探究式课堂教学设计-柴建华

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1、探究式课堂教学设计教研组：高中英语 姓名：柴建华教学课题Astronomy: the science of the stars学科英语 年级高二时长1课时教学背景分析指导思想与理论依据1)高中英语学科核心素养理论本堂课的设计建构在高中英语学科核心素养理论的指导下。英语学科致力于培养学生四方面的素养：语言能力、文化品格、思维品质和学习能力。这四个方面环环相扣、紧密结合。其中，思维品质指学生在思维的逻辑性、批判性、创新性等方面的水平和特点。高中英语的教学方向是通过英语文本的学习，使得学生能够辨析语言和文化中的各种现象；分类、概括信息；分析、推断信息的逻辑关系；正确评判各种思想观点，理性表达个人的观

2、点。思维品质是学生创新发展的重要途径之一，它决定了我们思考问题的深度和广度。因此，在关注其他三方面素养的同时，本节课的重点放在学生思维品质的培养上。2)批判性思维理论Michael Scriven 和 Richard Paul 在1987年的“批判性思维及教学改革第八届国际会议”上指出，批判性思维包括两个方面：(1)个人通过观察、经历、反思、推理或交流获取或生成信息，并将此信息进行运用、分析、整合或评估；(2)其目的是指导个人的信象和行动。批判性思维的过程中，以下元素将会受到关注：目的、问题、假设、义、推理、影响，不同思维角度，思维框架等。相比之下，非批判性维指导下的阅读则停留在单纯的阅读信息

3、的获取和相关技巧的掌握上，批判性思维理论和英语学科核心素养中的“思维品质”在概念上是有临相似之处的。3)布鲁姆认知领域教育目标分类（2001)布鲁姆把认知领域内的教育目标分为六个主要类别，依次是记忆、理解、应用、分析、评价和创造。创造贯穿整个认知过程的始终。分类理论具有两大特征：一是目标具备可测性，二是目标有层次结构。因此，本课在致力于培养学生思维品质和批判性思维能力的思想的指导下，借助布鲁姆的教育目标分类设计教学流程，层层递进、逐步深入。Analysis of Teaching Materials:1.This unit centers on astronomy: the science o

4、f the stars, the development of life and space travel and gravity to make students have a understanding of space and life origin by reading related materials. At the same time, through some explorative questions can students better understand the current situation of our earth and trigger their disc

5、ussion on what our earth will be in the future in order to arouse the students interest to explore the astronomy.1.1 WARMING UP It is aimed to lead students to discuss some questions related to astronymy so as to bring the topic of this unit into focus.1.2 PRE-READING It is aimed to lead students to

6、 figure out different ideas on life beginning on earth, namely scientific ideas, religious ideas, cultural ideas and so forth based on which the teacher can guide them to predict what the reading will be about. Besides, storytelling not only can trigger the related background knowleage in students,

7、but also can make the class attractive.1.3 READING It tells readers the development of earth and life evolution. Such a worrying line as “the earth may become too hot for the lives on it” makes students reflect on the current situation of the erath and corresponding meatures taken to solve this situ

8、ation. This is aimed to help trigger students awareness of solving social problems. 1.4 COMPREHENDING Analyze the structure of the passage and write down the main idea for each paragraph to help test if students have undestood the thought organization of the passage. Put the order of development of

9、life into a timeline to help test if students have understood the life evolution and the text unfolding. Answer the open-minded questions to help test if students have a deeper understanding of the passage.2. Arrangements of periods 1st periodIntensive Reading(warming-up, pre-reading, reading and co

10、mprehending )2nd periodLanguage points 3rd period Language practice4th periodGrammar5th periodLanguage use Analysis of students:The second-year middle school studentsMedium level in English learning with their average score up to 90 out of 150 in the placement test at the beginning of the semester (

11、low level90, 90120). 60% of the students have scored more than 90. Students have a strong inner motivation of learning English(they are active in English learning) The topic “ astronomy” is quite familiar to and appeal to students. As second-year middle school students, they have mastered some basic

12、 reading skills such as skimming and scanning to help them figure out the structure and get some superficial information on the topic. However, students need to improve their textual reading ability so as to improve their English learning.Analysis of English Curriculum StandardsThe English Curriculu

13、m Standards require: teaching should pay attention to students textual reading ability and students emotions. This teaching period is aimed to improve students textual reading ability by reading materials and cultivate students awareness of protecting the earth and exploring the astronymy.教学目标1. Kno

14、wleage goal 知识目标To learn the basic knowledge about solar system2. Ability goals 能力目标a. To master the basic reading skills such as skimming and scanning so as to grasp the main idea and details of the reading(技能目标)b.Enable Students to give a brief introduction of the science of the stars and the deve

