因材施教因材施教提高外国语学校英语教学效果的新策略.docx

因材施教，提高外国语学校英语教学效果的新策略

广西南宁市南宁外国语学校 林万春

原苏联教育家赞可夫在《教学与发展》中也提出“使包括后进生在内的全体学生都得到一般发展”因此分层教学应是按照学生实际学习程度，在班级授课制下进行“分层”施教的一种新型教学组织形。分层教学源于孔子提出的“因材施教”。实施“分层教学”可以很快提高学生学习的积极性，从而达到既不压制基础好的学生也不放弃基础差的学生，使所有学生都能得到全面发展的目的。
一、因材施教，提高学生的学习热情
有效实现学习目标，在快乐中学习，在学习中寻找快乐。因此教师要在实施分层教学的过程中及时渗透学习策略的训练，在英语教学中不仅要结合教学目标、教学任务、教学内容进行具体学习方法的指导，同时也要注重学习策略的指导，引导其明确学习目标、充分认识自己的知识特点等。例如，在学习高中英语选修⑧ Unit 1 A land of diversity时，笔者是这样设计学习目标：The First Period Reading.
1. Teaching goals教学目标
(1) Ability goals能力目标
Enable the students to talk about the history of California.
(2) Learning ability goals 学能目标
Enable the students learn how to talk about the history of California.
2. Teaching important points 教学重点
Enable the students learn how to talk about the important events in Californian history.
3. Teaching difficult points教学难点
Enable the students to explain the reasons why California is such a multicultural community in the 21st century.
实施分层教学必须对不同层次的学生分别提出不同的目标和要求，如对于成绩优秀的学生，应该从严要求；对于学习认真而成绩不好的学生，要启发他们注意学习方法；对于反应慢、动作缓的学生，多鼓励他们勤于思考，提高作业速度与动手能力；对于思维能力较强，但学习不够勤奋的学生，要给他们压担子，要求做到一题多解；对于语言表达较差的学生，要多训练他们的语言表达能力；对于有心理障碍的学生，要及时地进行疏导。除了提出不同的要求外，对于不同层次的学生要公开量化目标，应用目标激励的方法来促进他们勤奋学习。需要注意的是，所投置的目标必须是学生经过努力能够达到的，从教育心理学角度就是让他们“跳一跳摘果子”，最终使各层次学生都能真正达到教学目标。 
二、因材施教，增强学生的学习实效
针对所能选用的教材普遍较词汇多，语言结构复杂，学生水平参差不齐，给英语教学工作带来了相当的难度。教师必需针对教材及学生的情况对英语教学方法进行创新。在英语教学过程中，根据所授学科教材与学生的特性，采取灵活多样的教学模式，激发学生学习情趣。例如,在学习高中英语选修⑧ Unit 1 A land of diversity时，设计本课的教学方案为：
Step I. Lead-in.
Introduce some knowledge about American flag, The White House, The Statue of Liberty to students.
Step I. Warming up.
Ask the students to turn to page 1 and look at the map of the USA and talk about it in groups of six. Ask students to complete the passage about what they have learned about America.
The USA lies in _________________, bordering both the ________ Ocean and the _______ Ocean, between ________ and ________. There are _____ states in the US. Forty-eight of them are in the single region, while _______ and _______ are not contiguous with any of the other states.
Step Ⅲ. Pre-reading.
Introduce some knowledge about California to students and ask them to think about “How is each picture relevant to the history of California?” Ask students to finish the quiz about California.
1. California is the ____ largest state in the USA.
A. third B. second C. fourth D. fifth
2. California, a state in the western USA, borders _____.
A. the Pacific Ocean B. the Indian Ocean C. the Atlantic Ocean D. the Arctic Ocean
3. _____ is California’s largest and the nation’s second largest city.
A. Sacramento B. Los Angeles C. San Diego D. San Francisco
4. California’s official nickname is the ___.
A. Sunflower State B. Golden State C. Land of Opportunity D. Evergreen State
5. ____ has the largest population in the USA.
A. California B. Alaska C. Washington D. Texas
6. California entered the Union on September 9th 1850, as the ____ state.
A. thirtieth B. thirty-eighth C. thirty-second D. thirty-first
Step Ⅳ. Careful Reading.
1. Ask students to read the text carefully and fill in the blanks. Show the form about CALIFORNIA with blanks on the screen.
Native
Americans
★ They are said to have lived in California for over 1. ______ years, who crossed the Bering Strait by means of a(n) 2. ___________.
★ In the 16th century, many native people were killed or forced into 3. _______ by the 4. __________ and many died from the diseases brought by them.
Spanish
★ The Spanish first arrived in South America in the early 5. _____ century.
★ Most of the first Spanish to go to California were 6. _______ men.
Russians
★ In the early 19th century, Russian 7. _______ began settling in California.
★ Today there are about 25, 000 8. _________________ living in and around San Francisco.
Gold miners
★ In 1848, 9. _____ was discovered in California, which attracted people from all over the world.
★ The first to arrive were South Americans and people from the US, followed by adventurers from 10. ________ and Asia.
Later arrivals
★ Chinese began to arrive during the 11. __________ Period, and even more came in the 1860s.
★ Italians, mainly 12. _________ but also wine makers, arrived in the late 19th century.
★ In 1911 immigrants from 13. _________ established a town of their own.
★ In the 1920s the film industry boom attracted many Europeans including many 14. ________ people.
★ Japanese 15. ________ began arriving in California in the early 20th century, and a lot more have settled there since the 1980s.
