題的深度和廣

度。所以，在注重其他三方面素養(yǎng)的同時，本節(jié)課的重點放在學生

思維品質(zhì)的培養(yǎng)上。

教學背景分析2）批判性思維理論

MichaelScriven和RichardPaul在1987年的“批判性思維及教學

改革第八屆國際會議”上指出，批判性思維包括兩個方面：（1）個人

通過觀察、經(jīng)歷、反思、推理或交流獲取或生成信息，并將此信息

實行使用、分析、整合或評估；（2）其目的是指導個人的信象和行動。

批判性思維的過程中，以下元素將會受到注重：目的、問題、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

性維指導下的閱讀則停留在單純的閱讀信息的獲取和相關(guān)技巧的

掌握上，批判性思維理論和英語學科核心素養(yǎng)中的“思維品質(zhì)”在概

念上是有臨相似之處的。

3）布魯姆認知領(lǐng)域教育目標分類（2001）

布魯姆把認知領(lǐng)域內(nèi)的教育目標分為六個主要類別，依次是記憶、

理解、應(yīng)用、分析、評價和創(chuàng)造。創(chuàng)造貫穿整個認知過程的始終。

分類理論具有兩大特征：一是目標具備可測性，二是目標有層次結(jié)

構(gòu)。所以，本課在致力于培養(yǎng)學生思維品質(zhì)和批判性思維水平的思

想的指導下，借助布魯姆的教育目標分類設(shè)計教堂流程，層層遞進、

逐步深入。

AnalysisofTeachingMaterials：

1.Thisunitcentersonastronomy：thescienceofthestars,the

developmentoflifeandspacetravelandgravitytomakestudentshave

aunderstandingofspaceandlifeoriginbyreadingrelatedmaterials.At

thesametime,throughsomeexplorativequestionscanstudentsbetter

understandthecurrentsituationofourearthandtriggertheirdiscussion

onwhatourearthwillbeinthefutureinordertoarousethestudents9

interesttoexploretheastronomy.

1.1WARMINGUP

Itisaimedtoleadstudentstodiscusssomequestionsrelatedto

astronymysoastobringthetopicofthisunitintofocus.

1.2PRE-READING

Itisaimedtoleadstudentstofigureoutdifferentideasonlife

beginningonearth,namelyscientificideas,religiousideas,cultural

ideasandsoforthbasedonwhichtheteachercanguidethemtopredict

whatthereadingwillbeabout.Besides,storytellingnotonlycan

triggertherelatedbackgroundknowleageinstudents,butalsocan

maketheclassattractive.

1.3READING

Ittellsreadersthedevelopmentofearthandlifeevolution.Sucha

worryinglineas"theearthmaybecometoohotforthelivesonit”

makesstudentsreflectonthecurrentsituationoftheerathand

correspondingmeaturestakentosolvethissituation.Thisisaimedto

helptriggerstudents9awarenessofsolvingsocialproblems.

1.4COMPREHENDING

①Analyzethestructureofthepassageandwritedownthemainidea

foreachparagraphtohelptestifstudentshaveundestoodthethought

organizationofthepassage.

②Puttheorderofdevelopmentoflifeintoatimelinetohelptestif

studentshaveunderstoodthelifeevolutionandthetextunfolding.

(3)Answertheopen-mindedquestionstohelptestifstudentshavea

deeperunderstandingofthepassage.

2.Arrangementsofperiods

1stperiodIntensiveReading

(warming-up,pre-reading,readingandcomprehending)

2ndperiodLanguagepoints

3rdperiodLanguagepractice

4thperiodGrammar

5thperiodLanguageuse

Analysisofstudents：

①Thesecond-yearmiddleschoolstudents

②MediumlevelinEnglishlearningwiththeiraveragescoreupto90

outof150intheplacementtestatthebeginningofthesemester(low

level=90,90<Mediumlevel=120,highlevel>120).60%ofthe

studentshavescoredmorethan90.

(3)StudentshaveastronginnermotivationoflearningEnglish(theyare

activeinEnglishlearning)

④Thetopic“astronomy^^isquitefamiliartoandappealtostudents.As

second-yearmiddleschoolstudents,theyhavemasteredsomebasic

readingskillssuchasskimmingandscanningtohelpthemfigureout

thestructureandgetsomesuperficialinformationonthetopic.

However,studentsneedtoimprovetheirtextualreadingabilitysoas

toimprovetheirEnglishlearning.

AnalysisofEnglishCurriculumStandards

TheEnglishCurriculumStandardsrequire：teachingshouldpay

attentiontostudentstextualreadingabilityandstudents9emotions.

