如何聽課評課一

---聽初二年級青年教師莫勤勤英語顆有感。全節顆學生發言總人次共計91次。E.其他理念：1、看一堂課上得成功與否要看老師是否向學生學到了很多東西。2、課堂教學要讓學生興趣盎然，教學質量的提高才會自然而然。3、堅持個性既成功。4.不斷挑戰自己，超越別人，崇尚競爭，才能使自己在激烈的競爭中脫穎而出。 If I Were a TeacherIf I were a teacher, I would be kind to my students and make friends with them. I would look on them as my younger brothers or sisters.If I were a teacher, I would work hard and make each of my lessons lively and interesting. I would let my students learn a lot of new things in a light and happy way.If I were a teacher, I would do my best to help my students when they are in trouble with their study and even their lives.In a word, I would be a good teacher who is respected by every student, if I were a teacher.點評： 整篇文章緊扣主題，充滿想象，很有美感。以三個IF引導的條件從句引出自己的想法，自然流暢。上好英語公開課的八大要素 一個老師在自己的教學生涯中，要上許多公開課。上好公開課是每個老師的心愿。讓課堂生活過程之旅常新，讓課堂生活理論之樹常綠，讓課堂生活之路常直，是我們當老師的理想。那么英語教學的課堂又是如何的呢？如何激活學生的思維？如何將課堂氣氛推向高潮？如何使創新的火花不時被點燃？如何讓課堂教學的有效性得到很好的體現？筆者從事教學教研工作多年一、        教師要有扎實的教學基本功教師扎實的教學基本功是教師在三尺講臺“立住腳”、“站穩腳”、“站好腳”的前提，尤其是英語教師，在講臺上一開口，地道的英語，優美清晰的語音語調，到位的知識講解對下面聽課的學生和教師都會有強烈的吸引力，這時成功的課堂教學已邁出了第一步。  二、教師要透徹理解教材  教師對教材的正確的理解是上好公開課的前提，在此基礎上，教師才會有明確的教學目標，并回繞這個教學目標展開各種教學活動，設計層次清晰的教學步驟，使教學過程有序而富有邏輯性，各環節之間的銜接能流暢而自然。三、教師要激活學生的思維成就課堂教學的精彩的關鍵是把學生的學習積極性調動起來，激活學生的思維。課堂的組織者和引導者，不僅要熟悉思維運動的幾種形式，還要善于點撥、引導，才能使學生對學習的內容發生興趣，從而進入積極思維的狀態，為課堂教學的精彩作充分的準備。尤其是設計一個良好的導語（presentation）非常重要，因為一首樂章要有優美動人的序曲，一出戲劇要有鉤人心魄的序幕，一篇文章要有引人入勝的開頭。一堂課剛開始，學生的注意力往往比較集中，教師如能設計一個優秀的導語來吸引學生，撥動學生的心弦，激發學生的學習興趣，課堂活動就能順利進行，課堂氣氛就會變得生動活潑、和諧輕松，那么這堂課已成功了一半。  下面是一位教師在上《牛津英語》教材高中2A Unit2 Fashion時師生之間的一段精彩的對話：  T: What is very popular both in school and outside school?  S1: Sunglasses.  S2：Special hairstyle.  S3: Mp3.  S4: Computer games.  S5: Mahjong(麻將).  T: What do you think about fashion?  S6: Fashion is something that is popular.  S7: Fashion is something that most people like.  S8: Fashion is something that people like to do the same thing.  S9: Fashion is something that keeps up pace with modern life.  T: (補充)Language can also be fashionable. For example, now a lot of people like American English. So fashion is the way of dressing or behaving that is unusual or popular at a certain time.［Longman］.  教師對fashion一詞作解釋后繼續討論：  T：Let’s talk about the fashion again. What can be fashionable?  S10：Blue is very fashionable 40 years ago….  S11: Now gene is very fashionable….從以上的教學片斷可以看出，教師準確地把握了設疑的方向，通過學生感興趣的問題的設置，把學生調動起來，使學生對這堂課要學的內容發生興趣，并進入積極的思維狀態。  要調動學生，激活學生的思維，教師準確把握質疑的時機無疑也是非常重要的。再以上述這堂課為例，教師與學生一起分析教材的內容，學生學習感知并理解課文內容后，教師設置討論題：  T: What effects will fashion cause to students?  學生分組回答：  Group1: pay more attention to their appearance, clothing, lifestyle…  Group2: pay more attention to modern science, eg. gene, clone, nanometer(納米)….  Group3: They want to keep pace with the modern life….  教師繼續設問：  T：What is or are the most important thing or things in life?  學生回答：love/knowledge/friendship/being happy/spirit….  從以上的討論可以看出，由于教師適時而精當的點撥、引導，才有學生思維活躍，主動探究的精彩。這樣，既使課文得到了總結、拓展和探究，又鍛煉了學生的思維能力。  當然，教師所提問題一定要適度。一是深度，即不能超越學生的知識基礎；二是廣度，即不能超出學生生活實踐的范圍。否則，無法激活學生思維。四、教師要講究課堂組織、調控、啟發的藝術教學提問是教師教學的重要手段和教學活動的有機組成部分。