Appendix名師課堂實錄

2018-06-27 10:40:00 | 159人點? | 1Y幣
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基于學習共同體互助模式下的高三二模復習

高考真題限時閱讀課教學案

By David Ren

2018/5/16 Based on the learning community model , teacher should try to develop a reviewing strategy for Senior Three students at 2nd stage and instruct them to form a self-education ,self-study and self-management.

Teaching

plan Ⅰ.Teaching objectives : 1:To enhance students’ reading comprehension ability within a limited time

2:

To expand and improve students’ vocabulary for examination

3:

To arouse students’ interest in reading and strengthen their confidence

Ⅱ.

Difficult points: How to use these skills to improve students’ reading comprehension ability ,especially for grasping the main idea and the intention of writers. Ⅲ.

Key points:

To encourage students to master and practise these skills and learn to help each other based on the learning community . Ⅳ.Teaching procedure

Step 1: Lead-in part : To divide the whole class into five groups in order to form a kind of learning community , meanwhile ,every students should have a clear mind about their role in the group , group leader will be responsible for allocating tasks for his/her members.

Step 2:Each group will be ready for reading the material for general ideas within a limited time ,before reading ,group leader will give the definite task for each member .

Step 3:After the first reading, each member will find the answers for each questions and then discuss their answers ,during this stage ,they will explain their own choices and reason the answers ,team leader will collect and discuss all answers before reaching the final agreement. Step4:

One student will collect all new and key words and expressions during the

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discussion and write on the blackboard ,other students will underline a difficult and complicated sentence waiting for teacher’s explanation .

Ⅴ. assignment

1.

To review and memorize these key and useful words and expressions. 2.

To finish the exercises on the worksheet

教案說明:

在高三二模復習的最后階段,如何提高課堂復習的有效性,突破學生疲勞的大量的題海戰術的瓶頸和乏力狀態,給他們新的刺激點和學業成績的增長點,改變傳統的講授課堂模式,激發學生的主動學習的愿望和動力,是我一直在摸索和思考的著力點。

在高三英語復習中,英語閱讀一直是高考得分的重中之重,得閱讀者得天下,如何提高英語的閱讀得分是高三英語復習的一個重要部分,如何利用學習共同體的模式,來提升高三英語閱讀教學的有效性,讓學生在高三緊張有限的時間內,提高閱讀得分,培養閱讀能力,訓練閱讀思維,打破高三乏味枯燥的題海戰術,讓學生更加明確的提升自身的閱讀能力。以學習共同體的模式來探索一直新的有效的教學模式,讓沉悶的高三課堂活躍起來,思考起來,生成起來,讓高三的課堂能夠具備更好的生成性。

我們的學生在高考壓力下,要解決和面對的最大挑戰是,單槍匹馬的學習狀態,風雨飄搖的學習基礎,不甘現狀的學習成績,構成了矛盾的痛點,同時還缺乏自制力這一最大的薄弱點,歸結為:大學的理想很豐滿,現實的狀況很骨感。

學習共同體是一種小組合作學習,合作學習不是“優劣互相搭配的學習”而是“弱者相互幫助”的學習,發揮學習共同體里的每一個成員的優勢,從而形成優勢互補,由合作學習變成互惠學習,小組合作學習給了每一個孩子的自信和展示的平臺,是小組內教育公平的最佳體現,讓小組學習的優勢得到充分的發揮,在小組的互教變成互學,互相督促,互相鼓勵,同伴指引和互助更有效性,改變傳統的教育模式,把學習主動權交給學生,形成“對話式”課堂教學模式。

對于學習共同體的研究,許多同行積累了很多的理論知識和教學經驗,我從互助學習共同體的角度去探索課堂教學有效性,改變二輪復習的疲軟無力低效狀態,給學生以新的刺激和增長點,最大限度的激活課堂,讓每一個不同層次的學生都學有所獲,在同伴的互助下,提升自我的責任感以及成功的自信和獲得感,讓每一個學生在學習共同體的分工和協助過程中,能做到人人有事做、人人有話說、人人有進步。

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