加载中…1课堂组织与环境创设
(2010-11-26 15:26:20)
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杂谈 |
分类： 教育理念 |
1课堂组织与环境创设
I. Different aspects of
classroom management
课堂组织与环境创设的相关因素
2.课堂组织与环境创设的目的是什么呢？
课堂教学管理的目的在于创造和谐的气氛，引导
学生用英语进行交流。
3.有效课堂组织与环境的创设的条件
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师生在英语课堂教学中起到适当的作用，扮演适当的角色，创造和谐的课堂氛围
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教师的教学指令语言要清晰；
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创设英语课堂教学环境与组织形式，充分调动学生的学习积极性；
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教师要正确、得当地纠正学生的错误；
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教师使用正确的提问方式；
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良好的课堂纪律
II. The role
of the students and teacher
学生和教师在英语课堂教学中的角色
学生和教师在英语课堂教学中的角色
1.
学生应扮演的角色
1. A learner must take
responsibility for his own learning, developing autonomy and skills
to become a “good” language learner.
student is an interactor and
negotiator in class who is capable of giving as well as taking
information and knowledge.
1.英语教师的多重角色
2.
建立和谐的师生关系、创造宽松的学习氛围
III.
Classroom instruction
课堂教学指令性语言
课堂教学指令性语言
如何使课堂教学指令性语言有效?
1) Use simple instructions and
make them suit the comprehension level of the
students.
2)Use the mother-tongue only
when it is necessary.
3) Be careful not to do all the
talking in class.
Our
aim of teaching is to help students develop their language and
mind, and create opportunities for maximum students participation
from the very start of the lesson.
IV. The physical surroundings and
student grouping 英语课堂教学环境与组织形式
1.课堂教学环境
英语课堂教学环境包括教室、课桌的安排；教师
在教学不同阶段所站的位置；学生、黑板和教师
三者之间的相对距离等等。
教师在考虑英语教学环境时需要认真对待的问题：
Is
the room light and bright (but not too bright)?
Is
the temperature comfortable and the air
fresh?
Is
it easy for everyone to hear you?
an
all the students see you and board or
screen easily?
Are
you free to change the layout of the
classroom?
How
can you organize the furniture? Which layout
works well?
2. 桌椅的摆放Seating arrangement
1)
Good for group work
2)
Good for role play
3)
3) Good for pair work
3. 课堂活动的组织形式
1) 常见的英语课堂活动的组织形式:
全班 Whole class work
小组 Group work
对子 Pair work
个人 Individual study
2) 有效活动组织形式使用的建议:
全班 Whole class work:
Whole class work is normally used when
presenting
and explaining new language or new
information.
The teacher should not speak too much. Make
your
explanation brief and concise in meaningful
context
and then try to elicit answers from the
students.
小组 Group work/对子 Pair work: (Lavery
2001)
1) Always follow a similar procedure so that
students will respond automatically and know what is expected. 2)
Before students get on the task, assign roles clearly around the
class, pointing to each student in turn. ‘You are A…you are
B…etc.’3) Double-check that students know their roles with a show
of hands. ‘Hands up As and hands up Bs’.
小组 Group work/对子 Pair work: (Lavery
2001)
4) To be effective, don’t explain what they have
to do, demonstrate. Take one student, he is A and you are B.
Practise the dialogue/exchange.
5) Double-check with one pair of students who
play A and B.
6) Only let students start when you are sure they
are all clear as to what they are supposed to be
doing.
7) Never try to set up pair work without checking
that instructions are clear. Think how you will set it up before
the lesson.
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小组 Group work/对子 Pair work: (Lavery
2001)
8)Quickly go around after students start in order
to see if each of the pairs is clear and working
together.
9)Help individual pairs if needed.
10)Keep an eye out for waning interest and don’t
let it go on too long. Be ready to call a halt.
11)If you would like each student to work with
different partner, do not tell them simply to ‘Find a new
partner…’
12)If noise or undiscipline rises to an excessive
level, the teacher can simply stop the activity, explain the
problem and ask the students to continue more quietly.
3) 小组
/对子成员的选择
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Grouping the students according to
seating arrangement.
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Students select their own group
members (risky).
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Strong students and weak students are
mixed together.
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Strong students and weak students are
grouped separately to do different tasks.
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Group the students by drawing
lots.
)不要忽视个人活动
Students need some quiet time of their
own.
5）师生活动方式
教师对全班学生（T-C）
教师对个别学生（T-S）
学生向教师提问（S-T）
学生双人活动（S-S）
学生小组活动（Ss-Ss）
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