Bellack（1996）曾指出：“在所進行研究的課堂上，教學程序的核心是教師的提問，學生的回答，經常還有老師對學生的回答所做出的反應。”課堂提問在每天的教學中都是大量的，其有效性直接決定著教師教學的質量水平。在公開課上經常會發現教師的“逼供”式的提問，即教師通過不斷的追問，甚至是一些沒有實際思維含量的提問，如教師不停地問學生:Yes or no? Do you think so? 等，非要學生按自己的設計回答Yes; 一味地把學生往自己預設的“框子”里面“逼”；而學生則費盡心思地揣摩教師想得到的“供”，時下這已經成了公開課中出現的普遍現象。造成這種現象的主要原因是教師教學理念的滯后：只關注教學設計的有序實施，不注重教學過程的隨機生成；只考慮自己準備的內容是不是講完了，不考慮學生是不是接受了。五、教師要靈活處理教材，教學設計符合學生實際有人說“公開課與其說成是講給學生聽的，倒不如說是演給聽課老師看到的。”這從一個方面說明了目前一些公開課上教學的不真實性，而在課堂上教師的情感虛飾則增加了公開課“作秀”的成分。新課標反復提倡的一個理念是積極倡導自由、合作、探究的學習方式，鼓勵教師給學生創造探究平臺。因此，凡公開課我們都可以見到諸如“討論”、“探討”之類的環節，它好像已經成了新課標旗幟性的標志，似乎誰不用誰就跟不上新課標精神一樣。更重要的是冷場是公開課第一大敵，這個險好像誰都冒不起，而熱熱鬧鬧的討論正好可以彌補這一缺憾。于是想辦法讓學生開口說話、讓課堂熱鬧起來成了首要的事情，花里胡哨的東西越來越多。所以在公開課上大家經常看到教師用一些鼓勵性的語言尋找發言者，哪怕是一句不著邊際的話，也是“感恩”不盡，并趕快接過他的話頭引導到自己所預設的軌道上來。不管學生的回答正不正確、有沒有道理都說“You’re great!”, “You did a good job.”。教師的表揚是用來激發學生的發言欲望的，但是這種無限演繹的廉價的表揚又能起到多大的作用呢？為了熱鬧為了合作，為了更能體現新課標精神，老師們想著法兒變花樣，有的甚至到了嘩眾取寵的地步，一看便是虛情假意。所以教師要創造性地使用教材，對教材進行適當的調整和取舍，教學設計必須符合學生的實際。六、教師要營造“亮點”，讓課堂教學高潮迭起課堂教學的“亮點”是指教師的教學給學生留下最深刻鮮明的印象并得到學生最富于感情反應的時刻，這時師生雙方的積極性達到最佳配合狀態。有經驗的教師進行教學時，總是牢牢地抓住學生的注意力，不失時機地精心制造教學的亮點，把課堂教學推向高潮，以使學生達到情緒高漲、智力振奮的積極狀態。課堂亮點的出現使學生受到良性的強烈的刺激，使課堂教學的境界得到升華。那么，如何營造“亮點”呢？“亮點”可以是事先設計的，也可以是課堂隨機生成的，營造亮點，一看你的意識強不強，二看你的能力硬不硬，三看你的機智高不高。七、教師要充滿激情馬卡連柯曾經指出：“做教師的決不能沒有表情，不善于表情的人就不能做教師。”一個冷漠、毫無激情的教師，他的教學必定是枯燥無味的。公開課上教師飽滿的熱情、最佳的心境和高昂的教學激情必能感染學生，調動教學氣氛，使學生在心理上產生共振，進入最佳的學習狀態。做一個充滿激情的英語教師，就需要教師在課堂上全身心地投入，真誠地對待學生，教師真誠的關注容易感染學生。英語教師要做到“讓學生喜歡你的英語課，讓學生喜歡英語學習，讓學生有終身學習英語的意識”的境界有很多途徑，而充滿激情無疑是其中很重要的一條。八、教師要富有機智教學機智在當今課改新課堂中扮演的角色越來越重要。教師要自如地駕馭課堂這個復雜多變的動態系統，順利地完成教學任務，就必須掌握教學機智。俄國教育家烏申斯基說：“不論教育者是怎樣地研究教育理論，如果他沒有教育機智，他不可能成為一個優秀的教育實踐者。”教學機智并非可望而不可及，只要我們掌握它的一般規律，利用科學的方法，沿著有效的途徑，就不難處理好課堂偶發情況，創造性地完成教學任務，從而不斷地提高自己的教學機智水準。在公開課上課堂偶發情況的發生，無疑是對教師的一種嚴峻挑戰。然而，挑戰與機遇同在，偶發情況中，既有不利于正常教學的，也有利于正常教學的，即經過教師及時、巧妙、靈活地處理，能夠對教學起到烘托、補充、增效的作用。  (Simplified) Lesson Plan for Passage 63 of New Concept English (Book II) I.        Teaching Aims and Demands(omitted)II.     Teaching Procedure1: One-minute questions1.Who is the American president now?(George Bush)1.       When is Mother’s Day celebrated?(The second Sunday of May)2.       What are the three basic colors of light?(Red, yellow and green)3.       What are the 5 senses of human beings?(The sense of sight/hearing/smell/taste/touch)4.       In what city is the United Nations Headquarters located?(New York)5.       What happened to the city about two weeks ago?(Two aeroplanes/Boeing 757 crashed into the World Trade Center and many people lost their lives…on Sept.11,2001)6.       Are oranges acid/sour food or basic food?(Basic)7.       Which one is better for old people to have more acid food or basic food?(basic)8.       Can the elephant’s trunk drink water?(No)2: A word game3: News or storiesa.  It’s our news/story time. Do you have any news/story interesting enough to share withyour classmates?b.  Any comments upon what you’ve just heard? 4: Text    She was not amuseda.  Presentationb.  Listen to the tape and answer: Did Jenny enjoy her father’s sense of humor?c.  Questions about the main idea of the passage:(1)Were the stories in her father’s speech very amusing?(2)Was her father an amusing person?