教研组 | 英语 | 开课主题 | M3U3 Reading Lost Civilizations |
研究主题 | 如何在英语阅读教学中提升学生的思维品质 | ||
开课教师 | 潘祎明 | 开课班级 | 高一（10）班 |
开课时间 | 周二第二课（3月26日） | 开课地点 | 明诚楼102 |
课前与研究主题有关的理论学习记载 | 思维品质是指智力活动中特别是思维活动中智力与能力在个体身上的表现，其实质是人的思维的个性特征。思维品质是区分一个人思维乃至自智力层次、水平高低的指标，主要包括深刻性、灵活性、创造性、批判性、敏捷性五个方面。《普通高中英语课程标准（2017年版）》对英语学科中思维品质的定义则更为聚焦，它认为思维品质是指人的思维个性特征，反映其在思维的逻辑性、批判性、创造性等方面所表现的能力和水平。思维品质体现了英语学科核心素养的心智发展，其发展有助于提升学生分析问题和解决问题的能力，帮助学生从跨文化的视角观察和认识世界，并对事物做出正确的价值判断，促进学生的深度学习。 教师在英语日常教学中，应首先对教学内容进行深入透彻的分析，并从学生现有的水平出发，寻找文本中学生思维的发展点，该发展点可能是思维的某一种品质，如创新性和批判性，也可能是几种品质的结合。基于此，教师要设计出合适的学习活动和任务，并努力提高课堂提问的质量，调动全体学生积极、主动的思维。在课堂教学中，教师要善于抓住课堂生成，发现学生思维的闪光点，及时追问或给予更高的平台，推动学生思维品质的进一步提升。 | ||
课后评价活动记载 | 潘祎明这堂课给人以耳目一新的感觉，总体还是不错的，比以前上课进步了很多。在部分环节上可以做出一些调整，如庞贝和楼兰的发展曲线图总体走势相似，如果有多处明显的差异，在对比的环节找准差异处来分析，则更有利于激发学生探求的欲望。 ——石蕴玉 这堂课思路清晰，环环紧扣，在教学设计上很不错，但让学生展示自己的图表这一环节耗时过长，导致最后的open question没有呈现出学生更多的观点，有点遗憾 ——姚丽娟 本课用曲线图来呈现庞贝和楼兰的发展过程并让学生自己绘图，体现了思维的逻辑性，若想将日记文体更好地代入课堂，可以引导学生关注作者的情感变化，让学生分析变化的原因 ——钱玺仰 该课用曲线图呈现文本信息，且由一些古文明的衰落引申到中华文明的延续，是两处处亮点，但让叁组同学上台呈现耗时略长，可稍作调整。 ——钱玺仰 | ||
课后与研究主题有关的教学反思 | 1. 阅读课中，通过对比来找寻两种文明相同点和差异时应重点关注、找准差异处，这样更有利于激发学生探求的欲望。 2. 在学生绘图的评价反思环节还可更全面些，课上没有注意到学生作品中更多的问题。 3. Critical thinking环节没能听到更多学生的观点，且深度有限，没有达到课前设想的效果，应该在之前的课堂加快进度，在本环节留下更多的互动、交流时间。 4. 在下达课堂指令时应该简洁干练，使用祈使句，有助于学生快速明确任务。
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附教案
Teaching Plan: Lost civilizations
Learning objectives | After the class, students are able to: | |||
1. get relevant information from the passage and a video, understand and conclude the course of civilizations of Pompeii and Loulan | ||||
2. make comparisons and find out the similarities and differences of the two civilizations | ||||
3. think critically about what makes a civilization continue | ||||
Important & difficult points | 1. draw a graph to indicate the development of Loulan civilization based on the diary and the video | |||
2. Think the factors that cause a civilization disappear and those making a civilization continue | ||||
Teaching methods | Task-based reading | |||
Procedures | ||||
Stage | Teacher’s acts | Students’ expected reaction | Students’ unexpected reaction | |
Lead-in | 1. Show a world map and guide students to list some ancient civilizations they know | Chinese civilization; Ancient Egypt civilization… | Students may refer to some civilizations that the teacher doesn’t know | |
2. Introduce the writer and the literary form of this passage | Answer the writer and the literary form based on preview | |||
Reading Day-1 |
Ask questions about Ann’s traveling plan 1) Where is Ann 2) What will she visit in this place 3) How long will she stay in this place 4) Where will she go after visiting this place and where is place 5) How long she will stay there | Read the dates and day-1 part in 30 seconds and answer the questions | Some students may have the wrong answer or spend too much time reading | |
Reading Para 2-3 (Pompeii part)
| 1. Ask students to read para 2-3 in about 3 minutes. | Read Ann’s diary from day-2 to day-3 | ||
2. Show an uncompleted graph on the screen and ask students to fill in the time and events based on the readig | Complete the timeline and events of the graph | |||
3. Ask questions about the gragh | Answer teacher’s questions about the graph | |||
Reading Para 4-5 (Loulan part) & Group work | 1. Play a video about Loulan | Enjoy the video and note some important time and events | ||
2. Ask students to read para 4-5 and then draw a graph on their own to indicate the development of Loulan based on the video and the passage | Read para 4-5, work in groups of four and draw their own graphs of the development of Loulan | Some students may not concentrate on the task or draw the graph by themselves without cooperating with their partners | ||
3. Have students to show their graphs
| Present the graphs drawn by their group and explain the time and events involved in the graph and let others evaluate them | |||
4. Show teacher’s version | ||||
Comparison | Ask students to find the similarities and differences between the two civilizations according to the graphs and the passages
| Make the comparison and try to figure out the reason | ||
Further thinking | Introduce Chinese civilization and raise the question: Compared to the Pompeii, Loulan and many other ancient civilizations, what makes China successfully keep its civilization in the long river of history?
| Think about the question and give the answer | Some students may give unexpected answers which makes the teacher unable to respond to it. | |
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