15、lopment of life according to the order of development of life into a time line（语篇能力）d. Retell the passage in accordance with timeline of life formation.3. Emotional goals 情感目标To arouse students interest to explore the astronomy.To arouse students awareness of protecting our Earth and solving social

16、problemsTeaching important points教学重点a. Talk about the beginning of life on the earth.Why did animals first appear in the seas?Why did green plants help life to develop?b. Discuss the order of development of life.Teaching difficult points教学难点a. Understand the beginning of life on the earth.b. Discus

17、s the questions:What problem is our Earth facing and what should we do to protect it?教学方式与策略Teaching methods教学方法a. Skimming and scanning.b. Q &A activity to check the Students understanding of the text.c. Individual, pair or group work to finish each task.d. Discussion.Teaching aids教具准备A computer an

18、d a projector.教学活动设计活动内容活动意图时间分配1. To recognize stars and planets in solar system(Q & A)2. Match the names of the eight planets with pictures(group work)3. A quiz test how much students know about our planet the Earth(Q & A).To lead students to the topic of astronymy: the science of stars (lead-in&w

19、arming up)2min4. Religious ideas, cultural ideas and scientific ideas on life development on earth (group discussion)5. Look at the pictures. Do you know the topic of this unit?To trigger related knowledge on life development so as to guide them to predict what the reading will be about.(pre-reading

20、)3min6. Match the main idea of each paragraph. (individual work )7. Passage structure (pair-work)8.Summary of main idea of this readingTo grasp the main idea of each paragraphTo know the organization of this passageTo summarize the main idea of this reading8min9.Fill in the blanks in the following f

21、orm.(group discussion)10. Put the order of development of life into a timeline. Use the reading passage to help you(individual or pair work)11. To draw the picture of life development and development of the Earth(pair work )12. What is the current situation of the Earth from the last paragraph? What

22、 should we do to protect our Earth?(group discussion)13. Retelling the passage according to the timeline of life develoment on Earth(group work)14.Homework: writing a passage to describe the situation of the earth and put forward some suggestions to improve that situationTo have a detailed understan

23、ding of life development and development of the earth To exercise the ability of students to process information(reading and comprehending )To exercise students ability to finding out problems and solving themTo arouse awareness of protecting the Earth in studentsTo cultivate students ability to hav

24、e a coherent and cohesive logic thinking (textual ability)To test if students have the critial thinking ability to learn from real life by themselves 15min7min5min After school 板书设计Life formationFormation of EarthTimeline of the formation of the Earth and lifeHow to protect the Earth教学特色与反思学习效果评价：一、

25、学生学习效果：1)分段及段落大意的提取，利用观察法来评价学生是否把握了语篇结构；2)通过学生讨论及发言情况，利用学生的反馈评价学生是否可以运用语篇信息解决实际问题，批判性地阐述个人见解；3)通过学生课后习作，进一步的落实与检测学生是否可以独立处理语篇、解决实际问题，并理性地发表个人见解。二、教师教学效果：在学生活动中，通过观察学生的活动行为，分析学生的语言表达来检测教师的教学目标落实情况；根据学生的具体表现随时调整教学节奏和难度。教学设计特色说明：1.注重思维品质及批判性思维能力的培养，主要体现在1)地球及生物发展的纵横坐标图的构建与分析2)地球产生及生物演变的分析与比较3)对实际生活的深入思

26、考与启示2.遵循认知规律，引导学生逐层递进思考，主要体现在1)教学环节环环相扣，层层递进2)每个教学环节内，问题设置逐层深入教学反思随着时代推移，相当一部分学生在高中时代的英语水平不断提升，如果教学目标仅停留在对文本字面信息的理解上，会无法满足这部分学生的需求，从而造成“吃不饱”现象以及沉闷的课堂。作为长期从事实验班教学的英语老师，我一直试图找到一种既实用、又有趣的教学模式。“实用”意即它不仅服务于高考，而且可以使学生在未来大学里的学习中继续受益；“有趣”则并非停留在笑过即忘的浅层次的幽默搞笑上，而是学生能在从事学术性的学习、思考和创作的过程中获取乐趣。注重思维品质的培养和批判性思维方式的渗透在相当程度上解决了这个问题。学生不仅需要理解文本表层信息，还需要分析、归纳出其背后作者持有的观点立场及思维模式，在此基础上或对其进行评估判断、或用于实际生活案例的分析，从而形成个人的感悟和立场。在这个过程中，学生的思维质量得以提高，而观点碰撞的过程也进发出它的魅力，使学生感受到深层次思维的乐趣，促使他们主动地、刻意地对生活、学习中遇到的新的知识和现象进行类似的思考。本堂课在本校的两个实验班讲过，从课堂及作业的反馈来看，基本上收到了所期待的效果。9