(3)Why was Jenny not amused?(4)What were they laughing at?(5)Who were they laughing with?d.  Questions for language points:(1)Does Jeremy have many friends?(a large circle of friends)(2)When you have a large circle of friends, does it mean you and your friends often stand in a circle talking together? Why?  (common interest/friendship/bring you together)(3)Do you like to have a large circle of friends? Why?(Everything has two sides.)(4)Why is Jeremy very popular at parties?   his sense of humor     an amusing person     …(5)What does well-done homework depend on? (a high sense of duty/responsibility)(6)Who do you think needs a good sense of direction especially?(a driver)(7)If I go to a new place, I get lost easily. Do you know why? (a poor sense of direction)(8)Where did Jeremy go to show his sense of humor?(at a wedding reception)(9)What is done first at a wedding reception in western countries?(It’s a custom that someone(usually chosen by the bridegroom himself) will make a speech at the reception. And this person usually has a very close relation with the bridegroom(maybe his best friend or one of his relatives). The speech will be followed by a dance. The bride and bridegroom who newly wed, dance first and then everyone joins in.)e.  Questions for further comprehension of the passage:(1)How did Jeremy feel about the invitation?  (This is the sort of thing he loves. eg. When I was asked to give this open lesson, I  hesitated as this is the sort of thing that I fear.  sort = kind)(2)Was his speech a good success? Why?(3)What did people do after his speech?(laughed, clapped their hands…)(4)Who laughed the best? Who didn’t enjoy his speech? Why?(5)How was Jeremy feeling when he was asked to go home?(very much disappointed as his daughter’s remark was like a wet blanket---His daughter poured cold water upon him.)(6)Is he a good father? Why? (He did as his daughter asked/just at the moment he was  the very center of the attention of the reception when Jenny wanted him to go home.)(7)Is she a good daughter? Why?f.   Questions for the implied meaning:Let’s find out in what way she could have been amused:(1)if she had been older and could understand her father’s humor of sense;(2)if her father had told her a bit earlier that the more people laughed, the more successful his speech would be;(3)if she had known there is a big difference between “laugh at” and “laugh with”;if she had known that people were not laughing at her father, but laughing with her father at stories;g.  Read aloud(if time permits)h.  Questions for imagination:1.Suppose you were Jenny, please give us some description about that day you had.2.Suppose you were one of Jeremy’s friends at the reception, describe the scene from your own observation.3.Discuss the title/Read it with different emphasis:a.       ’She  Was  Not  Amused (while the others were amused)b.       She  Was  ’Not  Amused (on the contrary, she was rather upset)4.Are you amused after learning the story? Why?5.Have you got any questions to ask Jeremy as a newsman?