★ Africans have been living in California since the 16. _____, and more arrived between 1942 and 1945 to work in the 17. _____ and aircraft industries.
Recent arrivals
★ In recent decades, more people have come to California from 18. _____, including Koreans, Cambodians, Vietnamese and Laotians.
★ Since the 1970s, 19. _______ and Pakistanis have been attracted to California by its 20. _________ industry.
Step V. Do the True or False exercise.
1. California is the third largest state in USA but has the largest population. （ ）
2. In 1848, before the American-Mexican war, gold was discovered in California. （ ）
3. The native people suffered greatly after the arrival of Europeans in the 16th century. （ ）
4. Over 40% of Californians speak Spanish as a first language. （ ）
5. In the 1800s, Russian hunters began settling in California. （ ）
6. A lot of people rushing for gold lost their lives or went back home, but most of them remained in California to make a living for themselves in the new towns or on farms. （ ）
7. Compared with the period of gold rush, less Chinese immigrate to California during the period of building the rail network from the west to the east coast. （ ）
8. By the 1920s, the film industry was well established in California. （ ）
9. It is the computer industry since its beginning in 1970s that has attracted Indians and Pakistanis to California. （ ）
10. With more immigrants coming to California now and then, it is believed that before long there will be a even greater mix of nationalities in this state. （ ）
Step VI . Discussion .
Ask students to discuss: Why is California such a multicultural community? What problems do you think might arise?
Step VII .Ask students to read the passage again and fill in the blanks. 
In the 18th century, California was governed by Spanish __1__(invade). Spanish soldiers first arrived in South America in the early 16th century when they fought_2__ the native people and took their land. Two centuries later, Most lands of __3__(south) part of America was occupied by Spanish, the Northwest coast _4___(include). The _5_(major) of the first Spanish were __6_(religion), they taught Catholic religion to the natives. In 1821, California _7__(belong) to Mexico. __8__, in 1846 the United States won the war of Mexico, they had to return California to the United States but Spanish culture still makes great influence _9__ the United States. This is the reason why over 40% of _10_(California) regard Spanish as a first or second language.
Step VIII. Homework.
Ask the students to prepare for the word formations and collect suffixes of the nouns, verbs and adjectives.
教师在教学过程中要了解学生认知水平的差异与学习能力，始终坚持一点即经常向学生提出一些恰当的问题，引发学生思维。每当学生遇到困难时，一般不给他们现成答案，而是督促他们积极思考，采取启发诱导的形式，诱导学生思维，把他们引向正确的思路，用自己的知识解决学习中的问题。
三、因材施教，提升学生的学习技能
外国语学校英语教学的目的是要有针对性地对学生进行英语基本技能训练，同时侧重于有关英语语言应用能力的需要，加强英语应用技能的培养，提高学生应用英语的能力。我就设计这样一道书面表达：what is the best use of cloning？写作情景：今天我们班同学讨论了有关克隆的问题。同学们热烈发表了评论和表达了自己的看法；他们主要有两种不同的意见。写作内容： 支持者认为克隆利大于弊，克隆技术是21世纪人类科学的伟大突破。人类可以利用克隆技术培养大量品质优良的动植物；挽救珍奇濒危动物；调节大自然的生态平衡；可以研制高水平新药解决人类各种疾病等。反对者认为克隆会导致动物早衰、夭折；无计划的克隆动物会破坏生态平衡，导致一些疾病的传播;邪恶分子可能克隆自己，给人类带来灾难等。同学们利用你课本中所接触的词汇和句式，学习正常的英式表达，让自己体会一下英语写作带来的成功。
参考答案：
Today our class had a heated discussion about cloning, during which we are eager to give our own comments on its problems and express our own opinions. Generally, we have the following two major different opinions: 
Some students who are for cloning think it brings more advantages than disadvantages. In their opinion, 
cloning is a great breakthrough in human scientific world of 21st century. Human beings can use it to produce 
quantities of good plans and animals, to save rare and endangered species, to keep the balance of nature and to develop new medicines for kinds of human illness.  While the rest oppose cloning, thinking it results in the early death of animals. They hold the opinion that 
cloning animals without plan can destroy the balance of nature and spread some illnesses. Some evil leaders may clone themselves by means of it and lead to a great disaster to human beings.　　
培养英语运用技能是学生进行学习的一种内部诱因。在英语教学活动中，让学生自主有意识树立英语应用能力的目标，将使其在积极动机的驱动下，产生良好的效果使学生明白学好英语的重要性和必要性，从而提升学生运用英语的能力。
总之，通过实施上述的措施和教学方法，提高了学生学习专业英语的兴趣，使学生由被动学习向主动学习转变，基本上达到了“以实用为主，应用为目的”的效果。同时也使自身熟悉和掌握了更多的英语知识，增强了主动学习新知识的欲望。但也意识到英语教学方法的改革与创新不是一朝一夕能够完成的，教学效果虽亟待提高，但也不能急功近利。希望能有更多的教师和专家学者对专业英语教学方法进行深入的研究和探讨。

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