Thisteachingperiodisaimedtoimprovestudentstextualreading

abilitybyreadingmaterialsandcultivatestudents9awarenessof

protectingtheearthandexploringtheastronymy.

1.Knowleagegoal知識目標

Tolearnthebasicknowledgeaboutsolarsystem

2.Abilitygoals水平目標

a.Tomasterthebasicreadingskillssuchasskimmingandscanningso

astograspthemainideaanddetailsofthereading（技能目標）

b.EnableStudentstogiveabriefintroductionofthescienceofthestars

andthedevelopmentoflifeaccordingtotheorderofdevelopmentof

lifeintoatimeline（語篇水平）

d.Retellthepassageinaccordancewithtimelineoflifeformation.

3.Emotionalgoals情感目標

Toarousestudents9interesttoexploretheastronomy.

教學目標

Toarousestudents9awarenessofprotectingourEarthandsolving

socialproblems

Teachingimportantpoints教學重點

a.Talkaboutthebeginningoflifeontheearth.

Whydidanimalsfirstappearintheseas?

Whydidgreenplantshelplifetodevelop?

b.Discusstheorderofdevelopmentoflife.

Teachingdifficultpoints教學難點

a.Understandthebeginningoflifeontheearth.

b.Discussthequestions：

WhatproblemisourEarthfacingandwhatshouldwedotoprotectit?

Teachingmethods教學方法

a.Skimmingandscanning.

教學方式與策略b.Q&AactivitytochecktheStudents9understandingofthetext.

c.Individual,pairorgroupworktofinisheachtask.

d.Discussion.

Teachingaids教具準備

Acomputerandaprojector.

活動內(nèi)容活動意圖時間分配

1.TorecognizestarsandplanetsToleadstudents2min

insolarsystem(Q&A)tothetopicof

2.Matchthenamesoftheeightastronymy：the

planetswithpictures(groupscienceofstars

work)(lead-in&warmi

3.Aquiztesthowmuchstudentsngup)

knowaboutourplanet-the

Earth(Q&A).

4.Religiousideas,culturalideasTotriggerrelated3min

andscientificideasonlifeknowledgeonlife

developmentonearth(groupdevelopmentso

教學活動設(shè)計discussion)astoguidethem

5.Lookatthepictures.Doyoutopredictwhat

knowthetopicofthisunit?thereadingwill

beabout.

(pre-reading)

6.MatchthemainideaofeachTograspthemain8min

paragraph.ideaofeach

(individualwork)paragraph

Toknowthe

7.Passagestructure(pair-work)organizationof

thispassage

Tosummarizethe

8.Summaryofmainideaofthismainideaofthis

readingreading

9.FillintheblanksintheTohavea15min

followingform.detailed

(groupdiscussion)understandingof

10.Puttheorderofdevelopmentlifedevelopment

oflifeintoatimeline.Usetheanddevelopment

readingpassagetohelpyouoftheearth

(individualorpairwork)Toexercisethe

11.Todrawthepictureoflifeabilityofstudents

developmentanddevelopmentoftoprocess

theEarthinformation

(pairwork)(readingand

comprehending)

12.WhatisthecurrentsituationToexercise7min

oftheEarthfromthelaststudents9ability

paragraph?Whatshouldwedotofindingout

toprotectourEarth?(groupproblemsand

discussion)solvingthem

Toarouse

awarenessof

protectingthe

Earthinstudents

13.RetellingthepassageTocultivate5min

accordingtothetimelineoflifestudents9ability

develomentonEarth(grouptohavea

work)coherentand

cohesivelogic

thinking(textual

ability)

14.Homework：writingaTotestifstudentsAfterschool

passagetodescribethesituationhavethecritial

oftheearthandputforwardthinkingabilityto

somesuggestionstoimprovelearnfromreal

thatsituationlifeby

板書設(shè)計Matchthemainideaofeachparagraph.

F

o

Para.1Jheformation（形成）ofther

m

a

t

\earth.i

o

n

Para.2/CTheimportanceofwaterforo

f

\ZIife.E

a

a

Para.\Awidelyacceptedtheoryh

'abouttheformationofthe

universe.

iL

Para.4\y^Thearrivalofhumansandef

f

o

theirimpactontheearth.r

m

a

t

Para.5'Sj'hedevelopmentofplantsi

o

andanimalsontheearth.n

BigBang4.5-3.8manymillion2.6Now

billionyearslatermillion介

TimelineoftheformationoftheEarthandlife

reduce

reuse

￡recycle

HowtoprotecttheEarth

教學特色與反思